One of the promising ways to improve the effectiveness of assessing the quality of students’ education is the use of the European Credit Transfer System (Waloyo, 2019). Each component of the curriculum (textbook chapter) will be assigned a certain number of credits from the total amount provided for this program. The distribution of credits depends on the number of class hours of each unit of the course (laboratory work or independent work). Credits are credited only after successful completion (positive assessment) of the final test in the discipline (exam or written test). Thus, this plan is performance-based, and this textbook is very convenient for the chosen assessment system. After completing the tasks, points are offered, which the student receives for correct answers. Verification of the acquired material is carried out both at the final test papers and during classes. In the context of the school, the concept of rating will be used in the practice of assessing student performance as an integral and complex indicator of the quality of education. In general, the rating will be a numerical value expressed by checking the degree of fluency of the received material.
First of all, the use of this textbook contributes to compliance with educational standards helps students to successfully master the program master the necessary knowledge and skills. The main requirement that this textbook fulfills is content (Sari & Fauzi, 2019). A complete and detailed presentation of the information allows to give the necessary amount to students without overloading them and at the same time providing all the necessary knowledge. Thus, this textbook allows complying with the three objectives set – compliance with educational standards and the absence of overload of students or the provision of insufficient information.
In addition, the textbook corresponds to the level of students, their age and the declared curriculum work. Moreover, this manual is most suitable for the mentoring style of education. It is convenient to work with it independently, and it is suitable for those cases when a student, for some reason, has to study new material himself with only a few instructions from the teacher. The presented tasks are quite variable, there is an opportunity to get away from typical reproductive tasks and make the lesson more provocative and fascinating (Anwar & Selle, 2018). This will help to preserve the cognitive activity of students and the effectiveness of education throughout the entire time of mastering the learning course.
The material of this textbook is quite exhaustive, so no additional materials are required. In relation to the overall curriculum evaluation, it will be necessary to use the CIPP Model, which is known as the system four-component model (Lyu, 2021). The first component is the educational context, within which the goal pursued by the students is determined, as well as the needs that must be met, are determined. The second component is the input, implying resources, possible alternative strategies, as well as the easiest way to meet the needs set out above. The next component is a process that evaluates how well the developed plan is being implemented. The last component is the product, when the results are evaluated, it is checked whether the goals have been achieved and amendments are made to how the plan should be developed next time.
The groups of criteria on which the evaluation of this curriculum plan will be based are mandatory and desirable. Mandatory formal criteria, in this case, are responsible for meeting the minimum necessary requirements for the curriculum. Among them are the total number of hours of training and the availability and completeness of the mandatory part of all educational cycles (Ufer & Bochnik, 2020). The fulfillment of formal criteria is considered mandatory, and the curriculum is not considered further without their satisfaction. The desired criteria will directly determine the quality of the proposed curriculum, which will allow for their comparison and relative evaluation. Among them, it is possible to highlight the relevance of the studied disciplines, methods, and approaches to the modern world and state requirements. An important role will be played by the level of achievement separately for each of the declared general cultural and professional competencies.
References
Anwar, R., & Selle, A. (2018). Evaluating the school textbooks from the perspective of students. Inspiring: English Education Journal, 1(1), 28-45.
KJV Holy Bible (2022). New York, NY: Christian Art Publishers.
Lyu, R. F. (2021). Task-based language teaching (TBLT) in Chinese EFL classrooms. IOSR Journal of Research & Method in Education, 11(2), 22-41.
Princeton review AP English language & composition premium prep, 2022: 7 practice tests + complete content review + strategies & techniques. (2022). New York, NY: Princeton Review.
Sari, A. R., & Fauzi, A. (2019). Validity of integrated science textbook with the theme of meteor fall using immersed model based on IDEAL problem solving. The 2018 International Conference on Research and Learning of Physics, 1185(021), 1-6.
Ufer, S., & Bochnik, K. (2020). The role of general and subject-specific language skills when learning mathematics in elementary school. Journal für Mathematik-Didaktik, 41(11), 81-117.
Waloyo, A. A. (2019). Analysing ESP learners’ needs at university of Muhammadiyah Malang for a quality ESP book. Schemata, 8(1), 51-60.