I have attached the paper that needs to be revised and rewritten. I have also at

I have attached the paper that needs to be revised and rewritten. I have also attached a scoring sheet for you to follow.
Create a 15-20 page curriculum evaluation that incorporates the curriculum analysis and course design you created for Assessments 1 and 2.
Introduction
Nurse educators are responsible for many areas of evaluation, including students, curriculum, and program evaluation. Additionally, they have a responsibility to the internal and external stakeholders when it comes to the evaluation process. There are two types of evaluation: summative and formative evaluation. Formative evaluation takes place during the learning process (Billings & Halstead, 2012). Summative evaluation refers to the outcomes of the learning when the learning environment has ended (Billings & Halstead, 2012.)
Reference
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty. Saunders Elsevier.
You will use the work you completed for Assessments 1 and 2 as parts of this assessment. Combine Assessments 1 and 2, and add a section about curriculum evaluation. The evaluation you create should flow smoothly as one cohesive document. When combining the previous assessments, make revisions based on feedback you received from faculty.
Preparation
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Who should perform curriculum evaluation: individual faculty, a curriculum committee, or full faculty?
When should curriculum evaluation be done: each semester, each academic year, at the end of a program cohort, or prior to accreditation visits?
How can a curriculum be revised to ensure that program outcomes are met without compromising the whole curriculum?
How can a curriculum be revised to reflect changes in society, nursing, health care delivery, health care needs, educational practice, learner diversity, and emerging technology when curriculum revision entails a lengthy process involving state regulations and accreditation standards?
Requirements
Consider curriculum evaluation and address the following:
Explain the importance of ongoing curriculum evaluation, why it is important, and for whom it is important.
List criteria that are important to consider in curriculum evaluation.
Explain how and why pilot testing can be used in curriculum evaluation.
Provide examples of both short-term and long-term curriculum evaluations for process improvement, and explain why both types are necessary to curriculum development.
Describe how to apply evidence-based nursing concepts, theories, and best practices to improve curriculum development.
Identify the appropriate accreditation body for a selected curriculum and describe appropriate accreditation evaluation criteria.
For example, a school of nursing might be accredited by CCNE or ACEN, whereas a hospital staff development program might be accredited by JCAHO, HFAP, or others.
Additional Requirements
To achieve a successful project experience and outcome, you are expected to meet the following requirements:
Written communication: Written communication is free from errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to current APA style and formatting.
Number of resources: Cite a minimum of five resources that are not included in the resource activities for this assessment.
Length of evaluation: 15–20 typed double-spaced pages, excluding the title page and the reference page.
Appendix: Included appropriate material from Assessments 1 and 2. The appendix will not be included in the page count.
Font and font size: Times New Roman, 12 point.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Examine the development of a curriculum for a nursing program.
Describe how evidence-based nursing concepts, theories, and best practices can be applied to improve curriculum development.
Competency 2: Analyze factors that impact the design of a nursing curriculum.
List criteria that are important to consider in curriculum evaluation.
Competency 3: Select an appropriate organizing/curriculum framework for the design of nursing curriculum.
Explain the importance of ongoing curriculum evaluation, including why it is important and for whom it is important.
Explain how and why pilot testing can be used in curriculum evaluation.
Identify the appropriate accreditation body for a selected curriculum and describe appropriate accreditation evaluation criteria.
Competency 4: Select a curriculum evaluation process that facilitates continuous quality improvement.
Provide examples of both short-term and long-term evaluations for process improvement, and explain why both types are important to curriculum development.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
Apply academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation.
Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.
Print
Curriculum Evaluation Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Explain the importance of ongoing curriculum evaluation, including why it is important and for whom it is important. Does not explain the importance of ongoing curriculum evaluation, including why it is important and for whom it is important. Explains the importance of ongoing curriculum evaluation, including why it is important and for whom it is important, but the explanation is incomplete or somehow inadequate. Explains the importance of ongoing curriculum evaluation, including why it is important and for whom it is important. Explains the importance of ongoing curriculum evaluation, including why it is important and for whom it is important and provides examples of what can happen when curriculum is not evaluated.
List criteria that are important to consider in curriculum evaluation. Does not list criteria that are important to consider in curriculum evaluation. Lists criteria to consider in curriculum evaluation, but the criteria are not relevant, important, or measurable. Lists criteria that are important to consider in curriculum evaluation. Lists criteria that are important to consider in curriculum evaluation and explains why they are important.
Explain how and why pilot testing can be used in curriculum evaluation. Does not explain how and why pilot testing can be used in curriculum evaluation. Explains how and why pilot testing can be used in curriculum evaluation, but the explanation is incomplete, inaccurate, or somehow inadequate. Explains how and why pilot testing can be used in curriculum evaluation. Explains how and why pilot testing can be used in curriculum evaluation and provides an example of successful pilot testing.
Provide examples of both short-term and long-term evaluations for process improvement, and explain why both types are important to curriculum development. Does not provide examples of both short-term and long-term evaluations for process improvement, and does not explain why both types are important to curriculum development. Provides an example of either short-term or long-term evaluation for process improvement, but does not provide examples of both, or does not explain why both types are important to curriculum development, or the examples provided are somehow inadequate. Provides examples of both short-term and long-term evaluations for process improvement, and explain why both types are important to curriculum development. Provides examples of both short-term and long-term evaluations for process improvement, and explains why both types are important to curriculum development. Suggests a process for implementing both types of evaluation.
Describe how to apply evidence-based nursing concepts, theories, and best practices to improve curriculum development. Does not describe how evidence-based nursing concepts, theories, and best practices can be applied to improve curriculum development. Describes how evidence-based nursing concepts, theories, and best practices can be applied to improve curriculum development, but the description is incomplete, unclear, or somehow inadequate. Describes how evidence-based nursing concepts, theories, and best practices can be applied to improve curriculum development. Describes how evidence-based nursing concepts, theories, and best practices can be applied to improve curriculum development, and provides examples.
Identify the appropriate accreditation body for a selected curriculum and describe appropriate accreditation evaluation criteria. Does not identify the appropriate accreditation body for a selected curriculum or does not describe appropriate accreditation evaluation criteria. Identifies an accreditation body for a selected curriculum and describes accreditation evaluation criteria, but the accreditation body is not appropriate or the evaluation criteria are incomplete or inadequate. Identifies the appropriate accreditation body for a selected curriculum and describes appropriate accreditation evaluation criteria. Identifies the appropriate accreditation body for a selected curriculum and describes appropriate accreditation evaluation criteria. Explains how the results of the evaluation should be applied.
Apply academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation. Does not apply academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation. Applies academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation, but the feedback is inappropriately applied, or the evaluation has multiple errors or flaws. Applies academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation. Applies academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation. Includes appropriate introductory and summary statements.
Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting. Does not write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting. Writes effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting with multiple errors and lapses. Writes effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting. Writes effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting. Supports conclusions by citing relevant sources.