Evaluation for Development: The "E.A.S.Y." Model for Empowering Actors and Stakeholders in Curriculum Development

Autor/inn/en	Kohonen, Susanna; Kosonen, Jonna; Kettunen, Sinikka
Titel	Evaluation for Development: The "E.A.S.Y." Model for Empowering Actors and Stakeholders in Curriculum Development
Quelle	In: Language Learning in Higher Education, 11 (2021) 2, S.537-544 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2021-2018
Schlagwörter	Curriculum Development; Second Language Learning; Second Language Instruction; Higher Education; Decision Making; Law Schools; Language Laboratories; Interdisciplinary Approach; Program Descriptions; Evaluation Methods; Personal Autonomy; Independent Study; Models; Foreign Countries; Law Students; Student Attitudes; Teacher Attitudes; College Faculty; Pilot Projects; Finland + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Zweitsprachenerwerb; Fremdsprachenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Decision-making; Entscheidungsfindung; Language laboratory; Sprachlabor; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Individuelle Autonomie; Selbststudium; Analogiemodell; Ausland; Schülerverhalten; Lehrerverhalten; Fakultät; Pilot project; Modellversuch; Pilotprojekt; Finnland
Abstract	This report will discuss the process of evaluation for development in a collaborative project that integrated teaching between the Language Centre and the Law School at the University of Eastern Finland. The focus of this report will be on a model the authors devised for the purposes of developing teaching, called "E.A.S.Y," "Empowering Actors, Stakeholders and You" (in Finnish: "kehitysriihi"), with its "Nutshell Poster." The interactive and participatory model draws on the principles of evaluation for development instead of evaluation of development, steering away from the emphasis on making judgments, and exemplifies a novel, resource-efficient method for curriculum development in higher education in a manner that facilitates agency and implements the principles of a learning organisation. The authors propose that the model, albeit in the example project used within the context of Higher Education, could be widely adapted into other contexts, too. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01