NAME MATRIC NUMBER

VIKNESWARI A/P TANAPAL D20131063920

NUR JANNAH AFIFAH BINTI JUHARI D20151071052

NOR ILMI IZYAN BINTI MOHD AZMAN D20151071820

SITI HARISAH BINTI TUAN SIDIK D20151071819

SITI AISYAH BINTI MAZLAM D20151071817

1. Curriculum mapping

Curriculum mapping often gets confused with curriculum management, but they’re not the same
thing. Curriculum mapping is really just the first step in any curriculum management effort. It’s a
process of tagging and linking the structural elements of your curriculum (phases, years, courses,
sessions, etc) with each other and with your learning outcomes and content areas.

Curriculum mapping is essential to curriculum management because it transforms your curriculum

from a series of documents and experiences into a searchable database that is an accurate
representation of your curriculum. Without this database, the other steps in curriculum management
are much less valuable.
2. Content & structure analysis

Once your curriculum is mapped, you can start to analyze and assess whether the content is still
relevant, and if the structure supports your learning goals. Some common ways of doing this include:

Gap/redundancy analysis
A gap and/or redundancy analysis is a report that looks across your curriculum to find content gaps
or redundancies. For example, you may have a redundancy because you’re teaching the same thing
about diabetes in several different course areas. You may have a gap if one of your six graduation
competencies is under-represented in your fourth year curriculum.

Teaching types analysis

A teaching types analysis is a report that looks across a segment of your curriculum to provide an
overview of the teaching types and frequency that your program uses. This report is often a
component of an accreditation review, but it can also be used to ensure that your program stays true
to its pedagogical foundation, that students are given an opportunity to have different types of
learning experiences.
3. Student assessment

Student assessment is where the curriculum rubber meets the cold road of reality. Assessment
results are the ultimate outcome of your curriculum. Because of this, they provide an
important input into a curriculum management process.

Student assessment is essential to curriculum management because assessment results can

give you insight into curriculum problems that may not show up in other result areas. Note that
not all problems in student assessment are curriculum problems. Sometimes you’ll have issues
with particular faculty, individual students, or with other non-curriculum things.
4. Program evaluation

Program evaluation is essential to curriculum in the same way that student assessment is.
Program evaluation provides your staff and faculty with real-time feedback about the curriculum.
Not all program evaluation results will provide insight into curriculum problems (for example, a
poor teacher evaluation is not necessarily a curriculum management problem). However, if you
are diligent about asking curriculum-related questions on your program evaluation forms (for
example, asking about content sequencing on a lecture evaluation form), you will have a great
source of curriculum feedback to use.
5. Research, review, revise

The final step in curriculum management is the step that makes the whole thing work. You need to take
the data you’ve gathered from your content and structure analyses, your student assessment results, and
your program evaluation feedback, and decide whether or not curriculum changes are needed. This is
frequently the main job of the curriculum committee and is not a task to be taken lightly. Many issues
you’ll uncover–such as a deep-seated curriculum issue found through low student assessment scores–
will require further research in order to decide how to proceed.