BSED Final LAS The Teacher and The School Curriculum

LEARNING ACTIVITY # 15
Name: Score:
Program / Course: BSED / TTTSC Class Schedule:
Year & Section: BSED 3 SS Contact No. / FB Account:
Residential Address:
Type of Activity (check or choose from below)

Concept Notes Laboratory Report Portfolio
Skills: Exercise / Drill Illustration Others:___________________
Activity Title: Curriculum Evaluation: A Process and A Tool
Learning Target: Acquire a clear understanding of what is curriculum evaluation.
Reference: Bilbao, P.P Lucido P. Corpuz, B.B. and Dayagbil, F.T. (2014). Curriculum
Development for Teachers. Lorimar Publishing Inc. Quezon City.
Curriculum Evaluation
Curriculum as a process follows a procedure based on models and frameworks to get to the desired
results. Curriculum as a tool helps teachers and program implementers to judge the worth and merit of
the program and innovation or curriculum change. For both process and a tool, the results of evaluation
will be the basis to IMPROVE the curriculum.
Let’s look how curricularists define curriculum evaluation:
Ornstein, A. &
McNeil, J. (1977) Gay, L. (1985) Oliva, P. (1988)
Hunkins, F. (1998)
•Curriculum •Evaluation answers •Evaluation is to •It is a process of

evaluation is a two questions: 1. Do identify the dilineating, obtaining,
process done in planned learning weaknessess and and providing useful
order to gather data opportunities, strengths as well as information for
that enables one to programmes, the problems judging alternatives
decide whether to courses, and encountered in the for purposes of
accept, change, and activities as implementation, to modifying, or
eliminate the whole developed and improve the eliminating the
curriculum of a organized actually curriculum curriculum.
textbook. produce desired development
results? 2. How can process. It is to
a curriculum best be determine the
improved? effectiveness of and
the returns on
allocated finance.
Reasons for Curriculum Evaluation

The curriculum processes presented by Tyler, Taba, and others at the end of the line or cycle undergo
an evaluation. All of them agree that planning, designing, and implementing are less useful unless there
is evaluation. Here are some of the specific reasons.
1. Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum that will
be the basis of the intended plan, design, or implementation. This is referred to as the needs
assessment.
2. When evaluation is done in the middle of the curriculum development. It will tell if the designed or
implemented curriculum can produce or is producing the desired results. This is related to
monitoring.
3. Based on some standards, curriculum evaluation will guide whether the results have equaled or
exceeded the standards thus, can be labelled as success. This is sometimes called terminal
assessment.
4. Curriculum evaluation provides information necessary for teachers, school managers, and
curriculum specialists for policy recommendations that will enhance achieved learning outcomes.
This is the basis of decision making.
In a curriculum evaluation, important processes were involved such as needs assessment, monitoring,
technical assessment, and decision making.
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
Name: Score:

Activity Title: Curriculum Evaluation Models
Learning Target: Expand knowledge about different curriculum evaluation models.
Curriculum Evaluation Models

Curriculum models by Ralph Tyler and Hilda Taba end with evaluation. Evaluation is a big idea that
collectively tells about the value or worth of something that was done.
Curriculum specialists have proposed an array of models which are useful for classroom teachers and
practitioners. Let us look at some of these.
1. Bradley Effectiveness Model

•In 1985, L.H. Bradley wrote a hand book on Curriculum Leadership and Development. This book
provides indicators that can help measure the effectiveness of a developed or written curriculum.
2. Tyler Objectives Centered Model
•Ralph Tyler in 1950, proposed a curriculum evaluation model which until now continues to influence
many curriculum assessment processes. His monograph was entitled Basic Principles of Curriculum
and Instruction.
3. Daniel Stufflebeam Model- Context, Input, Process, and Product Model (CIPP)
•The CIPP model of curriculum evaluation was a product of the Phi Delta Kappa committee chaired by
Daniel Stufflebeam. The model made emphasis that the result of evaluation should provide data for
decision making. There are four stages of program operation. These include 1. Context Evaluation, 2.
Input Evaluation, 3. Process Evaluation, and 4. Product Evaluation.
4. Stake Responsive Model
•Robert Stake's Responsive Model is oriented more directly to program activities than program intents.
Evaluation focuses more on the activities rather than the intent or purposes.
5. Scriven Consumer Oriented Evaluation
•Michael Scriven, in 1967 introduced this evaluation among many others when education products
flooded the market. Cosumers of educational products which are needed to support an implemented
curriculum often use consumer-oriented evaluation. These products are used in schools which require a
purchasing decision. These products include textbooks, modules, educational teachnology likw
softwares, and other instructional materials.Even teachers and schools themselves nowadays write and
produce these materials for their own purposes.
Name: Score:

Activity Title: Self-reflect
Learning Target: Explain the need to evaluate the curriculum and how it is being done.
Exercise: Self-reflection about Curriculum Evaluation (100 points)

Direction: Reflect on your current and past experiences on the different curricula you went through from the
time you entered school up to the present. Pause for some moments and read the “I wonder if …” incomplete
sentences. Based on your reflection, choose one number (sentence) and write your answer on the box provided
by means of completing the incomplete sentence “I think…” Please refer to the given rubric as your basis of
doing the activity.
Point(s) Indicator(s)
95-100 The answer is fully developed and well organized. The justification was highly evident using
fascinating language and satisfactory detail.
90-94 Just about the answer as mentioned in the score of (95-100) which is developed and organized.
A couple of aspects may need to be more fully or more interestingly be developed.
85-89 Some aspects of the answer are developed and organized, but not as much detail or organization
as expressed in the score of (90-94).
80-84 A few parts of the answer is somewhat developed. Organization and language usage needs
improvement.
75-79 The answer is addressed without attention to detail or organization.
I wonder if…
1. my teachers have reviewed the textbooks we used in high school?
2. instructional materials we are using now, will not be used in the future?
3. what I have learned now will still be relevant in the future?
4. evaluation of a curriculum will still be a task of a teacher?
5. there is really a need to evaluate the curriculum?
I wonder if… (choose one sentence among the five sentences stated above)
______________________________________________________________________________________
______________________________________________________________________________________
I think… (write your answer and reflection)

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Name: Score:

Activity Title: Curriculum Evaluation through Learning Assessment
Learning Targets: Understand how the curriculum can be evaluated by the assessment of learning
outcomes.
Identify the level of learning outcomes with the appropriate assessment tools.
Exercise: Constructing Assessment Tools (55 points)
Direction: Read and analyze attachments # 5.1, 5.2, and 5.3. After knowing the gist of the file attachments, give
or provide a self-constructed example of test item for each type of tests to measure Knowledge, Process and
Understanding. The matrix below will be of great help. Please refer to the given rubric as your basis of doing the
activity. (5 points each)
5 points 2-4 points 1 point

The given or provided self- The given or provided self-constructed The given or provided self-
constructed test item is correct. test item is somewhat correct. constructed test item is incorrect.
OBJECTIVE TESTS
Paper and Pencil Test
1. Simple Recall
a. Fill in the Blanks 
b. Enumeration 
c. Identification 
2. Alternative Response
a. True or False 
b. Yes or No 
3. Multiple Choice Test

a. Correct Answer Type 
b. Best Answer Type 
4. Matching Type test

a. Perfect Matching Type 
b. Imperfect Matching Type 
SUBJECTIVE TEST
5. Essay
a. Restricted Response Item 
b. Extended Response Item 
ATTACHMENT # 5.1
(DO NOT COPY! READ AND ANALYZE)
We have gone a long way in understanding, interpreting and applying the concept of curriculum
development. We will continue to understand that curriculum can be evaluated right in the teacher's
classroom. Finding out if the planned, written, implemented curriculum are functioning as intended in the
assessment of learning is very crucial.
How does a teacher know, that the students have learned from what has been taught? Many educational
practitioners agree that the measure of one's teaching is indicated by what the children have learned.
The teacher cannot claim that he/she has taught if the students have not learned anything.
Let us find out in this lesson, that assessment of learning is an evaluation process that tells whether the
intended learning outcomes, through the teaching-learning process, have been converted into achieved
learning outcomes. We will also find out that learning outcomes can be measured through the use of
different assessment tools.
Further, as future teachers, you should also understand and interpret the grading system that has been
derived from assessment of learning.
Achieved Learning Outcomes

Achieved learning outcomes is defined in outcomes-based education as a product of what are have been
intended in the beginning of the learning process. Indicators of the learning outcomes which are
accomplished are called achieved learning outcomes. Standards and competencies are used as the
indicators and measures of these outcomes. Our country has established the Philippines Qualification
Framework (PQF) as a standard which will be aligned to the ASEAN Reference Qualification Framework
(ARQF) for the comparability of the learning outcomes at the different levels of educational ladder. The
PQF is shown in the diagram below:
The Philippine Educational System is divided into eight levels. In each level, the learners are expected
to achieve specific standards and competencies of the learning outcomes. The eight levels of complexity
of learning outcomes are based on three domains.
1. Knowledge, Skills and Values
2. Application
3. Responsibility- degree of independence
As mentioned earlier, the PQF is the Philippines Framework which is comparable to the ten member
countries of the ASEAN. These countries are Malaysia, Indonesia, Brunei Darussalam, Philippines,
Singapore, Thailand, Cambodia, Myanmar, Lao PDR and Vietnam. Each country's national framework
shall be referenced to the ASEAN Reference Qualification Framework (ARQF). ARQF is a tool or device
that enables comparisons of qualifications across ASEAN member states. It addresses education and
training that promote lifelong learning (Coles, M and Bateman, A. Undated).
Knowledge, Process, Understanding, Performance (KPUP)- Levels of Learning Outcomes
Learning Definition of Learning Outcomes Guide Question for Teachers
Level 1 KNOWLEDGE- factual knowledge; 1. What do you want your students to know in terms of
conceptual knowledge, procedural facts, concept, procedure and multiple thinking? i.e parts
knowledge, metacognition. of the body; the sky is blue, how to dissect a frog;
describing a typhoon from different views.
Level 2 PROCESS- skills that the students 2. What do you want your student to do, with what they
use based on facts and information for know? i.e identify the parts of the frogs body after
making meaning and understanding. dissecting it.
Level 3 UNDERSTANDING- big ideas or 3. What do you want students to understand? i.e How do
concepts. the elements of weather interact to produce climate
change?
Level 4 PRODUCT/PERFORMANCE- What 4. Can you place in a portfolio all the evidence to show
products (material, tangible) or your learning outcome?
performance (oral, visual written, etc.) 5. Can you create a one act play showing the principles
as evidence of learning? i.e portfolio, in dramatization?
paintings, drama, research projects, 6. Present a research report on conservation of
etc.) indigenous plants.
Assessment Tools for Each Level of Learning Outcomes
Knowledge, process, and understanding are learnıng outcomes. Students who can show that they have
gained knowledge, can apply such knowledge and have achieved several meanings on the particular
knowledge have achieved the learning outcomes. The three types of learning outcomes and on the
different levels can be assessed in many ways and with the use of appropriate tools.
Type of Tests to Measure Knowledge, Process and Understanding
1. Objective Tests- Tests that require only one and one correct answer. It is difficult to construct but easy
to check.
a. Pencil and Paper Test- as the name suggests, the test is written on paper and requires a pencil to
write. However, with the modern time, a pencil-and-paper test can also be translated to an electronic
version, which makes the test “paperless."
Simple Recall- This is the most common tool to measure knowledge. There are varieties of
Simple Recall Test to include:
 Fill in the Blanks
 Enumeration
 Identification
Alternative Response Test- This is the type of pencil and pencil test, where two options or
choices are provided. The items can be stated in a question or a statement form. Examples of
this are:
 True or False- Example: The Philippine population has reached one million.
 Yes or No- Example: Has the Philippine population reached one million?
Multiple Choice Test- This is the type identified as the most versatile test type because it can
measure a variety of learning outcomes. It consists of a problem and a list of suggested solutions.
The incomplete statement, or direct question is called the STEM. The list of suggested solutions
in words, numbers, symbols or phrases are called ALTERNATIVES, OPTIONS, or CHOICES.
There should be three to five options in each item. The correct alternative is called the ANSWER
while the remaining options or choices are called DISTRACTERS, DISTRACTORS, or DECOYS.
Some multiple choice items are presented with a STIMULUS MATERIAL.
 Correct Answer Type- Other alternatives are clearly wrong and only one is the correct
answer. This can be constructed in either direct question or completion of the sentence.
 Direct Question: What is NOT a member of ASEAN 2015 Economic Community?
A. Vietnam B. Korea C. Malaysia D. Philippines
 Incomplete Sentence: A country in Southeast Asia which is not a member of the
ASEAN 2015 economic community is
A. Vietnam B. Korea C. Malaysia D. Philippines
 Best Answer Type- All the alternatives are correct but only one is the best.
 Direct Question: What do progressive educators consider as the most important
factor in the teaching-learning process?
A. Teacher B. Learner C. Books D. Principal
 Incomplete Sentence: According to progressive educators, the most important
factor in the teaching-learning process is
A. Teacher B. Learner C. Books D. Principal
Matching Type Test- The most common matching type test is made up of two parallel columns,
the first column (A) as the Premise that presents the problem and the second column (B) that
provides the Answer. There are many modified matching types as well. Matching type test is
useful in measuring factual information as well as relationships between two things, ideas or
concepts. It reduces guessing to the minimum as compared to alternative response test. Some
of the relationships that can be matched are found in the matrix below:
Relationships That Can Be Used in Matching Type Tests
Persons Achievements
Dates Historical Events
Terms Definitions
Principles Illustrations
Parts Functions
Machines Uses
Diseases Causes
 Perfect Matching Type- The number of premises in Column A is less than the number of
responses in Column B. The response can only be used once.
Example: In Column A are popular descriptions of Presidents during their term of office.
Match then with the names of Philippine Presidents in Column B.
Column A (Premise) Column B (Responses)
1. Ramon Magsaysay A. Man of the Masses
2. Carlos P. Garcia B. People Power President
3. Corazon Aquino C. Filipino First Policy
D. Champions of First Land Reform Law
 Imperfect Matching Type- The number of premises in Column A are not equal to the
number of the responses in Column B, or the other way around. The response or the
premise can be used more than once.
Example: In column A are names of well-known curriculum evaluators. Match them with
the evaluation models they have been identified within Column B. You can use the letter
once or more than once.
Column A (Premise) Column B (Responses)
1. Consumer Oriented Model A. Michael Scriven
2. Responsive Model B. Daniel Stufflebeam
3. CIIP Model C. Robert Stake
4. Goal Free Model D. Ralph Tyler
5. Phi Delta Kappa Model
2. Subjective Test- Learning outcomes which indicate learner's ability to originate, and express ideas is
difficult to test through objective type test. Hence in subjective type test, answers through reflections,
insights, and opinion can be given through essay.
a. Essay test items allow students to freedom of response. Students are free to select, relate and
present ideas in their own words. The type of answers would reflect the extent of the learner's
knowledge of the subject matter, ability to use higher order thinking skills and express ideas in an
accurate creative and appropriate language.
Restricted Response Item- This is like an expanded form of short answer type objective test.
There is a limit on both the content, scope and the form of student response. It is most useful in
measuring learning outcomes that require the interpretation and application of data in a specific
area.
Examples:
1. What are the main body parts of plant? Describe each part.
2. Why is the barometer one of the most useful instrument to forecast the weather? Explain in
one paragraph.
Extended Response Item- The student is generally free to select any factual information that
can help in organizing the response. The contents of an extended essay will depend on the
analysis, synthesis, evaluation and other higher order thinking skills of the test takers.
Examples:
1. Evaluate the significance of the result of national referendum of Scotland to the global peace
condition.
2. What can you say about NATO's position on the ISIS?
3. Comment on the term "new normal" that refers to the environmental condition and climate
change.
3. Other Classification of Tests
Psychological Tests - aim to measure students’ intangible aspects of behavior, i.e. intelligence,
attitudes, interests and aptitude.
Educational Tests - aim to measure the results/effects of instruction.
Survey Tests – measures general level of student’s achievement over a broad range of learning
outcomes and tend to emphasize norm – referenced interpretation.
Mastery Tests – measure the degree of mastery of a limited set of specific learning outcomes and
typically use criterion referenced interpretations.
Verbal Test – verbal test is one on which words are very necessary and the examinee should be
equipped with vocabulary in attaching meaning to or responding to test items.
Non-Verbal Tests – one on which words are not that important, student responds to test items in the
form of drawings, pictures of designs.
Standardized Tests – constructed by a professional item writer, cover a large domain of learning tasks
with just few items measuring each specific task. Typically items are of average difficulty and omits very
easy and very difficult items, emphasize discrimination among individuals in terms of relative level of
learning.
Teacher-Made-Tests – constructed by a classroom teacher, give focus on a limited domain of learning
tasks with relatively large number of items measuring each specific task. Matches item difficulty to
learning tasks, without alternating item difficulty or omitting easy or difficult items, emphasize
description of what learning tasks students can and cannot do/perform.
Individual Tests – administered to group of individuals, questions are typically answered using paper
and pencil technique.
Group Test – administered to group of individuals, questions are typically answered using paper and
pencil technique.
Objective Tests - one on which equally competent examinees will get the same scores, e.g. multiple-
choice test.
Subjective Tests - one on which the scores can be influenced by the opinion/judgment of essay test.
Power Tests - designed to measure level of performance under sufficient time conditions, consists of
items arranged in order to increasing difficulty.
Speed Tests - designed to measure the number of items an individual can complete in a given time,
consists of items approximately of the same level of difficulty.
Types of Essay that Measure Complex Learning Outcomes
Type of Essay Test Item Examples of Complex Learning Outcomes that can be measured
Ability to:
 Explain cause-effect relationships
Restricted Response Essay  Describe application of principles
Items  Formulate valid conclusion
 Enumerate and explain
 Explain methods and procedure
Ability to:
 Organize ideas
Extended Response Essay
 Integrate learning
Items
 Design an experiment
 Evaluate the worth of ideas
Assessment Tools to Measure Authentic Learning Performance and Products (KPUP)

Level IV of the learning outcomes in KPUP can be assessed through Performance or Product. These
learning outcomes can best be done through the use of authentic evaluation. Authentic evaluation is a
test that measures real life tasks, performances and actual products. The most common of the authentic
assessments are the performance assessment and the use of portfolio.
Performance Assessment Tools

1. Checklist is a tool that consists of a list of qualities that are expected to be observed as present or
absent. The presence is to be marked and the absence is marked X.
 Example: Checklist on the use of microscope (10 points)
Instruction: Observe the student in a laboratory activity with the use of microscope. Check () the
items which you have seen, which were done appropriately and mark (X) items which were not
appropriately done.
___1. Wipes the slide with lens paper
___2. Places drop or two of culture on the slide.
___3. Adds few drops of water
___4. Places slides on the stage
___5. Turns to low power lens
___6. Looks through eyepiece with one eye
___7. Adjusts mirror
___8. Turn high power lens
___9. Adjust for maximum enlargement and resolution
___10. Records results
2. Rating Scale is a tool that uses a scale in a number line as a basis to estimate the numerical value of a
performance or a product. The value is easier to score if the points are in whole numbers. The most
popular ratıng scale is called Likert Scale.
 Example: Rating Scale for a Science Project (name/title) Instruction: On a scale of 1 to 10, with 1 as
the lowest, and 10 as the highest score, rate the projects on the following elements. Circle the choice
of your answer.
1. Purpose/s are clear 1 2 3 4 5 6 7 8 9 10
2. Relevant to environmental problem 1 2 3 4 5 6 7 8 9 10
3. Use local materials 1 2 3 4 5 6 7 8 9 10
4. Shows collaborative work 1 2 3 4 5 6 7 8 9 10
5. Overall impact to humanity 1 2 3 4 5 6 7 8 9 10
3. Rubrics for Portfolio- A portfolio is a compilation of the experiences as authentic learning outcomes
presented with evidences and reflections. To assess the total learning experiences as presented in a
holistic package, an assessment tool called a RUBRIC is utilized.
 Example: Suggested Rubric for a Portfolio-based Assessment
General Suggestions for Writing Assessment Tasks and Test Items
A. Supply Type of Test
1. Word the item/s so that the required answer is both brief and specific.
2. Do not take statements directly from textbooks.
3. A direct question is generally more desirable than an incomplete statement.
4. If the item is to be expressed in numerical units, indicate the type of answer wanted.
5. Blanks for answers should be equal in length and as much as possible in column to the right of the
question.
6. When completion items are to used, do not include too many blanks.
B. Selective Type of Tests

1. Alternative – Response
a. Avoid broad, trivial statements and use of negative words especially double negatives.
b. Avoid long and complex sentences.
c. Avoid multiple facts or including two ideas in one statement, unless cause-effect relationship is
being measured.
d. If opinion is used, attribute it to some source unless the ability to identify opinion is used, attribute
it to some source unless the ability to identify opinion is being specifically measures.
e. Use proportional number of true statements and false statements.
f. True statements and false statements should be approximately equal in length.
2. Matching Type
a. Use only homogeneous material in a single matching exercise.
b. Include an unequal number of responses and premises and instruct the pupil that responses may
be used once, more than once, or not at all.
c. Keep the list of items to be matched brief, and place the shorter responses at the right.
d. Arrange the list of responses in logical order.
e. Indicate in the directions the basis for matching the responses and premises.
f. Place all the items for one matching exercise on the same page.
g. Limit a matching exercise to not more than 10 to 15 items.
3. Multiple Choice
a. The stem of the item should be meaningful by itself and should present a definite problem.
b. The item stem should include as much of the item as possible and should be free of irrelevant
material.
c. Use a negatively stated stem only when significant learning outcomes require it and stress/
highlight the negative words for emphasis.
d. All the alternatives should be grammatically consistent with the stem of the item.
e. An item should only contain one correct or clearly best answer.
f. Items used to measure understanding should contain some novelty, but beware of too much.
g. All distracters should be plausible/attractive.
h. Verbal associations between the stem and the correct answer should be avoided.
i. The relative length of the alternatives/options should not provide a clue to the answer.
j. The alternatives should be arranged logically.
k. The correct answer should appear in each of the alternative positions and approximately equal
number of times but in random order.
l. Use of special alternatives such as ―none of the above‖ or ―all of the above‖ should be done
sparingly.
m. Always have the stem and alternatives on the same page.
n. Do not use multiple choice items when other types are more appropriate.
4. Essay Type of Test
a. Restrict the use of essay questions to those learning outcomes that cannot be satisfactorily
measured by objective items.
b. Construct questions that will call forth the skills specified in the learning standards.
c. Phrase each question so that the student’s task is clearly defined or indicated.
d. Avoid the use of optional questions.
e. Indicate the approximate time limit or the number of points for each question
f. Prepare an outline of the expected answer in advance or scoring rubric.
ATTACHMENT # 5.2
(DO NOT COPY!)
Sample Table of Specifications for a Preliminary Examination
ATTACHMENT # 5.3
(DO NOT COPY!)
Sample Test Paper for a Preliminary Examination as reflected in the TOS
LEARNING ACTIVITY # 19.1
Name: Score:

Activity Title: Planning, Implementing, and Evaluating: Understanding the Connection
Learning Target: Explain the connection of planning, implementing, and evaluating in curriculum
development.
Planning, Implementing, and Evaluating (PIE)

It is a cyclical process which means that after evaluating, the process of planning starts again.
These are three processes in curriculum development that are taken separately but are connected to
each other. The cycle continues as each is embedded in a dynamic change that happens in curriculum
development.
The Evaluation Cycle: The Connections
Planning
It is the initial process in curriculum development. It includes
determining the needs through assessment. Needs would include
those of the learners, the teachers, the community, and the society
Planning Implementing as these relate to curriculum. After the needs have been identified,
the intended outcomes are set. After establishing the outcomes, a
curricularist then should find out in planning the ways of achieving
the desired outcomes. These are ways, means, and strategies to
achieve outcomes. Together with these are the identification of the
support materials. All of these should be written and should include
Evaluating the means of evaluation.
An example of a curriculum plan is a lesson plan. So, in curriculum
development a well-written plan assures successful implementation.
Implementing
The planned curriculum should be implemented. It has to be put into action or used by a curriculum
implementer who is the teacher.
With a well-written curriculum plan, a teacher can execute this with the help of instructional materials,
equipment, resource materials, and enough time. The curriculum implementer must also see to it that
the plan which serves as a guide is executed correctly. The skill and the ability of a teacher to impart
learning are necessary in the curriculum implementation.
It is necessary that the end in view or the intended outcomes will be achieved in the implementation.
Evaluating
Curriculum evaluation as a big idea may follow evaluation models which can be used for programs and
projects. These models (see LAS # 16) guide the process and the corresponding tools that will be used
to measure outcomes.
What has been planned, should be implemented, and what has been implemented should be evaluated.
PLAN then IMPLEMENT then EVALUATE and the next cycle begins...
LEARNING ACTIVITY # 19.2
Name: Score:

Activity Title: A Day in the Life of a Teacher in the Classroom
Learning Target: Explain the connections between planning, implementing, and evaluating in the
curriculum process.
Exercise: A Day in the Life of a Teacher in the Classroom (100 points)

Direction: Reflect on the connections between planning, implementing, and evaluating in the curriculum
process. Follow the specific instructions below in order to do this activity. Please refer to the given rubric as your
basis of doing the activity.
improvement.
Specific Instructions:
1. Look for a teacher whom you know personally.
2. Ask him/her to answer the following: (Do an online interview. Face-to-face interview is not allowed!)
a. What are the teaching plans that you do everyday? Give at least three.
b. Do you implement these plans? How?
c. If you implement these plans, how do you evaluate these?
3. After you have asked and recorded the information, write all of these in a paragraph form.
4. Finally, reflect on this activity by means of answering the question: “Is the teacher’s life a series of
planning, implementing, and evaluating? Will this improve teaching? Why?”
5. Don’t forget to attach or include evidences while conducting your interview.
Name: Score:

Activity Title: Gearing Up for the Future: Curriculum Reforms
Learning Target: Gain comprehensive understanding of the K-12 Basic Education Curriculum reform.
Exercise: Self-reflection about K-12 Basic Education Curriculum Reform (100 points)
Direction: Read and analyze the K-12 basic education curriculum reform (see attachment #6). Afterwards,
reflect and give your thoughts on this statement: “The K-12 is bound to fail because it is implemented hurriedly
without thorough planning.” Please refer to the given rubric as your basis of doing the activity.
improvement.
ATTACHMENT # 6
(DO NOT COPY!)
WHAT IS K TO 12 PROGRAM?
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary
education, four years of Junior High School, and two years of Senior High School [SHS]) to provide
sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills development, employment, and entrepreneurship.
SALIENT FEATURES
 Strengthening Early Childhood Education (Universal Kindergarten)
 Making the Curriculum Relevant to Learners (Contextualization and Enhancement)
 Ensuring Integrated and Seamless Learning (Spiral Progression)
 Building Proficiency through Language (Mother Tongue-Based Multilingual Education)
 Gearing Up for the Future (Senior High School)
 Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, let Century Skills)
STRENGTHENING EARLY CHILDHOOD EDUCATION (UNIVERSAL KINDERGARTEN)

Every Filipino child now has access to early childhood education through Universal Kindergarten. At 5
years old, children start schooling and are given the means to slowly adjust to formal education.
Research shows that children who underwent Kindergarten have better completion rates than those who
did not. Children who complete a standards-based Kindergarten program are better prepared, for primary
education.
Education for children in the early years lays the foundation for lifelong learning and for the total
development of a child. The early years of a human being, from 0 to 6 years, are the most critical period
when the brain grows to at least 60-70 percent of adult size.
In Kindergarten, students learn the alphabet, numbers, shapes, and colors through games, songs, and
dances, in their Mother Tongue.
MAKING THE CURRICULUM RELEVANT TO LEARNERS (CONTEXTUALIZATION AND ENHANCEMENT)

Examples, activities, songs, poems, stories, and illustrations are based on local culture, history, and
reality. This makes the lessons relevant to the learners and easy to understand.
Students acquire in-depth knowledge, skills, values, and attitudes through continuity and consistency
across all levels and subjects.
Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change Adaptation, and
Information & Communication Technology (ICT) are included in the enhanced curriculum.
BUILDING PROFICIENCY THROUGH LANGUAGE (MOTHER TONGUE-BASED MULTILINGUAL
EDUCATION)
Students are able to learn best through their first language, their Mother Tongue (MT). Twelve (12) MT
languages have been introduced for SY 2012-2013: Bahasa Sug, Bikol, Cebuano, Chabacano,
Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog, and Waray. Other
local languages will be added in succeeding school years.
Aside from the Mother Tongue, English and Filipino are taught as subjects starting Grade 1, with a focus
on oral fluency. From Grades 4 to 6, English and Filipino are gradually introduced as languages of
instruction. Both will become primary languages of instruction in Junior High School (JHS) and Senior
High School (SHS).
After Grade 1, every student can read in his or her Mother Tongue. Learning in Mother Tongue also
serves as the foundation for students to learn Filipino and English easily.
ENSURING INTEGRATED AND SEAMLESS LEARNING (SPIRAL PROGRESSION)

Subjects are taught from the simplest concepts to more complicated concepts through grade levels in
spiral progression. As early as elementary, students gain knowledge in areas such as Biology, Geometry,
Earth Science, Chemistry, and Algebra. This ensures a mastery of knowledge and skills after each level.
For example, currently in High School, Biology is taught in 2nd Year, Chemistry in 3rd Year, and Physics
in 4th Year. In K to 12, these subjects are connected and integrated from Grades 7 to 10. This same
method is used in other Learning Areas like Math.
GEARING UP FOR THE FUTURE (SENIOR HIGH SCHOOL)

Senior High School is two years of specialized upper secondary education; students may choose a
specialization based on aptitude, interests, and school capacity. The choice of career track will define the
content of the subjects a student will take in Grades 11 and 12. SHS subjects fall under either the Core
Curriculum or specific Tracks.
CORE CURRICULUM
There are seven Learning Areas under the Core Curriculum. These are Languages, Literature,
Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences. Current content from
some General Education subjects are embedded in the SHS curriculum.
TRACKS
Each student in Senior High School can choose among three tracks: Academic; Technical-Vocational-
Livelihood; and Sports and Arts. The Academic track includes four strands: Accountancy, Business, and
Management (ABM); Humanities and Social Sciences (HUMSS); and Science, Technology, Engineering,
Mathematics (STEM); and General Academic Strand (GAS).
Students undergo immersion, which may include earn-while-you-learn opportunities, to provide them
relevant exposure and actual experience in their chosen track.
TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL CERTIFICATE

After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National Certificate
Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12, a student may obtain
a National Certificate Level II (NC II), provided he/she passes the competency-based assessment of the
Technical Education and Skills Development Authority (TESDA).
NC I and NC II improves employability of graduates in fields like Agriculture, Electronics, and Trade.
MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL

In SY 2012-2013, there are 33 public high schools, public technical-vocational high schools, and higher
education institutions (HEIs) that have implemented Grade 11. This is a Research and Design (R&D)
program to simulate different aspects of Senior High School in preparation for full nationwide
implementation in SY 2016-2017. Modeling programs offered by these schools are based on students’
interests, community needs, and their respective capacities.
NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE AND LIVELIHOOD READINESS,

21ST CENTURY SKILLS)
After going through Kindergarten, the enhanced Elementary and Junior High curriculum, and a
specialized Senior High program, every K to 12 graduate will be ready to go into different paths – may it
be further education, employment, or entrepreneurship.
Every graduate will be equipped with:
1. Information, media and technology skills,
2. Learning and innovation skills,
3. Effective communication skills, and
4. Life and career skills.
KINDERGARTEN
The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic
Education Curriculum Framework and adopts the general principles of the National Early Learning
Framework (NELF). Kindergarten learners need to have a smooth transition to the content-based
curriculum of Grades 1 to 12.
ELEMENTARY TO JUNIOR HIGH

Students in Grades 1 to 10 will experience an enhanced, context-based, and spiral progression learning
curriculum with the following subjects:
 Mother Tongue
 Filipino
 English
 Mathematics
 Science
 Araling Panlipunan
 Edukasyon sa Pagpapakatao (EsP)
 Music
 Arts
 Physical Education
 Health
 Edukasyong Pantahanan at Pangkabuhayan (EPP)
 Technology and Livelihood Education (TLE)
SENIOR HIGH (GRADES 11-12)

Senior High School is two years of specialized upper secondary education; students may choose a
specialization based on aptitude, interests, and school capacity. The choice of career track will define the
content of the subjects a student will take in Grades 11 and 12. Each student in Senior High School can
choose among three tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts. The
Academic track includes four strands: Accountancy, Business, and Management (ABM); Humanities and
Social Sciences (HUMSS); and Science, Technology, Engineering, Mathematics (STEM); and General
Academic Strand (GAS).
CORE CURRICULUM SUBJECTS

There are seven Learning Areas under the Core Curriculum: Languages, Literature, Communication,
Mathematics, Philosophy, Natural Sciences, and Social Sciences.
 Oral communication
 Reading and writing
 Komunikasyon at pananaliksik sa wika at kulturang Filipino
 21st century literature from the Philippines and the world
 Contemporary Philippine arts from the regions
 Media and information literacy
 General mathematics
 Statistics and probability
 Earth and life science
 Physical science
 Introduction to philosophy of the human person/Pambungad sa pilosopiya ng tao
 Physical education and health
 Personal development/pansariling kaunlaran
 Earth science (instead of Earth and life science for those in the STEM strand)
 Disaster readiness and risk reduction (taken instead of Physical science for those in the STEM strand)
APPLIED TRACK SUBJECTS
 English for academic and professional purposes
 Practical research 1
 Practical research 2
 Filipino sa piling larangan
 Akademik
 Isports
 Sining
 Tech-voc
 Empowerment technologies (for the strand)
 Entrepreneurship
 Inquiries, investigations, and immersion
SPECIALIZED SUBJECTS
 Accountancy, business, and management strand
 Humanities and social sciences strand
 Science, technology, engineering, and mathematics strand
 General academic strand
IMPLEMENTATION AND TRANSITION MANAGEMENT

Program implementation in public schools is being done in phases starting SY 2012–2013. Grade 1
entrants in SY 2012–2013 are the first batch to fully undergo the program, and current 1st year Junior
High School students (or Grade 7) are the first to undergo the enhanced secondary education program.
To facilitate the transition from the existing 10-year basic education to 12 years, DepEd is also
implementing the SHS and SHS Modeling.
Name: Score:

Activity Title: Curriculum Landscape in the 21st Century Classroom
Learning Targets: Describe the curricular landscape of the 21 st century.
Identify the 21st century skills to be developed in the curriculum.
Emerging Curricula in the 21st Classroom
Globalization of economics and independence on international markets
Increased concerns and actions about environmental degradation, water & energy shortages, global warming,
pandemic (HIV, Ebola, etc.)
Nations competing for power block thus generating conflict but gives opportunities to build alliances and
cooperation.
Increased global migration and opportunities for working overseas.
Science and technological revolution.
Knowledge economy as a generator of wealth and jobs.
Characteristics of 21st Century Curriculum
Provides appropriate knowledge, skills and values to face the future
Is based on knowledge drawn from research
Is a product of consultative, collaborative process
Support excellence and equity for all learners.
Need to Develop 21st Century Skills of Learners in the Curriculum
Cluster of Skills for the 21st Century Specific Descriptors
Learning and Innovation Skills  Critical Thinking & Problem Solving
 Creativity and Innovation
 Oral and Written Communication
Knowledge, Information, Media, and  Content Mastery
Technology Literacy Skills  Information literacy
 Media literacy
 ICT literacy
Life Skills  Flexibility and Adaptability
 Initiative and Self-Direction
 Teamwork and Collaboration
 Social and Cross-Cultural Skills
 Productivity and Accountability
 Leadership and Responsibility
Citizenship Skills  Valuing of Diversity
 Global Awareness
 Environmental Awareness
 Values, Ethics, and Professionalism
The Five Frames of Thinking
Howard Gardner (2006) from his book Five Minds of the Future, sees that the five frames of thinking which
would help in the development of thinking skills. Each frame of thinking is attributed to the type of mind the
learner has to use in order to survive in the future.
1. Disciplined Mind Make use of the ways of thinking necessary for major scholarly work and profession.
2. Synthesizing Mind Selects crucial information from the voluminous amounts available, processing such
information in ways that make sense to self and others.
3. Creating Mind Goes beyond existing knowledge. Poses new questions, offers new solutions.
4. Respectful Mind Sympathetically and constructively adjusts to individual differences.
5. Ethical Mind Considers one’s role as citizen consistently and strives toward good work and good
citizenship.
Name: Score:

Activity Title: The 21st Century Classroom
Learning Targets: Illustrate a classroom of the 21st Century.
Exercise: Drawing of the 21st Century Classroom (100 points)

Direction: Make an illustration (drawing and handwritten) of a 21st century classroom based on your
interpretation as reflected in LAS # 21. Put your drawing in a long bond paper. At the back of the long bond
paper, explain the reason behind your artwork (not more than 100 words). Use the given rubric as the basis of
doing the activity.
Criteria Percentage
Creativity 25 %
Craftsmanship 25 %
Style 25 %
Justification 25 %
Total 100 %

BSED Final LAS The Teacher and The School Curriculum

Uploaded by

Copyright:

Available Formats

You might also like

BSED Final LAS The Teacher and The School Curriculum

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

BSED Final LAS The Teacher and The School Curriculum

Uploaded by

Copyright:

Available Formats

LEARNING ACTIVITY # 15

Type of Activity (check or choose from below)

•Curriculum •Evaluation answers •Evaluation is to •It is a process of

Reasons for Curriculum Evaluation

Type of Activity (check or choose from below)

Curriculum Evaluation Models

1. Bradley Effectiveness Model

Type of Activity (check or choose from below)

Exercise: Self-reflection about Curriculum Evaluation (100 points)

I think… (write your answer and reflection)

Type of Activity (check or choose from below)

5 points 2-4 points 1 point

3. Multiple Choice Test

b. Best Answer Type 

4. Matching Type test

b. Imperfect Matching Type 

b. Extended Response Item 

Achieved Learning Outcomes

Types of Essay that Measure Complex Learning Outcomes

Assessment Tools to Measure Authentic Learning Performance and Products (KPUP)

Performance Assessment Tools

B. Selective Type of Tests

Sample Table of Specifications for a Preliminary Examination

Sample Test Paper for a Preliminary Examination as reflected in the TOS

Type of Activity (check or choose from below)

Planning, Implementing, and Evaluating (PIE)

The Evaluation Cycle: The Connections

Type of Activity (check or choose from below)

Exercise: A Day in the Life of a Teacher in the Classroom (100 points)

Type of Activity (check or choose from below)

STRENGTHENING EARLY CHILDHOOD EDUCATION (UNIVERSAL KINDERGARTEN)

MAKING THE CURRICULUM RELEVANT TO LEARNERS (CONTEXTUALIZATION AND ENHANCEMENT)

ENSURING INTEGRATED AND SEAMLESS LEARNING (SPIRAL PROGRESSION)

GEARING UP FOR THE FUTURE (SENIOR HIGH SCHOOL)

TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL CERTIFICATE

MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL

NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE AND LIVELIHOOD READINESS,

ELEMENTARY TO JUNIOR HIGH

SENIOR HIGH (GRADES 11-12)

CORE CURRICULUM SUBJECTS

IMPLEMENTATION AND TRANSITION MANAGEMENT

Type of Activity (check or choose from below)

Type of Activity (check or choose from below)

Exercise: Drawing of the 21st Century Classroom (100 points)

You might also like