Professional Documents
Culture Documents
BSED Final LAS The Teacher and The School Curriculum
BSED Final LAS The Teacher and The School Curriculum
BSED Final LAS The Teacher and The School Curriculum
Name: Score:
Program / Course: BSED / TTTSC Class Schedule:
Year & Section: BSED 3 SS Contact No. / FB Account:
Residential Address:
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)
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
LEARNING ACTIVITY # 16
Name: Score:
Program / Course: BSED / TTTSC Class Schedule:
Year & Section: BSED 3 SS Contact No. / FB Account:
Residential Address:
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
LEARNING ACTIVITY # 17
Name: Score:
Program / Course: BSED / TTTSC Class Schedule:
Year & Section: BSED 3 SS Contact No. / FB Account:
Residential Address:
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)
______________________________________________________________________________________
______________________________________________________________________________________
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
LEARNING ACTIVITY # 18
Name: Score:
Program / Course: BSED / TTTSC Class Schedule:
Year & Section: BSED 3 SS Contact No. / FB Account:
Residential Address:
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
SUBJECTIVE TEST
5. Essay
a. Restricted Response Item
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
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.
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).
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
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
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
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.
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
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.
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
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
___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
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
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.
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
ATTACHMENT # 5.2
(DO NOT COPY!)
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
ATTACHMENT # 5.3
(DO NOT COPY!)
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
LEARNING ACTIVITY # 19.1
Name: Score:
Program / Course: BSED / TTTSC Class Schedule:
Year & Section: BSED 3 SS Contact No. / FB Account:
Residential Address:
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...
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
LEARNING ACTIVITY # 19.2
Name: Score:
Program / Course: BSED / TTTSC Class Schedule:
Year & Section: BSED 3 SS Contact No. / FB Account:
Residential Address:
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.
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.
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
LEARNING ACTIVITY # 20
Name: Score:
Program / Course: BSED / TTTSC Class Schedule:
Year & Section: BSED 3 SS Contact No. / FB Account:
Residential Address:
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.
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.
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
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)
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
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.
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.
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
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.
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
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
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
LEARNING ACTIVITY # 21
Name: Score:
Program / Course: BSED / TTTSC Class Schedule:
Year & Section: BSED 3 SS Contact No. / FB Account:
Residential Address:
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT
LEARNING ACTIVITY # 22
Name: Score:
Program / Course: BSED / TTTSC Class Schedule:
Year & Section: BSED 3 SS Contact No. / FB Account:
Residential Address:
Criteria Percentage
Creativity 25 %
Craftsmanship 25 %
Style 25 %
Justification 25 %
Total 100 %
Final LAS PCK 5 The Teacher and the School Curriculum Prepared by: June Rex A. Bombales, LPT