Measuring the transferability of Curriculum
Stone, Alfeld, Pearson, Lewis and Jensen (2006) stated that there are several ways of looking at the transferability of curriculum and measuring this concept. More often than not, transferability in this context refers to the ability of college level students to receive credit at a second institution for courses taken at another institution that are seen as equivalents of one another. This can simply be measured by meta analyses of transferring students' accepted credit hours. A more complex approach to the issue, according to Stone, et al (2006), involves whether or not curriculum developed in any discipline at any specific class or educational level can be reused or "transferred" to an identical level in another educational setting.
For example, Stone, et al (2006) state that there are a growing number of packaged curriculum programs in a variety of elementary through secondary school disciplines that can be purchased or used by multiple schools or teachers. The degree to which these packages transfer can be assessed by comparing student scores on mandatory standardized state testing or achievement tests. If students with the transferred curriculum score as expected on such tests, then the curriculum has effectively transferred. If they do not meet the standards required in their locale one would assume that the transfer of curriculum has failed.
Stone, J. R., III, Alfeld, C., Pearson, D., Lewis, M. V., & Jensen, S. (2006). Building academic skills in context: Testing the value of enhanced math learning in CTE (Final report). National Research Center for Career and Technical Education, University of Minnesota. Available at http://136.165.122.102/mambo/index.php?option=com _content&task=view&id=44. Retrieved February 24, 2010.
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