MOT Education Core Curriculum Usage Guidelines

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CHAPTER 4. COURSE DESIGN Chapter 4. Course Design SETTING OF THE EDUCATION GOALS IN THE CLASS After designing the entire curriculum, what each faculty member mainly does is to design courses that he/she are in charge. Achievement goals or learning items such as knowledge, skills, abilities, etc. that students should acquire in each course are set by the Curriculum Map and Core Curriculum Correspondence Table; therefore, each faculty member will set education goals, evaluation methods to measure the goal attainment levels, education methods, course contents, and schedules based on them. Based on the Curriculum Map and Core Curriculum Correspondence Table, the education goals in a course will be set. Education goals in the course comprise General Goals to aim through the entire course and Attainment Goals to aim for attainment based on various perspectives. When referring to education goals, it often the case where acquisition of knowledge and skills such as “Being able to explain something,” “Being able to do something,” etc. may be imagined. However, not only giving instruction in just knowledge and skills but also improvement of students’ capabilities and change in students’ attitude will be demanded in education. Therefore, it is necessary to set attainment goals based on various perspectives in setting education goals. As a reference material in setting education goals, the classification of education goals is introduced here. Figure 4-1 shows the classification of education goals by B. S. Bloom, et al. (1956) and Figure 4-2 shows the classification of education goals by Kajita (1978). Figure 4-3 shows the representative goal examples classified from the perspectives of both the goal type (Kajita) and goal domain (Bloom).