#1.

IMPORTANCE OF CURRICULUM EVALUATION

Curriculum evaluation is crucial to measuring curriculum effectiveness in any educational setting. In this
lesson, we'll explore this process and examine several models that might be used for curriculum
evaluation.

Is the New Curriculum Any Good?

Mrs. Brown is a math teacher at a local junior high school. Her school has recently adopted a new math
curriculum, and Mrs. Brown has her doubts as to whether or not the choice of curriculum was a good
one. Several of the parents have also expressed their concerns. Mrs. Brown is in need of a method for
evaluating the effectiveness of this new curriculum. She is looking to conduct a curriculum evaluation.

What Is Curriculum Evaluation?

The purpose of curriculum evaluation is to determine whether or not the newly adopted curriculum is
producing the intended results and meeting the objectives that it has set forth, and it is an essential
component in the process of adopting and implementing any new curriculum in any educational setting.
Another purpose of curriculum evaluation is to gather data that will help in identifying areas in need of
improvement or change.

Why Is It Necessary?

There are several parties, or stakeholders, interested in the process and results of curriculum evaluation.

Parents are interested because they want to be assured that their children are being provided with a
sound, effective education.

Teachers are interested because they want to know that what they are teaching in the classroom will
effectively help them cover the standards and achieve the results they know parents and administration
are expecting.

The general public is interested because they need to be sure that their local schools are doing their best
to provide solid and effective educational programs for the children in the area.

Administrators are interested because they need feedback on the effectiveness of their curricular
decisions.

Curriculum publishers are interested because they can use the data and feedback from a curriculum
evaluation to drive changes and upgrades in the materials they provide.

In the end, the goal is always to make sure that students are being provided with the best education
possible. Because the curriculum is a huge part of this, curriculum evaluation is a means of deciding
whether or not the chosen curriculum is going to bring the school closer to that goal.
Models for Curriculum Evaluation

Let's take a closer look at several of the models available for curriculum evaluation:

The Tyler Model

The Tyler model, a curriculum evaluation model that takes into account information from the active
learner and pays close attention to how well the goals and objectives of the curriculum are supported by
the experiences and activities provided, was named after its creator, Ralph Tyler, and focuses on four
main areas:

The purpose of the curriculum being evaluated (the objectives)

The experiences that are provided to support that purpose (the strategies and content)

How these experiences are organized (organization of the content)

How the outcomes are evaluated (assessment)

It has been criticized, however, for its simplicity and because assessment is a final step rather than an
ongoing part of the process.

The Taba Model

The Taba model, a curriculum evaluation model emphasizing inductive reasoning, was created by Hilda
Taba who believed that true curriculum should be developed by the teacher, rather than decided upon
by administration or another authority. The Taba model, also called the ''Inductive Approach,'' uses a
series of stages or steps, which can be applied in both the development and evaluation of curriculum.

These stages are:

Deciding on objectives

Selecting content

Organizing content

Selecting learning experiences and activities

#2 CHALLENGES OF K-12

RA 10533 also known as the Enhanced Basic Education K to 12 Curriculum is now fully implemented
from Kindergarten to Grade 12 and we found that there are some problems met in connection with its
implementation. These are the insufficient instructional materials and there are no teacher’s manuals,
some classrooms are already congested or lack of available classroom for growing number of students,
our newly – hired teachers although many of them are highly knowledgeable in the subject matter, but
they need to develop their teaching skills, the different pedagogical approaches.

The introduction of new grading system; classroom assessment, the new way of selecting honor
students; awards and recognition guidelines created confusions and complaints from the parents. Some
of them are still insisting the recent policy pertaining the giving of additional points for the extra and co
– curricular activities of their children, the students. Parents are not fully informed and there are many
questions arising in their mind that we need to address. Another problem is the lack of available
partners of the public schools that will provide appropriate immersion program to our grade 12
students. It is necessary that the school should have partnership in different industries related to the
courses offered and approved by high authority.

Another problem is the need of teachers to be trained on pedagogy, educational research,

measurement and evaluation and classroom management. Basically, newly – hired teaching personnel
are not actually BS Education graduates. They only have four – year course diploma before being
inducted into service. Lack of competence is a serious concern that we must address immediately.
Nevertheless, many professionals were really attracted to the positions offered by the DepEd
considering the high salary offered to them. But the problem is they do not know how to transfer the
learning from them to their respective students. Aside from this, some teachers also have low
commitment; they do not love their work and seriously not happy in their present situation.

For the meantime, we are doing our best to cope with our needs searching some activities in LRMDS,
educational websites and other supplementary books that will help us to meet the needs of our
learners. Schools administrators should guide them in choosing appropriate portals that can be accessed
from the internet. DepEd provides technical assistance to our teachers in looking for alternative or
remedy to their problems. All difficulties can be solved and eased its implications.

Schools must strengthen their partnerships with the private sectors, our local industries. They will serve
as venue of the immersion program of our senior high school students as part of their requirement for
graduation. Experiential learning is really important for our students and this can be provided through
linkages, this must be enhanced by our school administrators.
Our teachers shall undergo in – service trainings, local workshops and schools based seminars on
pedagogical approaches to improve their teaching skills. School administrators will facilitate periodic
learning action cell activities to further develop the skills of our teachers. Regular monitoring and
evaluation also help our teachers to improve their teaching performance and address their issues and
concerns.

Education Secretary Leonor Briones admitted that the department faces challenges in the full
implementation of the senior high school program.

The Department of Education will fully implement the Grade 12 program next school year. Having a
senior high school is part of the K-to-12 [Kindergarten to Grade 12] basic education program.

“Right now, we are facing the challenge of finishing of school buildings intended for Grade 12 [students],
and also the furniture because these are the most basic needs,” Briones said over the weekend.

She expressed confidence that these problems will be addressed before the start of classes in June.

“We are getting ready for Grade 12 [implementation]. We expect higher level of enrolment,” Briones
said as she expressed optimism that all Grade 11 students will proceed to Grade 12.

“We are preparing for Grade 12, but at the same time, we have to consider the short course for the
other grades, and the feared factor, which is very important is the impact also of a natural disaster,” she
added.

Briones recently visited some schools in the provinces that were devastated by typhoons to ensure the
rehabilitation of damaged classrooms before the next school year.

“I’ve had the opportunity to visit, for example, the cities of Tuguegarao and Isabela, particularly Isabela
areas, and then the Bicol region with Catanduanes, Naga City, and Camarines Sur. We have a lot of
catching up to do with some repairs, clean up, and we hope to do that in much time,” Briones said.

The DepEd chief said her agency is also fasttracking the downloading of the budget for the repair of
school buildings damaged by typhoons late last year.

“We downloaded over P61 million to repair damaged school buildings,” she said.
Briones added that the curriculum for Grade 12 is ready.

Dina Ocampo, DepEd undersecretary for curriculum and instruction, said the curriculum for Grade 12
was finished in 2013.

“What we’re doing for curriculum now is enhancement. The curriculum is the basis for choosing what
programs to offer,” she said.

“When we started working on the preparations for senior high school we already planned for both
grades (Grades 11 and 12), so as a matter of fact the planning processes now are already for 2018. So
we’ve already identified how many teachers, how many classrooms, and so on, and these are being
implemented. Buildings are being constructed, learning materials are being procured, and so on,” the
DepEd official added.

Briones affirmed that the K-to-12 program is primarily geared to benefit Filipino students and the
country.

“I always insist that K-to-12 is not only for our regional friends or for our international neighbor or for
the global community, we are doing this for ourselves,” she said during the 2nd National K-to-12
Conference held at the Philippine International Convention Center on Saturday.

Briones maintained that the implementation of K-to-12 is not prompted only by the practices of other
countries or by the need to abide by the exigencies of the Association of Southeast Asian Nations.

She explained that the new curriculum will help foster more productive and competitive youths.

“We are doing K-to-12 for ourselves and for the Philippine education. We are doing this to be able to
compete in our own country so that we can equip our learners with appropriate skills, creativity, and
intelligence to cope with the changing world,” Briones said.

The K-to-12 program aims to provide sufficient time for mastery of concepts and skills, develop life-long
learners and prepare graduates for tertiary education, middle-level skills development, employment,
and entrepreneurship.
#3 backward design of Wiggins & McTighe

Backward design is a method of designing educational curriculum by setting goals before choosing
instructional methods and forms of assessment. Backward design of curriculum typically involves three
stages:[1][2][3]

Identify the results desired (big ideas and skills)

What the students should know, understand, and be able to do

Consider the goals and curriculum expectations

Focus on the "big ideas" (principles, theories, concepts, point of views, or themes)

Determine acceptable levels of evidence that support that the desired results have occurred
(culminating assessment tasks)

What teachers will accept as evidence that student understanding took place

Consider culminating assessment tasks and a range of assessment methods (observations, tests,
projects, etc.)

Design activities that will make desired results happen (learning events)

What knowledge and skills students will need to achieve the desired results

Consider teaching methods, sequence of lessons, and resource materials

Backward design challenges "traditional" methods of curriculum planning. In traditional curriculum

planning, a list of content that will be taught is created and/or selected.[4] In backward design, the
educator starts with goals, creates or plans out assessments and finally makes lesson plans. Supporters
of backward design liken the process to using a "road map".[5] In this case, the destination is chosen
first and then the road map is used to plan the trip to the desired destination. In contrast, in traditional
curriculum planning there is no formal destination identified before the journey begins.

The idea in backward design is to teach toward the "end point" or learning goals, which typically ensures
that content taught remains focused and organized. This, in turn, aims at promoting better
understanding of the content or processes to be learned for students. The educator is able to focus on
addressing what the students need to learn, what data can be collected to show that the students have
learned the desired outcomes (or learning standards) and how to ensure the students will learn.
Although backward design is based on the same components of the ADDIE model, backward design is a
condensed version of these components with far less flexibility.
#4 Need assessment & competency model, importance of evaluation

How To Assess Competencies

In order to effectively and efficiently access competencies, it is first and foremost critical to have formed
competency models that are measurable.

According to training experts Rothwell and Graber, measurable competency models identify “the
competencies of the position or job, as well as the behavioral indicators, behavioral anchors, or work
outputs and quality requirements.” If you work in a large organization, it is typical to receive
competency models from your HR manager, corporate headquarters, or even a consultant manager[1].

Once you have obtained the competency model, it is time to begin assessing the individual worker to
identify gaps and levels of competence. Here are the top 3 methods that Learning and Development
managers typically use for assessing competencies.

1. The Self-Assessment

While not to be used alone, self-assessments are a great method for providing individuals with the
opportunity to rate themselves against a competency model that is measurable. Self-assessments allow
individuals to reflect on their own strengths and weaknesses while getting a sense of the areas in which
they need further development, to match the competency model[1] model needed for that role.

It is important to note that self-assessments used on their own cannot provide accurate assessments —
they must be used in unison with a manager’s assessment. This is due to individual bias where one will
either rate him or herself below or above the competency model[1]. There are seldom cases where
individuals rate themselves accurately. See figure 1 below for an example of a self-assessment.

2. Manager Assessments

A competency assessment completed by a manager can only be conducted after the manager has had
ample time to monitor and assess the individual. Depending on the managers ability, this can be
anywhere from 6 to 12 months.

A good way to do this is to provide the employee with projects and tasks that test the competencies in
the competency model for his or her position (see figure 2 below for rating sheet). Managerial
assessment is typically easier for entry-level positions where competencies are fairly introductory, and
more difficult for senior level positions where competencies are more complex. Similar to how
individuals bias self-assessments, it is important for managers to be aware of their own biases in order
to be as objective as possible.
An additional limit to manager assessments is that they fail to take into account how peers rate the
individual’s competencies[1]. Often times, co-workers have a unique perspective into their teammates’
competencies—these perspectives are addressed in 360-degree assessments.

3. 360-Degree Assessment

360-degree assessments will yield the most accurate results because they rate the individual as
objectively as possible from every conceivable angle[1]. Due to this, 360-degree assessments are one of
the most popular and widely accepted methods for measuring competencies. To complete a 360-degree
assessment begin by getting the individual to rate themselves against their position’s competency
model. After this is completed, seek out others, who directly work with the individual such as his or her
supervisor, co-workers, subordinates, and even internal or external customers and suppliers. Once all
assessments have been collected, average the scores to find the individual’s competency score.

After an accurate assessment of the individual’s competencies is determined, gaps will surface placing
the Learning and Development manager in an excellent position to clearly create a competency-based
training path. Subsequent to competency-based training, the employee will have effectively developed
to come as close as possible to their position’s competency model.

If you want to learn more about assessing your employees’ competencies, download the eBook A Guide
To Competency Based Training For Organizational Excellence - Part 2.

#5 effect of human devt to learning behavior

Human Development and Learning

To facilitate change, it is crucial that counsellors encourage their clients to "step from the known to the
unknown". For many clients, this process may be accompanied by feelings of fear, sadness, happiness
or anxiousness. Along with the creation of a strong working alliance to allow our clients the safety to
feel these uncomfortable emotions, it is important that counsellors are also aware of two major aspects
that are crucial to promoting client change: knowledge of how individuals grow and knowledge of how
individuals learn. To facilitate client change, counsellors must comprehend these fundamental life
processes and allow them to guide therapy.

In this section I will discuss the importance of incorporating theories of human development and
learning to the counselling and change process. I will begin with theories of human development.

Human Development

Using the notion of development across the lifespan as a way of understanding human experience has
been a part of the counselling process since the outset. Because individuals access counselling services
to grow and change, it is crucial that counsellors understand processes of human development to
facilitate this growth and change. Specifically, when we have a firm understanding of growth and
development, we can better understand our clients and thereby have accuracy in the creation of goals
and tasks of therapy. However, because development can be different depending on the client's cultural
identity, it is crucial to evaluate how one's sense of culture may impact their continued

Theories Of Development

The systematic study of children is less than 200 years old, and the vast majority of its research has been
published since the mid-1940s. Basic philosophical differences over the fundamental nature of children
and their growth occupied psychologists during much of the 20th century. The most important of such
controversies concerned the relative importance of genetic endowment and environment, or “nature”
and “nurture,” in determining development during infancy and childhood. Most researchers came to
recognize, however, that it is the interaction of inborn biological factors with external factors, rather
than the mutually exclusive action or predominance of one or the other force, that guides and
influences human development. The advances in cognition, emotion, and behaviour that normally occur
at certain points in the life span require both maturation (i.e., genetically driven biological changes in
the central nervous system) and events, experiences, and influences in the physical and social
environment. Generally, maturation by itself cannot cause a psychological function to emerge; it does,
however, permit such a function to occur and sets limits on its earliest time of appearance.

Three prominent theories of human development emerged in the 20th century, each addressing
different aspects of psychological growth. In retrospect, these and other theories seem to have been
neither logically rigorous nor able to account for both intellectual and emotional growth within the same
framework. Research in the field has thus tended to be descriptive, since developmental psychology
lacks a tight net of interlocking theoretical propositions that reliably permit satisfying explanations.

#6 importance of tri-focalization

Trifocalization is the process of assigning the government agencies to a specific sectors for example the
education system branch of the government.trifocalization from the prefix ``TRI`` there will be three
sectors that will be assigned to supervise the education system levels the primary,secondary,and
tertiary. It will bring huge impact in the sense that they can focus well in there separate and
assignments,there is a division of labor and can be easily manage.They will come up with the proper
implementation and guidelines based on their assigned education level or branch.

Read more: What is the imporatance of trifocalization in our educational system? - What is
trifocalization is allabout ? what impact it may give to our educational system?

The management of the education sector has been given to three different agencies since 1994, each
with its own area of focus. This trifocalization of education aimed to give proper attention to basic,
training and vocational, and higher education. The system of governance and policy guidance over
public and private basic education institutions is now under the Department of Education (DepEd).
Technical Education and Skills Development Authority (TESDA) is in charge of technical and vocational
education while higher education is entrusted to the Commission on Higher Education (CHED).
#7 how to build harmonious relationship w stakeholders

Below are six tips you can use both to build and maintain healthy stakeholder relationships.

Actively build strong relationships from the start. ...

Involve your stakeholders. ...

Schedule periodic touch-base sessions. ...

Keep your word. ...

Have an open mind. ...

Address issues as and when they arise.

#8 how to enhance motivation & learning,

See these Simple Ideas to Improve Student Motivation:

Allow students to work together.
Encourage self-reflection.
Be excited.
Connect student interests.
Make goals high but manageable.
Give feedback and offer chances to improve.
Track Processes.
Provide opportunities for success.

Here are some strategies to try.

Provide Structure.
Teach With Enthusiasm and Passion.
Have a Positive Attitude.
Incorporate Humor into Lessons.
Make Learning Fun.
Use Student Interests to Your Advantage.
Incorporate Story Telling into Lessons.
Show an Interest in Their Lives Outside of School.