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the opportunity to study selective issues pertaining to their own fields, such as Science Education and Mathematics, Social Sciences
Education, Religious Education, TESL, Language Education, Arts Education etc.

Kaedah Penilaian : Penilaian berterusan: 70%, peperiksaan 30%
Assesment Method : Continuous assessment assignments 70%, exam 30%

Bahasa Pengantar : Bahasa Malaysia dan Bahasa Inggeris
Medium of Instruction : Malay and English

Rujukan Utama/Main References:

Coulby, D., Cowen, R., & Jones, C. (Eds.). (2000). Education in times of transition. World yearbook of education 2000. London: Kogan
Page.
Erickson, H. L. (2001). Stirring the head, heart, and soul: Redefining curriculum and instruction. CA: Corwin.
Pinar, W. (2003). International handbook of curriculum research. Mahwah, NJ: Erlbaum.
Tomlinson, C.A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD.

PJHD 7303 PELAKSANAAN DAN PENILAIAN KURIKULUM 3 KREDIT
CURRICULUM IMPLEMENTATION AND EVALUATION CREDITS

Sinopsis/Synopsis

Kurikulum tidak boleh dianggap telah berakhir dengan penulisan dokumen. Malahan, ia adalah dokumen sementara yang
memerlukan penambahbaikan. Oleh itu, tugas penilaian program dan kurikulum tidak akan berkhir apabila kurikulum dilaksanakan.
Kursus ini direkabentuk untuk memenuhi keperluan khusus para pendidik dari pelbagai bidang pengkhususan – Pendidikan Bahasa,
Kurikulum dan Pengajaran, Matematik dan Sains, dan Sains Sosial. Pelajar akan membina kemahiran dalam merancang pelaksanaan
dan penilaian bagi penambahbaikan mutu kurikulum dalam pelbagai bidang. Tumpuan perbincangan meliputi teori, model dan
pendekatan dalam pelaksanaan dan penilaian kurikulum, pemantauan pelaksanaan kurikulum, penaksiran impak program dan
analisis faedah progam. Asas pengetahuan yang diberikan dalam kursus ini membolehkan pelajar membuat aplikasi ke dalam
bidang tertentu.

A curriculum should never be considered a final draft. Rather, it is an interim document awaiting further improvement. The task of
curriculum and program evaluation, therefore, does not end when a curriculum is implemented. This course is designed to meet the
specific needs of educators through specialization in several areas – Language Education, Curriculum and Instruction, Mathematics
and Science Education, and Social Sciences. Students will develop skills in planning the implementation and evaluation towards the
improvement of curriculum quality for various disciplines. Discussions are focused on theories, models and approaches of curriculum
implementation and evaluation, impact assessment of the program and analysis on the program benefits, curriculum improvement and
decision making process. Basic knowledge gained from this course will benefit the students when applied to their respective fields.

Kaedah Penilaian : Penilaian berterusan: 70%, peperiksaan 30%
Assesment Method : Continuous assessment assignments 70%, exam 30%

Bahasa Pengantar : Bahasa Malaysia dan Bahasa Inggeris
Medium of Instruction : Malay and English

Rujukan Utama/Main References:

Eisner, E. (2001). The educational imagination: On the design and evaluation of school programs. NY: Prentice-Hall.
Fitzpatrick, J., Sanders, J., & Worthen, B. (2003). Program evaluation: Alternative approaches and practical guideline. Boston:
Pearson Allyn & Bacon.
Mark, M., Henry, G., & Julnes, G. (2000). Evaluation: An integrated framework for understanding, guiding and improving policies and
programs. NJ: Jossey-Bass.
Posner, G. J. (1995). Analyzing the curriculum. NY: McGraw-Hill.

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