ASSESSMENT OF MANAGEMENT INFORMATION SYSTEMS CURRICULUM FROM “UNDERSTAND by DESIGN” PERSPECTIVE

Understanding by design as an instructional model has an important role in the 21st century education approach. The basis of this understanding is to determine in advance the knowledge, skills and competencies that students should have at the end of an education process, to plan educational design to help students achieve these goals, and to develop educational assessment process in accordance with this plan. There is evidence in the literature that an instructional design developed within this framework has successful results. However, in order for this model to be successful, it is essential that target achievements must be determined by taking into account cognitive, affective and psychomotor skills besides planning a valid and reliable measurement and evaluation process by selecting student-centered, content-centered and performance-centered goals and objectives. In line with this principle, within the scope of this study, the undergraduate education program of the Management Information Systems department was examined and its goals and objectives were analyzed according to Bloom's Taxonomy, primarily in cognitive areas. Learning outcomes of the program on the department's Bologna website and learning outcomes of courses in the program were evaluated as data sources. The consistency between the outcomes of the program and the cognitive, affective and psychomotor levels to which objectives are related were analyzed. It was observed that 30% of the 476 specific learning objectives evaluated were not suitable for valid and reliable educational assessment. The rest piled up in lower cognitive levels of Bloom Taxonomy. It also concluded that all 14 learning outcomes of the program level focused on cognitive levels, and outcomes for affective and psychomotor skills were not included. As a result, it was concluded that the Management Information Systems department education program should be updated by taking into account the principles of understanding-based instructional design planning educational assessment processes with a holistic approach.