Formulation and standardization of quality assessment qualification and validating he undergraduate student’s curriculum planning

Abstract

The purpose of this study was to develop and standardize the indicators of quality assessment and validating of the undergraduate curriculum of North Khorasan University of Education. Method: The present study was a descriptive-survey method with respect to its fundamental purpose and a qualitative and quantitative method. The statistical population consisted of faculty members, visiting professors, and staff who were in the second semester of the 1996-1997 academic year in an undergraduate degree in the field of education. The sample consisted of 77 individuals by census method. In the qualitative part of the research, recruitment has been done through the study of internal, external research and literature review, and the background to quality and validating evaluation, especially curriculum validating factors, criteria and indicators. Then, eight faculty members and visiting professors were purposefully selected and conducted 18 sessions of guided and semistructured interviews. In the quantitative part of the research, a researcher-made questionnaire was completed by statistical sample after determining validity and reliability in order to standardize and weight the factors, criteria and indicators of curriculum quality evaluation and validation. Results: The findings were analyzed in qualitative section in three stages: 1- Drafting factors, criteria and markers according to semantic units derived from semistructured interview, 2- Drafting critique and evaluation by university professors. Farhangian, 3. Ranking, standardization, and weight determination using Friedman tests, one-sample t-test, and mean weight. For this purpose, a researcher-made questionnaire was given to 40 faculty members of Educational Sciences Department of Farhangian University. After calculating the reliability of the questionnaire through Cronbach's alpha test (0.986), 77 professors were selected by census method. A poll was conducted. The findings of this study showed that there were 12 factors, 33 criteria, and 211 indicators for the undergraduate curriculum in the field of education. The analysis of the findings showed that the factors, criteria and markers were multivariate, including assigning the highest rank and weight to the content factor and the lowest rank and weight to the time factor. Consider all the components of the curriculum. Localization is the focus of management and utilities as new elements of the curriculum.