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Assessing The Curriculum
Assessing The Curriculum
Assessing The Curriculum
The parameters of assessment in this lesson will include the three types of curriculum.
Intended curriculum
Implemented Curriculum
Achieved Curriculum
Curriculum outcomes based on the first two types of curriculum, the intended and
the implemented.
It is considered as the product.
Any achieved curriculum must fit with the objectives and the activities that were
conducted
1. Do the learning outcomes achieved by the learners approximate the level of performance set at
the beginning of the curriculum?
2. Are the learning outcomes achieved higher or lower than the objectives set?
3. Do the achieved learning outcomes reflect the knowledge, skills, attitudes and skills intended to
be developed?
4. How many percent of the learners in the same class perform higher than the level set at the
beginning?
5. Do the curricular outcomes reflect the goals and the aspirations of the community where the
curriculum was implemented?
The figure below summarizes the relations among the three kinds of curriculum.
Intended Implement
Curriculum
Achieved
Each type of curriculum should be linked to one another. Any gap along the line will make the
connection weak and will lead to obstacles in the accomplishment of the overall purpose of the
curriculum.
The Basic Education Curriculum (BEC) and the Three Types of Curriculum: Intended,
Implemented and Achieved
1. To raise the quality of Filipino learners and graduates who will become lifelong learners.
2. To decongest the curriculum in order that the teachers and leaners will be able to contextualize
it.
3. To use innovative, interdisciplinary and integrative modes of instructional delivery whenever
possible and appropriate
4. To make values development integral to all learning areas in high school.
5. To increase time for tasks in order to gain mastery of competencies of the basic tool subjects.
Question 2—how was the BEC implemented to accomplish the goals? ( Implemented Curriculum)
1. The BEC decongested the overcrowded the old curriculum into five learning areas, namely,
English, Mathematics, Science, Filipino and Makabayan.
2. The teachers in basic education were trained to use innovative, interdisciplinary, thematic, and
integrative modes of instructional delivery.
3. Teaching-learning processes are interactive to enhance learning. There is open communication
between teachers and learners and among learners themselves. Instructional materials and
multimedia are fully utilized to support interactions. Teachers consider learner as an active
partner.
4. English, Science, Mathematics and Filipino are the basic tool subjects, while Makabayan
develops healthy personal and national self-identity.
5. Makabayan entails the use of integrated units of learning areas composed of several subjects in
the elementary and in secondary levels.
a. Araling Panlipunan or Social Studies (Sibika at Kultura for Grades 1 and 2 and Heograpiya,
Kasaysayan at Sibika (HeKaSi) for grades 4, 5, and 6)
b. Edukasyong Pantahanan at Pangkabuhayan (EPP) for Grades 5 and 6
c. Musika, Sining at Edukasyong Pangkatawan (MSEP) for Grades 4-6 while for grades 1-3, MSEP is
integrated in Sibika and Kultura
d. Good Manners and Right Conduct (GMRC) is integrated in all learning areas.
For the High School, the components of Makabayan learning are as follows:
a. Araling Panlipunan (AP) or Social Studies is composed of Philippine History and Government, 1 st
Year; Asian Studies, 2nd Year; World History, 3rd Year and Economics, 4th Year.
b. Technology and Home Economics
c. Physical Education, Health, Music and Arts (PEHMA)
d. Edukasyon sa Pagpapahalaga (EP) or Values Education
6. The school year 2002-2003 was declared as the pilot year in the public schools. Private basic
education schools are encouraged to join in the implementation of the BEC in the later years.
The National Educational Testing and Research Center (NETRC), the Bureau of Elementary Education
(BEE) and the Bureau of Secondary Education (BSE) were tasked to do the evaluation of the BEC.
Continuous monitoring was done by the school principals and supervisors in the schools, district and
divisions.
Among the initial achievements of the BEC as expressed by teachers, parents and students are the
following:
Criteria
are set of standards upon which the different elements of the curriculum are being
tested
it will determine the different levels of competencies or proficiency of acceptable
task performance.
Objectives
Tell us what students will learn after instruction has taken place.
Goals and instructional objectives are formulated and specified for the following purposes:
1. To have focus on curriculum and instruction which give direction to where students need to go.
2. To meet the requirements specified in the policies and standards of curriculum and instruction.
3. To provide the students’ the best possible education and describe the students’ level of
performance.
4. To monitor the progress of students based on the goals set
5. To motivate students to learn and the teachers to be able to feel a sense of competence when
goals are attained.
For goals and objectives to be formulated criteria on certain elements should be included according to
Howell and Nolet in 2000.
Writing effective goals and objectives should also use the following general criteria:
There should be a direct relationship between the annual goals and the student’s present levels of
educational performance.
o The annual goals should describe what the learners can reasonably be expected to
accomplish within a given period and gives appropriate instructional resources.
o Short term instructional objectives should be stated so clearly so that it is obvious how we
would measure to see if the objectives are met.
o The objectives should describe a sequence of intermediate steps between a child’s present
level of educational performance and the annual goals that are established.
3. Do the objectives pass the stranger test?--- “The Stranger Test”
Goals and objectives must be measureable so that their status can be monitored.
Basic measurement principles such as reliability do apply.
4. Do the objectives address both knowledge and behaviour?—Both knowledge and behaviour
are addressed
It is the confusion of knowledge and behavior, although it is the knowledge that that
we are most often trying to transmit, we need to see behaviours to know if we had
succeeded.
Statement of behaviour must be in an objective to provide a measureable indicator
of learning.
5. Do they pass the “so-what” test?—The “So-What” Test
It speaks of validity. Because the purpose of education is to prepare people to be
socially competent, the so-what test asks whether the goals and instructional
objectives are important. It involves the value judgments about the curriculum and
speculation on about the child’s long term needs.
Good objectives specify outcomes that will benefit students by teaching them things
that are socially significant and not simply make life easier for parents and teachers
To pass the so-what test, and objective should act to develop, rather than to
supress, behaviour.
6. Are the objectives aligned? Individualization
Appropriate goals and instructional objectives are derived from assessment data
. They must be aligned with the student’s goals.
7. Do they make common sense?—Common Sense
Instructional objective don’t have to fit into one sentence, and trying to make them
do so can be very confusing. Objectives should tell what the students will learn, not
descriptions of what the teacher will do or what process the student will follow to
learn.
Status Question
Yes No 1. Do the goals and/or objectives represent an important learning outcome that is a
priority for this student?
2. Is there a goal written for each area of need stated in the present level of
performance?
3. Are the goals realistic in the sense that they can be accomplished in one year?
4. Are the goals and objectives easily measured?
5. Are there multiple objectives representing intermediate steps to each goal?
6. Are there goals and instructional objectives appropriately calibrated (sliced neither
too broad nor too narrowly)?
7. Are the goals and instructional objectives useful for planning and evaluating
instructional programs?
Instruction- refers to the implementation of the objectives. It is concerned with the methodologies of
the strategies of teaching.
1. Supplantive Approach
Referred to as “direct” instruction (Adams & Englemann, 1996)
In here, teachers attempts to promote learning by providing explicit directions and
explanations regarding how to do a tank.
The teacher assumes primary responsibility for linking new information with the
student’s prior knowledge and ultimately whatever the students learn.
2. Generative Approach
Referred to as “constructivist” or “developmental”.
In here the teachers function as a facilitator who takes a less central role in learning
process that is student-oriented (Ensminger & Dangel, 1992).
The teacher provides opportunities for the students to make own linkages to prior
knowledge and to devise her own strategies for work.
With this approach, information is presented on a schedule determined by students’
interest and goals. Sub-skill may not be taught explicitly.
According to Hass and Parkay (1993, individual differences, flexibility and systematic planning are
criteria that depend in part on knowledge of the different approaches to learning. The criterion
questions are as follows:
Does the curriculum or teaching plan include alternative approaches and alternative activities
for learning?
Have the different learning theories been considered in planning alternative learning
approaches and activities?
Has the significance of rewards responses, transfer, generalization, advance organizers, self-
concept, meaningfulness of the whole, personal meaning, imitation, identification and
socialization been considered in the planning?
1. It is continuously evolving
Product of a long and tedious process of evaluation and change
Must have a continuous monitoring and evaluation
A good curriculum is a progressive curriculum.
2. It is based on the needs of the people
It must reflect the needs of the individual and the society as a whole
3. It is democratically conceived
It is developed through the efforts of a group of individuals from different sectors in
the society who are knowledgeable about the interests, needs and resources of the
learner and the society as a whole; it is a product of many minds and energies.
4. It is the result of a long-term effort
It takes a long period of time in the planning, management, evaluation and
development.
5. It is a complex of details
A good curriculum provides the proper instructional the proper instructional
equipment and meeting places that are often most conducive to learning.
6. Curriculum provides for the logical sequence of subject matter
It is an accepted fact that learning is developmental. There is a smooth transition
and continuing achievement of learners from one subject matter, classroom, grade,
or school to another. A good curriculum provides continuity of experience.
7. It complements and cooperates with other programs of the community
It must respond to the needs of the community
8. It has educational quality
It comes through the situation of the individual’s intellectual and creative capacity
for social welfare and development.
9. It has administrative flexibility
It must be ready to incorporate changes whenever necessary; open to revision and
development to meet the demands of globalization and the digital age.
What is Evaluation?
- Evaluation is the process of determining the value of something or the extent to which goals are
being achieved.
Process of using information collected through assessment. (Howell and Nolet,
2000)
Entails a reasoning process that is based on influence.
Is a thoughtful process (Deno, Winkin, Yavorsky, 1977)
Is the judgement we make about the assessment of student learning based on
established criteria.
- Process of obtaining information for judging the worth of an educational program, product,
procedure and educational objectives of the potential utility of alternative approaches designed to
attain specified objectives (Glass and Worthem, 1997).
- Focusses on determining whether the curriculum as recorded in the master plan has been carried
out in the classroom.
Summative Evaluation
Formative Evaluation
- Takes place during the lesson or project and tells the evaluator what is happening.
- On-going and yields information that can be used to modify the program prior to termination
(Howell and Nolet, 2000).