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Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title Curriculum Development & Evaluation
Module Code EDS1054 (ITS: ES476)
Faculty Policy & Professional Practice School DCU Institute of Education
NFQ level 8 Credit Rating 5
Description

To introduce students to curriculum theory and to demonstrate its impact on current educational provision in Ireland To describe and place in the context of current curriculum thought the main issues to be considered in developing, implementing and evaluating programmes of instruction. To explore recent international initiatives in school and subject evaluation from the perspective of evaluation theory To introduce students to the current Irish school evaluation programme paying particular attention to history, structure, policy directions and stakeholder engagement To provide students with an opportunity to explore the potential role to be played by self evaluation in their emerging educational practice To examine the potential role of ICT in the development of a self evaluation approach to professional development

Learning Outcomes

1. Demonstrate the capacity to plan collaboratively in the curriculum field
2. Describe and place in the context of current curriculum thought the main issues to be considered in developing, implementing and evaluating programmes of instruction.
3. Explain the traditions of curriculum thought and outline current issues in curriculum theory
4. Explain the theoretical origins and practical implications of school evaluation systems
5. Explain the structure and operation of the Department of Education and Skills Evaluation programme for Irish schools
6. Demonstrate a general knowledge of the Codes of Professional Conduct for Teachers by providing specific examples of their application in their professional practice
7. Demonstrate an ability to apply the Code of Professional Conduct ' The Teacher and The Curriculum' in their professional practice by providing specific examples of the application of each of the seven sub-sections of the code in their professional practice
8. Design, implement and evaluate a self evaluation programme in the course of their school placement
9. Develop the necessary skills and competences to engage in lifelong reflective learning


WorkloadFull time hours per semester
TypeHoursDescription
Lecture24No Description
Online activity52No Description
Group work24No Description
Independent Study25No Description
Total Workload: 125
Section Breakdown
CRN10499Part of TermSemester 1
Coursework0%Examination Weight0%
Grade Scale40PASSPass Both ElementsY
Resit CategoryRC1Best MarkN
Module Co-ordinatorShivaun O'BrienModule Teacher
Assessment Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.

* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Curriculum
CURRICULUM DEVELOPMENT CURRICULUM THEORY Traditions of curriculum thought; current issues in curriculum theory; perspectives (historical, sociological, political, psychological) on curriculum; a personal philosophy of curriculum ISSUES IN CURRICULUM DESIGN Curriculum aims and objectives; priorities and resources in curriculum design; curriculum organisation and structure; curriculum design and needs analysis; integration and the structures of disciplines

Evaluation
Evaluation Introduction to evaluation theory Exploration of recent international initiatives in school and subject evaluation from the perspective of evaluation theory Evaluation in the island of Ireland - comparisons and contrasts Evaluation in Irish Schools History of evaluation in Irish Schools Comparison of international evaluation systems Theoretical origins and structure of current Irish programme for school evaluation (WSE) Emerging systems of evaluation in Irish schools Cycle of Evaluation - School Planning, Curriculum Implementation, Evaluation

Self evaluation
Exploration of theoretical underpinnings of self evaluation movement Examining the role of stakeholder groups in the process of self-evaluation - parents, policy makes (Department of Education and Skills, Inspectorate), Management Bodies (Patronage Groups,Boards of Management etc) Design and implementation of a range of self evaluation instruments in a school setting Engagement in online debate and discussion about the potential role of self evaluation as a mechanism for professional development and school improvement and life-long learning

Indicative Reading List

Books:
  • Inspectorate of the Department of Education: 2012, An Introduction to School Self-Evaluation of Teaching and Learning in Post-Primary Schools, 1, Department of Education and Skills,
  • Inspectorate of the Department of Education: 2012, School Self-Evaluation Guidelines for Post-Primary Schools, Department of Education and Skills,
  • Department of Education and Science, Ireland: 2003, Looking at Our School, an aid to self-evaluation in second level schools., DES, Dublin,
  • McNamara, G., & O Hara, J.: 2008, Trusting schools and teachers: Developing educational professionalism through self-evaluation., Peter Lang., New York,
  • A Vic Kelly,: 2009, The Curriculum:Theory and Practice, 1847872751
  • Walsh, B & Dolan, R: 2009, A Guide to Teaching Practice in Ireland, Gill & Macmillan Ltd,
  • The Teaching Council: 2012, Codes of Professional Conduct for Teachers, Teaching Council of Ireland, Maynooth,
  • MacBeath, J.: 1999, Schools Must Speak For Themselves, The Case for School Self-Evaluation., Routledge, London,
  • MacBeath, J. and McGlynn, A.: 2002, Self-Evaluation, What s In It for Schools?, Routledge Falmer, London,
  • Haug, P. and Schwandt, T.: 2003, Evaluating Educational Reforms, Scandanavian Perspectives., Information Age Publishing, Connecticut:,
  • Department of Education and Science, Ireland.: 2005, Customer Survey, DES, Dublin,
  • MacBeath, J.: 2003, The self-evaluation file., Learning Files Scotland, Glasgow,
  • Department of Education and Science, Ireland.: 2006, An evaluation of planning in thirty primary schools., DES, Dublin,
  • Nevo, D: 2002, Nevo, D. School-Based Evaluation: An International Perspective., Elsevier Science, Oxford,
  • OECD: 2005, Teachers matter: Attracting, developing and retaining effective teachers., OECD, Paris,
  • Ross, A.: 1999, Curriculum: Construction and Critique, Routledge, 075070621X
  • David Scott: 0, Critical essays on major curriculum theorists, 978-0415339834


Articles:
  • R Boyle, G McNamara, J O'Hara: 2012, Riding the Celtic Tiger: Forces Shaping Evaluation Culture in Ireland in Good Times and Bad, Evaluation Cultures :Sense-making in Complex Times, September 2012, 48-62, 520512
  • 2011: Operationalising self-evaluation in schools: experiences from Ireland and Iceland, Irish Educational Studies, 30 (1), 63-82, 520513, 1
  • The importance of the concept of self-evaluation in the changing landscape of education policy: Studies in Educational Evaluation, 34(3), 173-179, 520514, 1, McNamara, G., & O Hara, J.
  • Educational Management Administration and Leadership,: 34(4), 134-137, 520515, 1, McNamara, G. and O Hara, J., 2001
  • 7(3): 99-119, 520516, 1, McNamara, G. and O Hara, J., 2004, Trusting the Teacher: Evaluating Educational Innovation
  • 463-474: 520517, 2, Martin, S., 2005, Evaluation, inspection and the improvement agenda: Contrasting fortunes in an era of evidence-based policy making., Evaluation
  • 520518: 1, MacBeath, J., 2006, New relationships for old: Inspection and self-evaluation in England and Hong Kong., International Studies in Educational Administration,, 34 (2), 2-18,
Other Resources

  • 1: Website, Inspectorate, 2012, Self-Evaluation Resources,
  • 417336: 1, Website, OFSTED,
  • http://www.ofsted.gov.uk/: 417337, 1, Website, Education and Training Northern Ireland,
  • http://www.etini.gov.uk/:

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