LEARNING OUTCOMES

LESSON 3 At the end of the lesson, you should be able to do the

following:

Elements and Types of devise a graphic organizer reflecting your analysis of

Curriculum curriculum according to elements;

design an alphabet organizer indicating a list of curriculum

samples classified according to types; and

create a multimedia presentation showing samples of

curriculum with their corresponding descriptions.

Directions: Read carefully the following questions and encircle

CONTENTS
the letter of the correct answer.
Aims, Goals, and
Objectives 1. Which of the following is considered the core or the heart of
the curriculum?
Content/Subject a. aims, goals, and objectives c. experiences
Matter
b. content or subject matter d. evaluation
Experiences 2. The fund of knowledge represents the repository of accumu-
Assessment/ lated discoveries and inventions of man down the centuries
Evaluation due to man’s exploration of his world. This notion reflects
the view of the curriculum.
Glatthorn’s a. subject-centered c. child-centered
(2000) Types of
Curriculum b. learner-centered d. problem-centered
3. What form of assessment that can be viewed as an extension
Wilson’s of self-assessment and pre-supposes trust and mutual re-
(2006) Types of
spect?
Curriculum
a. teacher assessment c. formative assessment
TIME ALLOTMENT b. summative assessment d. peer assessment
3 hours 4. Peer influence, physical condition, teacher-learner interac-
tion, mood of the teachers, and other factors that transpire in
schools make up the curriculum.
a. taught c. recommended
b. hidden d. support
5. Ideas offered by policymakers, school officials, and politi-
cians, as well as those from professionals involved in concept
ASSESSING YOUR formation and content changes comprise the
PRIOR KNOWLEDGE curriculum.
a. concomitant c. rhetorical
b. phantom d. null
20
 Curriculum is defined as the totality of experiences a child
experiences in school. It consists of a series of things that learners
should learn and accomplish. What elements or components should
a curriculum have? How should these elements be arranged? The
nature of the elements and the manner in which they are organized
GETTING STARTED may comprise which we call a curriculum design. This section will
introduce to you the different elements/components that make up a
curriculum.

“Curriculum usually consists of a statement of aims and objectives indicating the selection
and organization of content.”
- Hilda Taba (1962)

1. Aims, Goals, and Objectives

A formal curriculum is embedded in a formal institution called

schools. Schools are established institutions which are either run by
the government or private sector. In the Philippine educational system,
all primary, secondary, and tertiary schools should be guided by aims.
Aims are broad descriptions of purposes or ends w hich
are stated in general terms without criteria of achievement or mastery.
They relate to educational aims and philosophy. They are programmat-
ic and normally do not delineate the specific courses or specific items FOCUSING
of content. CONTENT
Based on Philippine 1987 Constitution, all schools shall aim to:
1. inculcate patriotism and nationalism;
2. foster love of humanity;
3. promote respect for human rights;
4. appreciate the role of national heroes in the historical development of the country;
5. teach the rights and duties of citizenship;
6. strengthen ethical and spiritual values;
7. develop moral character and personal discipline;
8. encourage critical and creative thinking; and
9. broaden scientific and technological knowledge; and
10. promote vocational efficiency.
The constitution mandates that each school therefore should be guided by its vision, mis-
sion, and goals and its curricula should also revolve around these.
The school’s vision is a clear concept of what institution would like to become in the future.
It provides the focal point or unifying element according to which the school staff, faculty, and
students perform individually or collectively. It is the guiding post around which all educational
efforts including curricula should be directed. The school’s vision can be very ambitious but that
is a characteristic of a vision.
Examples of a school’s vision:
1. A model performing high school where students are equipped with knowledge, skills,
and strength of character to realize their potential to the fullest.
2. Commits to the Exemplary Christian Education for Life and responsive to the needs
of the total person and the world.

21
 1. Aims, Goals, and Objectives

The school’s mission spells out how it intends to carry out its
vision. The mission targets to produce the kind of persons the students
will become after having been educated over a certain period of time.
Examples of a school’s mission:
1. To produce globally competitive lifelong learners
2. Commits to the total development of individuals for life
FOCUSING adjustment and to the upliftment of the economically
CONTENT deprived but deserving students through quality instruction,
updated facilities, and curricula responsive to the needs of
time
The school’s vision and mission are further translated into goals which are broad state-
ments or intents to be accomplished. Data for the sources of school goals may include the learners,
the society, and the fund of knowledge.
Examples of school goals:
1. Build a strong foundation of skills and concepts
2. Efficient and effective administration responsive to the needs of the
university and community
In a curriculum, these goals are made simple and specific for the attainment of each learn-
er. These are called educational objectives. Benjamin Bloom (1956) and Robert Mager (1962)
de- fined educational objectives in two ways:
1. explicit formulations of the ways in which students are expected to be changed by the
educative process; and
2. intent communicated by statement describing a proposed change in learners.
Benjamin Bloom and his associates classified three big domains of objectives. These are
cognitive, affective, and psychomotor domains. Each domain is composed of specific skills,
attitudes, and values which are presented in hierarchy.
A. Cognitive Domain (Bloom et al., 1956) - domain of thought processes
1. Knowledge - recall, remembering of prior learned materials in terms of facts, concepts,
theories, and principles. It is the lowest cognitive level.
2. Comprehension - ability to grasp the meaning of the material. It indicates the lowest
form of understanding.
3. Application - the ability to use learned material in new and concrete situation
4. Analysis - the ability to breakdown material into component parts so that its
organizational structure may be understood
5. Synthesis - ability to put parts together to form a new whole
6. Evaluation - ability to pass judgment on something based on given criteria

B. Affective Domain (Krathwohl, 1964) - domain of valuing and appreciating

1. Receiving - students’ willingness to pay attention to particular event, stimulus,
or classroom activity
2. Responding - active participation on the part of students

“Curriculum is the total effort of the school to bring about desired outcomes in and out of
school situation.”
- Alexander and Saylor (1981)

22
 1. Aims, Goals, and Objectives

Valuing - concerned with the worth or value a student attaches to a particular phenomenon, object or behavior
Organization - concerned with bringing together different values and building a value system
Characterization by a value or value complex - developing a lifestyle from a value system

C. Psychomotor Domain (Sim pson, 1972) - domain on the use of psychomotor attributes
Perception - use of sense organs to guide motor activities
Set - refers to the readiness to take a particular type of action
Guided response - concerned with the early stages in learning complex skills. Imitation and trial and error are some
ways of doing
Mechanism - responses have become habitual. Performance skills are with ease and confi-
dence.
Complex overt responses - skillful performance and with complex movement patterns
Adaptation - skill well-developed that the ability to modify is very easy
Origination - refers to creating new movement patterns to fit the situation. Creativity is evi- dent.

“Whatever the mode of expression, the subject matter is the substantive hard core of the
curriculum.”
- Beauchamp (1968)

2. Content or Subject Matter

All curricula have content, regardless of their designs or models.

Content is more than simply information to be learned in school. To
some curriculum specialists, content or subject matter is another term
for knowledge. It is a compendium of facts, concepts, generalizations,
principles, and theories. The fund of knowledge represents the reposito-
ry of accumulated discoveries and inventions of man down the centuries
due to man’s exploration of his world. This is the subject-centered view
of the curriculum. On the other hand, those who view knowledge as FOCUSING
learner-centered relates knowledge to the individual’s personal and so-
cial world and how he or she defines reality. According to Jerome Brun- CONTENT
er, “knowledge is a model we construct to give meaning and structure to
regularities in experience”.
What subject matter will be taught in the different clusters in order to achieve the objec-
tives? What criteria should be used in selecting the content? Content selection is a very crucial
stage in curriculum development.
Here are some criteria which can be utilized in the selection of subject matter, content or
knowledge for the curriculum.
1. Self-sufficiency. According to Scheffler (1970), the prim e guiding principle
for content selection is helping the learners to attain maximum self-sufficiency in learning but in
the most economical manner. Economy means less teaching effort and educational resources, less
learners’ effort but more results and effective learning outcomes.

23
 2. Content or Subject Matter

2. Significance. W hen content or subject matter will

contribute to basic ideas, concepts, principles, and generalizations to
achieve the overall aim of the curriculum, then it is significant. It is also
significant if it will develop learning abilities, skills, processes, and atti-
tudes.
FOCUSING 3. Validity. The authenticity of the subject matter se-
CONTENT lected is validity. With information explosion, oftentimes, knowledge
selected for school content may become obsolete. Thus, subject matter
should be checked or verified at regular intervals to determine if the
content that was originally valid continues to be.
4. Interest. For a learner-centered curriculum, this is the key criterion. A learner will
value the content if it is meaningful to him or her. Students’ interests should be considered and
adjusted taking into consideration maturity, prior experiences, educational and social value of
their interest among others.
5. Utility. Usefulness of the content or subject matter m ay be relative to the
learner who is going to use it. Usefulness may either be for the present or future. Questions like
“Will I use it in my future job?” “Will it add meaning to my life or develop my human potential?” or
“Will the subject matter be useful in solving my current problems?”
6. Learnability. Subject matter should be w ithin the range of the experiences
of the learners. This is clearly suggested by the psychological foundation of curriculum. There are
ways of presenting the subject matter which can easily be learned. Optimal placement and appro-
priate organization and sequencing of contents are the two ways by which these can be done.
7. Feasibility. Can the subject m atter be learned w ithin the tim e allow ed, re-
sources available, expertise of the teacher, and the nature of the learners? Content selection should
be considered within the context of the existing reality in schools, society, and government.
There are other considerations that may be used in the selection of the learning content. It
would be of great help if curriculum makers can use them. As a guide, subject matter can be select-
ed for use if these are:
a. frequently and commonly used in daily life;
b. suited to the maturity levels and abilities of students;
c. valuable in meeting the needs and the competencies of a future career;
d. related to other subject areas; and
e. important in the transfer of learning.

“Curriculum is a plan for providing sets of learning opportunities for persons to be educated.”
- J. Galen Saylor (1981)

24
 3. Experiences

This section will not discuss in detail the different instructional

strategies that provide experiences. Instead it will link teaching strate-
gies to curriculum experiences, the core or the heart of the curriculum.
Instructional strategies and methods put into action the goals and use
the contents in order to produce an outcome. They convert the written
curriculum to instruction. Both the teacher and the learner take actions
to facilitate learning. The actions are based on planned objectives, the FOCUSING
subject matter to be taken, and the support materials to be used. These CONTENT
will include a multitude of teaching methods and educational activities
which will enhance learning. Among these are the time-tested methods, inquiry approaches, con-
structivist, and other emerging strategies that complement new theories in teaching and learning.
Educational activities like field viewing, conducting experiments, field trips, and other experien-
tial learning will also form part of the repertoire of teaching.
Whatever methods the teacher utilizes to implement the curriculum, there will be some
guides for the selection and use. Here are some of them:
1. Teaching methods are means to achieve the end. They are used to translate the objec-
tives into action.
2. There is no single best teaching method. Its effectiveness will depend on the learning
objectives, the learners, and skills of the teacher.
3. Teaching methods should stimulate the learners’ desire to develop the cognitive, affec-
tive, psychomotor, social, and spiritual domains of the individual.
4. In the choice of teaching methods, students’ learning styles should be considered.
5. Every method should lead to the development of the learning outcomes in the three
domains: cognitive, affective, and psychomotor.
6. Flexibility should be a consideration in the use of the teaching methods.

“Curriculum is a tool in the hands of the artist (teacher) to mold his material (student) in
his studio (classroom.”
- Cunningham (1998)

4. Assessment/Evaluation

Learning occurs most effectively when students receive feedback, i.e. when they receive information on what they
have already (and have not) learned. The process by which this infor- mation is generated is assessment. It has three
main forms:

Self-assessment, through w hich students learn to monitor and evaluate their own learning. This should be a
significant element in the curriculum because we aim to produce graduates who are appropriately reflective and
critical.
Peer assessment, in which students provide feedback on each other ’s learn- ing. This can be viewed as an
extension of self-assessment and pre-supposes trust and mutual respect. Research suggests that students can learn to
judge each other’s work as reliably as staff.

25
 4. Assessment/Evaluation

3. Teacher assessment, in which the teacher prepares

and
administers tests and gives feedback on the students’
performance.
Assessment may be formative (providing feedback to help the
FOCUSING student learn more) or summative (expressing a judgment on the stu-
CONTENT dent’s achievement by reference to stated criteria). Many assessment
tasks involve an element of both, e.g., an assignment that is marked and
returned to the student with detailed comments.
Summative assessment usually involves the allocation of marks and grades. This helps the
teacher make decisions about the progress or performance of the students.
Students usually learn more by understanding the strengths and weaknesses of their work
than by knowing the mark or grade given to it. For this reason, summative tasks (including unseen
examinations) should include an element of formative feedback, if possible.
Regardless of the methods and material evaluation that will be utilized, a suggested plan of
action for the process of curriculum evaluation is introduced. These are the steps:
1. Focus on one particular component of the curriculum. Will it be the subject area, the
grade level, the course, or the degree program? Specify the objectives of evaluation.
2. Collect or gather the information. Information is made up of data needed regarding
the object of evaluation.
3. Organize the information. This step will require coding, organizing, storing, and re-
trieving data for interpretation.
4. Analyze the information. An appropriate way of analyzing will be utilized.
5. Report the information. The result of the evaluation should be reported to specific
audiences. Reporting can be done formally in conference with stakeholders, or infor-
mally through roundtable discussions and conversations.
6. Recycle the information for continuous feedback, modification, and adjustments to be
made.

“Curriculum is a strategy by which schools attempt to fulfill the goals of education.”

- Spalding (2000)

26
 Glatthorn’s (2000) Types of Curriculum

1. Recommended or Ideal Curriculum. Alm ost all curricula

found in our schools are recommended or ideal. For basic educa-
tion, these are recommended by the Department of Education
(DepEd), for higher education by the Commission on Higher Educa-
tion (CHEd), and for vocational education by the Technical Educa-
tion Skills and Development Authority (TESDA). These three gov-
ernment agencies oversee and regulate Philippine education. The FOCUSING
recommendations come in in the form of memoranda or policies, CONTENT
standards, and guidelines. Other professional organizations or in-
ternational bodies like UNESCO also recommend curricula in schools.
2. Written Curriculum. This includes docum ents based on the recomm ended cur-
riculum. They come in the form of course of study, syllabi, modules, books or instructional
guides among others. A packet of this written curriculum is the teacher’s lesson plan. The most
recent written curriculum is the K to 12 for Philippine Basic Education.
3. Taught Curriculum. The different planned activities which are put into action in
the classroom compose the taught curriculum. These are varied activities that are implemented
in order to arrive at the objectives or purposes of the written curriculum. These are used by the
learners with the guidance of teachers. Taught curriculum varies according to the learning
styles of students and the teaching styles of teachers.
4. Supported Curriculum. In order to have successful teaching, other than the
teacher, there must be materials which should support or help in the implementation of a writ-
ten curriculum. These refer to the support curriculum that includes material resources such as
textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos, and
other facilities. Support curriculum should enable each learner to achieve real and lifelong
learning.
5. Assessed Curriculum. This refers to a tested or evaluated curriculum . At the du-
ration and end of the teaching episodes, series of evaluations are being done by the teachers to
determine the extent of teaching or to tell if the students are progressing. Assessment tools like
pencil-and-paper tests, authentic instruments like portfolio are being utilized.
6. Learned Curriculum. This refers to the learning outcom es achieved by the stu-
dents. Learning outcomes are indicated by the results of the tests and changes in behavior
which can either be cognitive, affective or psychomotor.
7. Hidden Curriculum. This is the unintended curriculum which is not deliberately
plan but may modify behavior or influence learning outcomes. There are lots of hidden curric-
ula that transpire in the schools. Peer influence, school environment, physical condition,
teacher-learner interaction, mood of the teachers, and many other factors make up the hidden

Curriculum standards recommended by professional organizations are examples of rec-

ommended or ideal curriculum. They are products of their latest researches on the nature of differ-
ent disciplines and the development in various academic fields.

27
 Wilson’s (2006) Types of Curriculum

1. Overt, Explicit or Written Curriculum. Is sim ply that w hich is written as part of
formal instruction of schooling experiences. It may refer to curriculum documents, texts,
films, and supportive teaching materials that are overtly chosen to support the intentional in-
structional agenda of a school. Thus, the overt curriculum is usually confined to those written
understandings and directions formally designated and reviewed by administrators, curricu-
lum directors and teachers, often collectively.
2. Societal or Social Curriculum. As defined by Cortes (1981), this curriculum refers
to the massive, ongoing, informal curriculum of the family, peer groups, neighborhoods,
churches, organizations, occupations, mass media, and other socializing forces that “educate”
all people throughout their lives. This type of curriculum can now be expanded to include the
powerful effects of social media (YouTube, Facebook, Twitter, Instagram, Pinterest, etc.) and
how it actively helps create new perspectives and shape both individual and public opinions.
3. Hidden or Covert Curriculum. That w hich is implied by the very structure and
nature of schools, much of what revolves around daily or established routines. Longstreet and
Shane (1993) offer a commonly accepted definition for this term – the “hidden curriculum,”
which refers to the kind of learning children derive from the very nature and organizational
design of the public school, as well as from the behaviors and attitudes of teachers and admin-
istrators…. ” Examples include the messages and lessons derived from the mere organization
of schools — the emphasis on: sequential room arrangements; the cellular, timed segments of
formal instruction; an annual schedule that is still arranged to accommodate an agrarian age;
disciplined messages where concentration equates to student behaviors were they are sitting
up straight and are continually quiet; students getting in and standing in line silently; students
quietly raising their hands to be called on; the endless competition for grades, and so on.
4. Null Curriculum. That w hich w e do not teach, thus giving students the message that
these elements are not important in their educational experiences or in our society. Eisner
(1994) first described and defined aspects of this curriculum. He states: There is something of
a paradox involved in writing about a curriculum that does not exist.
Yet, if we are concerned with the consequences of school programs and
the role of curriculum in shaping those consequences, then it seems to
me that we are well advised to consider not only the explicit and im-
plicit curricula of schools but also what schools do not teach. It is my
thesis that what schools do not teach may be as important as what they
do teach. I argue this position because ignorance is not simply a neu-
tral void; it has important effects on the kinds of options one is able to
consider, the alternatives that one can examine, and the perspectives
FOCUSING from which one can view a situation or problems.
CONTENT

Societal or social curriculum can now be expanded to include the powerful effects of social
media (YouTube, Facebook, Twitter, Instagram, Pinterest, etc.) and how it actively helps create new
perspectives and shape both individual and public opinions.

28
 Wilson’s (2006) Types of Curriculum

From Eisner’s perspective the null curriculum is simply that

which is not taught in schools. Somehow, somewhere, some people are
empowered to make conscious decisions as to what is to be included
and what is to be excluded from the overt (written) curriculum. Since it
is physically impossible to teach everything in schools, many topics and
subject areas must be intentionally excluded from the written curricu-
FOCUSING
lum. But Eisner’s position on the “null curriculum” is that when certain
CONTENT subjects or topics are left out of the overt curriculum, school personnel
are sending messages to students that certain content and processes are
not important enough to study. Unfortunately, without some levels of awareness that there is
also a well-defined implicit agenda in schools, school personnel send this type of message via
the hidden curriculum. These are important to consider when making choices. We teach about
wars but not peace, we teach about certain cultures and histories but not about others. Both
our choices and our omissions send messages to students.
5. Phantom Curriculum. The m essages prevalent in and through exposure to any
type of media. These components and messages play a major part in the enculturation of stu-
dents into the predominant meta-culture, or in acculturating students into narrower or genera-
tional subcultures.
6. Concomitant Curriculum. W hat is taught, or em phasized at hom e, or those expe-
riences that are part of a family’s experiences, or related experiences sanctioned by the family.
(This type may be received at church, in the context of religious expression, lessons on values,
ethics or morals, molded behaviors, or social experiences based on the family’s preferences.)
7. Rhetorical Curriculum. Elem ents from the rhetorical curriculum are com prised
from ideas offered by policymakers, school officials, administrators, or politicians. This curric-
ulum may also come from those professionals involved in concept formation and content
changes; or from those educational initiatives resulting from decisions based on national and
state reports, public speeches, or from texts critiquing outdated educational practices. The rhe-
torical curriculum may also come from the publicized works offering updates in pedagogical
knowledge.

8. Curriculum-in-Use. The formal curriculum (written or overt) comprises those

things in textbooks, and content and concepts in the district curriculum guides. However,
those “formal” elements are frequently not taught. The curriculum-in-use is the actual curricu-
lum that is delivered and presented by each teacher.
9. Received Curriculum. Those things that students actually take out of classroom s;
those concepts and content that are truly learned and remembered.
10. Internal Curriculum. Processes, content, know ledge com bined w ith the experi-
ences and realities of the learner to create new knowledge. While educators should be aware of

Null curriculum is simply that which is not taught in schools (Eisner, 1994). It refers to
cer- tain subjects or topics that are left out of the overt curriculum as school personnel are sending
mes- sages to students that particular contents and processes are not important enough to study.

29
Wilson’s (2006) Types of Curriculum

Educators can explore this curricula by using instructional assess-

ments like “exit slips,” reflective exercises, or debriefing discussions
to see what students really remember from a lesson. It is often very
enlightening and surprising to find out what has meaning for learn-
ers and what does not.
11. Electronic Curriculum. Those lessons learned through
FOCUSING
searching the Internet for information, or through using e-forms of
CONTENT
communication (Wilson, 2006). These types of curriculum may be
either formal or informal, and inherent lessons may be overt or cov-
ert, good or bad, correct or incorrect depending on ones’ views. Students who use the Internet
and electronic media on a regular basis, both for recreational and informational purposes, are
bombarded with all types of media and messages. What types of messages are they being ex-
posed to through varied social media and online interactions?
When they are researching subjects and topics online and gathering information they
are often bombarded with all types of ads, images and messages. Much of this information may
be factually correct, informative, or even entertaining or inspirational. But there is also a great
deal of other e-information that may be very incorrect, dated, passé, biased, perverse, or even
manipulative.
The implications of the electronic curriculum for educational practices are that part of
the overt curriculum needs to include lessons on how to be wise consumers of infor-
mation, how to critically appraise the accuracy and correctness of e-information, as well as
how to determine the reliability of electronic sources. Also, students need to learn how to be
artfully discerning about the usefulness and appropriateness of certain types of information.

Electronic curriculum refers to those lessons that are learned through searching the
Inter- net for information, or through using e-forms of communication (Wilson, 2006).

30
 Activity 3.1 Dissecting a Curriculum

Directions: Secure a copy of a lesson plan written by an elementary

or high school teacher. Read every detail of the lesson plan and com-
TAKING plete the diagram by looking into the following elements: objectives,
subject matter, strategies/methods, and evaluation procedure. Then,
ACTION answer the questions that follow.

OBJECTIVES STRATEGIES/METHODS

LESSON
PLAN

SUBJECT MATTER EVALUATION PROCEDURE

Follow-up
Questions:
1. Do the four components fit or match with one another? Explain.
2. Can you consider a lesson plan as a curriculum? Why?

Activity 3.2 Designing a Curricular Alphabet

Directions: Draw and complete the follow ing grid with as many words as you can think that would
fit to each letter in the grid based on the given topic. Be guided by the sample grid given be- low.
Curriculum Type
A B C D E F G

H I J K L M N

O P Q R S T U

V W X Y Z

31
 Activity 3.3 Designing a Multimedia Presentation

Directions: Collect at least 5 samples for each type of curriculum.

Take a digital copy (picture) of each sample. Then create a multimedia
TAKING presentation of these digital copies with their corresponding descrip-
tions and uses. Consider also using appropriate design elements such
ACTION as sound, animation, transition, and others. Be guided by the rubric
provided below.

Levels of Performance
Criteria 4 3 2 1
Exemplary Accomplished Developing Basic
Content and Organ- Concept is very rele- Concept is relevant to Concept is relevant to Concept is somewhat
ization (50%) vant to purpose. Video purpose. Video is fair- purpose. Video is fair- relevant to purpose.
shows spontaneity of ly well-documented ly well-documented Portions may be poorly
ideas and tells a com- and organized. Format and organized. Format documented and/or
plete, easily followed is easy to follow. Good is easy to follow. Good organized. Progressions
presentation. Well- explanation shows explanation shows are hard to follow. Ex-
documented and orga- good effort. good effort. planation shows some
nized. effort.
Creativity and Ele- Excellent use of video Good use of graphics Minimal use of design Use of elements detracts
ments of Design design. Video and and/or other design elements. No transi- the video. Too many or
(30%) pictures are of good elements. Some tran- tions. Some pictures too gaudy graphics;
quality. Smooth tran- sitions are inappropri- or video clips may be transitions, too many
sitions are appropriate ately placed. Video out of focus or clips. Pictures or video
and aid in delivery of clips or pictures are “shaky”. clips may be out of focus
the content. clear and in focus. or “shaky”.
Audio Editing The audio is clear and The audio is clear and The audio is incon- The audio is cut-off,
(20%) effectively assists in assists in communi- sistent in clarity (too inconsistent, and over-
communicating the cating the main idea, loud/too soft/too dis- powering.
main idea. Back- torted) at time and/or
ground audio is kept the background audio
in balance. overpowers the prima-
ry audio.
Mechanics (10%) Grammar, spelling, Includes 2-3 Includes 3-4 gram- Includes 5 or more
punctuation, and capi- gram- matical, matical, spelling, and grammatical, spelling,
talization are correct; spelling, and punctuation errors; and punctuation errors;
sources are all proper- punctuation some sources are doc- sources are not docu-
ly documented. errors; sources are umented but not cor- mented.
properly documented. rectly.

RUBRIC

32
 Part A. Identification

ASSESSING
Directions: Identify what is being asked/referred to in each THINGS
item. Scribble your answers on the spaces provided before
each number. LEARNED

1. These are intents communicated by statements describing a change in learners.

It is a kind of learning that children can derive from the very nature and organi-
2. zational design of schools.
3. These are indicated by the results of tests and changes in behavior.
4. This refers to the concepts and contents that are truly learned by the students.
5. These are established institutions that are run by government or private sector.
6. A compendium of facts, concepts, generalizations, principles, and theories.
7. This refers to the planned activities which are put into action in the classroom.
8. This pertains to the ideas offered by policymakers and school officials.
9. These are considered the core or heart of the curriculum.
10. It is considered an extension of self-assessment and pre-supposes trust.

Part B. Matching Type

Directions: Match the behavioral levels listed in Column A with their corresponding descriptions
written in Column B. Write your answers on the blanks provided before each number.

Column A Column B

1. Application a. ability to put parts together to form a new whole

2. Analysis b. refers to creating new movement patterns to fit the situation
3. Synthesis c. students’ willingness to pay attention to an event or stimulus
4. Evaluation d. concerned with the worth a student attaches to an object
5. Receiving e. developing a lifestyle from a value system
6. Responding f. concerned with the early stages in learning complex skills
7. Valuing g. refers to readiness to take a particular type of action
8. Organization h. ability to use learned material in new situation
9. Characterization i. responses have become habitual
10. Perception j. ability to pass judgment on something based on criteria
11. Set k. concerned with bringing together different values
12. Guided response l. skill well-developed that the ability to modify is very easy
13. Mechanism m. ability to break down material into component parts
14. Adaptation n. use of sense organs to guide motor activities
15. Origination o. active participation on the part of the students

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