Document Type : Original Article
Authors
1
Assistant Professor Department of Educational and Curriculum Innovations Institute for Research and Planning in Higher Education, Tehran, Iran
2
Associate Professor, Department of Curriculum and Innovation Educational , Higher education research and Planning Institute, Tehran, Iran.
3
Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
10.30473/t-edu.2025.74239.1268
Abstract
The present research aims to identify the indicators of the evaluation element in the enabling curriculum concerning the employment of graduates and the level of attention paid to these indicators. This research is applied in nature, pragmatic in approach, and employs a mixed-methods design of a sequential exploratory type. The qualitative section utilized phenomenological methods, while the quantitative section employed a descriptive-survey method. The participants in the qualitative section included experts and specialists in higher education, with 23 individuals selected through purposive sampling, utilizing optimal cases and snowball sampling, along with the criterion of theoretical saturation. In the quantitative section, 275 individuals were selected using stratified random sampling. The data collection tool for the qualitative section was a semi-structured interview, while in the quantitative section, a questionnaire derived from the qualitative findings was used. The qualitative data were analyzed through thematic analysis, and the quantitative results were analyzed using descriptive (Mean, Standard Deviation) and inferential (One-sample t-test and MANOVA test) statistical methods. The findings of the qualitative section revealed that the most important indicators included the situational nature of evaluation, emphasis on performance-based tests instead of written exams, a focus on practical and team activities, the alignment of the type of evaluation with course objectives and content, providing continuous and periodic feedback to students to enhance their performance, evaluating students' learning based on their responsibilities within learning groups, transparency and fairness in criteria and evaluation design, emphasizing learning from evaluations, attention to individual student differences, and evaluating based on professional competencies. The findings of the quantitative section indicated that the level of attention to the indicators in the fields of educational sciences and psychology is not satisfactory and requires greater attention.
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