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Table of Contents  
Title Page……………………………………………………………………… i
Dedication …………………………………………………………………….. ii
Acknowledgement……………………………………………………………… iii
Abstract………………………………………………………………………… iv
Table of Content……………………………………………………………….. v
List of Tables ………………………………………………………………….. x
Chapter I: Background and Purpose………………………………………..  
1.1. Introduction ………………………………………………………………. 1
1.2. Statement of the Problem…………………………………………………. 3
1.3. Research Questions ………………………………………………………. 3
1.4. Operational definition of the key terms …………………………………… 4
1.4.1. Instructional Objectives……………………………………………….. 4
1.4.2. Curriculum…………………………………………………………….. 5
1.4.3. Curriculum Evaluation………………………………………………… 5
1.5. Significance of the Study …………………………………………………. 5
1.6. Limitations and Delimitations…………………………………………….. 6
Chapter II: Review of the Related Literature………………………………  
2.1. Introduction ………………………………………………………………. 8
2.2. Translation studies in Iran………………………………………………… 9
2.3. Evaluation and its objectives……………………………………………… 10
2.4. Different concepts of Curriculum ………………………………………… 11
2.5. Curriculum Evaluation …………………………………………………… 14
2.5.1. The Needs for Curriculum Evaluation………………………………. 18
2.5.2. Summative Evaluation and Formative Evaluation…………………… 18
2.6. Different Evaluation Approaches…………………………………………. 21
2.6.1. Objectives-Oriented Evaluation Approaches………………………… 21
2.6.2.Management- Oriented Evaluation Approaches…………………….. 22
2.6.3. Consumer-oriented Evaluation Approaches…………………..…….. 22
2.6.4.Expertise-Oriented Evaluation Approach……………………………. 22
2.6.5. Adversary-Oriented Evaluation Approaches ………………………… 22
2.6.6. Participant-Oriented Evaluation Approaches………………………… 23
2.7. Evaluation Models………………………………………………………… 23
2.7.1. Franklin Bobbitt………………………………………………………… 23
2.7.2. Tyler’s Model………………………………………………………….. 24
2.7.2.1. The selection of Educational Objectives………………………….. 26
2.7.2.2. Subject matter as a Source of Objectives…………………………. 27
2.7.2.3. Needs of the learners as a Source of Objectives…………………… 30
2.7.2.4. Studied of contemporary life as a source of Objective……………. 34
2.7.2.4.1. The Philosophical Screen ………………………………………. 35
2.7.2.5. Selecting and Organizing of Learning Experiences ……………… 38
2.7.2.6. Evaluation ………………………………………………………… 39
2.7.3 Stufflebeam’s Context, Input, Process, Product Model………………… 41
2.7.3.1. Context Evaluation………………………………………………… 42
2.7.3.2. Input Evaluation ………………………………………………….. 42
2.7.3.3. Process Evaluation ………………………………………………… 43
2.7.3.4. Product Evaluation ……………………………………………….. 44
2.7.4. Stake’s model…………………………………………………………… 45
2.7.5. Eisner’s Model…………………………………………………………. 47
2.7.6. Oliva’s Model…………………………………………………………… 48
Chapter III: Methodology ……………………………………………………  
3.1. Introduction……………………………………………………………….. 50
3.2. Participants ……………………………………………………………….. 50
3.3. Instruments………………………………………………………………… 52
3.3.1. Questionnaire…………………………………………………………… 53
3.3.2. Interviews……………………………………………………………….. 54
3.4. Data Collection Procedure ……………………………………………….. 55
3.5. Theoretical Framework…………………………………………………… 56
3.6. Data Analysis……………………………………………………………… 59
Chapter IV: Results and Discussion…………………………………………  
4.1. Introduction……………………………………………………………….. 60
4.2. Instructional Objectives…………………………………………………… 62
4.3. Courses for meeting the defined instructional objectives…………………. 65
4.4. Arrangement of the courses for attaining the instructional objective……… 71
4.5. Evaluation Types………………………………………………………….. 74
Chapter V: Conclusion and Implications……………………………………  
5.1. Introduction……………………………………………………………….. 78
5.2. Summary of Findings……………………………………………………… 78
5.2.1. Instructional Objectives………………………………………………. 78
5.2.2. Courses for meeting the defined instructional objectives…………….. 79
5.2.3. Arrangement of the courses for attaining the instructional objectives.. 80
5.2.4. Evaluation types……………………………………………………… 80
5.3. Pedagogical implications…………………………………………………. 81
5.4. Suggestions for further research…………………………………………… 84
References………………………………………………………………………. 86
Appendixes …………………………………………………………………….  
Appendix A: Questionnaire 1 ………………………………………………. 92
Appendix B: Questionnaire 2………………………………………………. 93
Appendix C: Questionnaire 3………………………………………………. 95
Appendix D: Questionnaire …………………………………………………. 96
   

 

 

 

List of Tables

Table 4.1.Students’ conceptions of the instructional objectives of the current M.A. English Translation Program ……………………………………………………..…………..63

Table 4.2.Instructors’ conceptions of the instructional objectives of the current M.A. English Translation Program…………………………………………………………………64

Table 4.3.Students’ conception of compulsory courses included in the current M.A. English translation program ………………………………………………………….…….67

Table 4.4.Students’ conception of optional courses included in the current M.A. English translation program ………………………………………………………………..68

Table 4.5.instructors’ conception of compulsory courses included in the current M.A English translation program………………………………………………………….….…69

Table 4.6.instructors’ conception of optional courses included in the current M.A. English translation program ……………………………………………………………….70

Table 4.7.students’ conception of the arrangement of the courses of the current M.A. English Translation curriculum ………………………………………………………..…72

 

Table 4.8.instructors’ conception of the arrangement of the courses of the current M.A. English Translation curriculum………………………………………………….73

Table 4.9.students’ conception of types of assessments given to students during or at the end of the current M.A. English Translation curriculum ……………..………….75

Table 4.10.instructor’ conception of types of assessments given to students during or at the end of the current M.A. English Translation curriculum………………………………………………………….……………….………76

 

 

 

CHAPTER I

 

 

موضوعات: بدون موضوع  لینک ثابت


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