- THE TEACHER AND THE SCHOOL CURRICULUM - - What content should be included to achieve the learning outcome?

3. Teaching-Learning Methods
FINALS REVIEWER
- What learning experiences and resources should be employed?
4. Assessment of Achieved Learning Outcomes
DESIGNING A CURRICULUM - How will the learning outcomes be measured?

ELEMENTS OF A CURRICULUM DESIGN

THE TEACHER AS A CURRICULUM DESIGNER INTENDED LEARNING OUTCOMES

● Reasons for undertaking the lessons from the student’s point of view

CURRICULUM DESIGN ● The learning outcome that is to be accomplished in a particular learning

● It is concerned with the nature and arrangement of the four basic curricular episode

parts called components or elements. CONTENT/ SUBJECT MATTER

● The process of planning and selecting curriculum content. ● Subject matter should be relevant to the outcomes of the curriculum. It

● It involves selecting and identifying learning activities reading texts, lesson should be purposive and clearly focused on the planned learning outcomes.

assessments that achieve educational goals. ● It should be appropriate to the level of the lesson or unit

Axioms of Curriculum Designers ● It should be up-to-date: reflects to the current knowledge and concepts

■ Curriculum change is inevitable, necessary, and desirable. REFERENCES

■ Curriculum is a product of its time. ● Follows the content

■ Curriculum changes made earlier can exist concurrently with newer ● It tells where the content or subject matter has been taken.

curriculum changes ● It maybe a book, module, or any publication

■ Curriculum change depends on people who will implement the change. ● It must bear the author of the material, and if possible the publication.
Example:

ELEMENTS Project Wild (1992) K to 12 Activity Guide, An

1. Intended Learning Outcomes Interdisciplinary, Supplementary Conservation and

- What learning outcomes needs to be achieved? Environmental Education Program. Council of Environmental

2. Subject Matter/ Content Education, Bethesda, MD

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 TEACHING AND LEARNING METHODS Examples of Teaching Learning Methods
● Activities where the learners derive experiences. ● Direct Instruction: Barak Rosenshine Model
● Includes the teaching strategies that students will experience and make ● Guided Instruction: Madeline Hunter Model
them learn. ● Mastery Learning: JH Block and Lorin Anderson Model
● It allows cooperation, competition as well as individualism or independent ● Systematic Instruction: Thomas Good and Jere Brophy
learning among the students.
DIRECT INSTRUCTION
TYPES OF LEARNING ACTIVITIES ● State learning objectives/outcomes
1. Cooperative Learning Activities ● Review
- Students are guided to learn on their own to find solutions to their ● Present new material
problems ● Explain
- Teacher’s role is to guide the learners ● Practice
- Democratic process is encouraged and each one contributes to the ● Guide
success of learning ● Check for understanding
● Provide feedback
2. Independent Learning Activities ● Assess performance
- Allow the learners to develop personal responsibility ● Review and test
- Degree of independence to learn how to learn is enhanced
- This is more appropriate for the fast learners GUIDED INSTRUCTION
● Review
3. Competitive Activities ● Anticipatory test
- Students will test their competencies against another in a HEALTHY ● Objective
MANNER ● Input
- Allow the learners to perform to their maximum ● Modeling
● Check for understanding
● Guided practice

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 ● Independent practice 1. Adequacy
● Actual learning space or classrooms
MASTERY LEARNING ● It should be enough for mobility for class interaction and
● Clarify collaborative work
● Inform ● It should provide opportunities that will develop the 21st century
● Pretest skills
● Group ● Provision for the utilization of technology
● Enrich and correct 2. Suitability
● Monitor ● Planned activities
● Post-test ● It considers chronological and developmental ages of learners
● Assess performance ● Also to be considered will be the sociocultural, economic even
● Reteach religious background of the learners
3. Efficiency- operational and instructional effectiveness
SYSTEMATIC INSTRUCTION 4. Economy- cost effectiveness
● Review
● Development ASSESSMENT/EVALUATION
● Assess comprehension ● Learning occurs when students receive feedback, when they receive
● Seatwork information on what they have already and have not learned. The process by
● Accountability which is generated is assessment. It has three (3) main forms:
● Homework 1. Self-Assessment
● Special reviews √ Students learn to monitor and evaluate their own learning
√ Significant element in the curriculum
TEACHING-LEARNING ENVIRONMENT √ Aimed to produce graduates who are appropriately reflective and
● Brian Castaldi in 1987 suggested four (4) criteria in the provision of the self-critical
environment or learning spaces in designing a curriculum: 2. Peer Assessment
√ Students provide feedback on each other’s learning

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 √ It can also viewed as an extension of self-assessment and ■ It has an advantage because it is easy to deliver
presupposes trust and mutual respect ■ Textbooks and other written and support instructional materials are
√ Students can learn to judge each other’s work as reliably as staff commercially available
3. Teacher Assessment. ■ Teachers are familiar with the format
√ Teacher prepares and administers tests and gives feedback on the ■ Teachers become the dispensers of knowledge and the learners are simply
student’s performance the empty vessel
■ This is a traditional approach to teaching and learning
Assessment may be...
● FORMATIVE - providing feedback to help the student learn more Discipline Design
● SUMMATIVE – expressing judgment on the student’s achievement by reference ■ This is related to the subject design
to stated criteria; involves the allocation of marks or grades. This helps the ■ It focuses on academic disciplines
teacher make decisions about the progress of the students ■ Discipline refers to the specific knowledge learned through a method which
the scholars use to study a specific content of their fields
TYPES AND APPROACHES OF CURRICULUM
■ Teachers should teach how the scholars in the discipline will convey the
particular knowledge
TYPES OF CURRICULUM DESIGN ■ It is often used in college
■ It moves higher to a discipline when the students are more mature and are
already moving towards their career path.
SUBJECT- CENTERED
● It focuses on the content of curriculum
Correlation Design
● It corresponds mostly to the textbook
■ It links separate subject designs in order to reduce fragmentation
● School hours are allocated to different school subjects
■ Subjects are related to one another and still maintain their identity
● It aims for excellence in the specific subject discipline content
■ To use correlated design, teachers should come together and plan their
lessons cooperatively.
Subject Design
■ Oldest and the most familiar design for teachers, parents, and the for the
Broad Field/ Interdisciplinary
others
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 ■ A variation of the subject-centered design
■ It was made to cure the compartmentalization of the separate subjects and
integrate the contents that are related to one another
■ Sometimes called as holistic curriculum
■ It draws around themes and integration
■ It is similar to thematic design, where a specific theme is identified and all
other subject areas revolve around the theme.
LEARNER- CENTERED
● It is the center of the educative process
● The emphasis is strong in the elementary level, however more concern has been
placed on the secondary and even the tertiary level
● In high school, the subject or content has become the focus
● In college level, the discipline is the center
● Both levels still recognize the importance of learner in the curriculum.
Child-Centered Design
■ It is attributed to the influence of John Dewey, Rousseau,
■ Pestallozi, and Froebel.
■ It is anchored on the needs and interests of the child
■ The learner is not considered as passive individual but one who engages
with his/her environment
■ There is a collaborative effort on both sides to plan lessons, select content,
and do activities together
■ Learning is a product of the child’s interaction with the environment.
Experience-Centered Design
■ Similar to the child-centered design
■ Believes that the interests and the needs of the learners cannot be pre-
planned.
■ Experiences of the learners become the starting point of the curriculum, the
school environment is left open and free
■ Learners are made to choose from various activities that the teacher
provides
■ Learners are empowered to shape their
Humanistic Design
■ Key influence in this design is Abraham Maslow and Carl Rogers
Maslow’s theory of self-actualization explains that a person who
achieves this level is accepting of self, other, and nature; simple,
spontaneous and natural; open to different experiences; possesses
empathy and sympathy towards the less fortunate. The person can
achieve this state of self-actualization later in life but has to start the
process while in school.
Carl Rogers believed that a person can enhance self-directed
learning by improving self-understanding, the basic attitude to guide
behavior.
■ The development of self is the ultimate objective of learning
■ It stresses the whole person and the integration of thinking, feeling, and
doing
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 ■ It considers the cognitive, affective, and the psychomotor domains to be Core Problem Design
interconnected and must be addressed in the curriculum ■ It centers on general education and the problems are based on the common
■ It stresses the development of positive self-concept and interpersonal skills. human activities
■ Central focus includes common needs, problems, and concerns of the
PROBLEM-CENTERED learners
● Draws on social problems, needs, interests, and abilities of the learners ■ Popularized by Faunce and Bossing in 1959
● Various problems are given emphasis such as life situations, contemporary life ■ Presented ways on how to proceed using core design of a curriculum.
problems, areas of living, and many others
APPROACHES TO CURRICULUM DESIGN MODEL
● Content cuts across subject boundaries and must be based on the needs,
concerns, and abilities of the students. LEARNER-CENTERED APPROACH
● The design is based on the philosophy that the child or the learner is the center

Life-situation Design of the educative process

■ The contents are organized in ways that allow students to clearly view ● The curriculum is constructed based on the needs, interests, abilities, and

problem areas purposes of the learners

■ It uses the past and the present experiences of learners as a means to ● It is also built upon the learners’ knowledge, skills, previous learning, and

analyze the basic areas of living potentials

■ The pressing immediate problems of the society and the students’ existing
concerns are utilized
■ Herbert Spencer’s curriculum writing emphases were activities that sustain
life, enhance life, and in rearing children
SUBJECT-CENTERED APPROACH
● It prescribes separate distinct subjects for every educational level
● Basic education for elementary and secondary levels

■ Maintain the individual’s social and political relations and enhance leisure, ● Higher education for college or tertiary level

tasks, and feelings ● Vocational and technical education for post secondary level

■ Connection of subject matter to real situations increases the relevance of the

curriculum. PROBLEM-CENTERED APPROACH
● It is based on the design which assumes that in the process of living, children
experience problems.

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● Problem solving enables the learners to become increasingly able to achieve
complete or total development as individuals.
CURRICULUM MAPPING AND CURRICULUM QUALITY AUDIT
CURRICULUM MAPPING
● It is a reflective process that helps teachers understand what has been taught
in a class, how it has been taught, and how learning outcomes are assessed.
(Heidi Hayes Jacobs, 2004)
● It is an ongoing process or “work-in-progress”.
● It is a continuing action which involves the teacher and other stakeholders.
● It can done by teachers alone, a group of teachers teaching the same subject,
the department, the whole school or district or the whole educational system.
Common Questions asked:
1. What do my students learn?
2. What do they study in the first quarter?
3. What are they studying in the school throughout the year?
4. Do my co-teachers who handle the same subject, cover the same content?
Achieve the same outcomes? Use similar strategies?
5. How do I help my students understand the connections between my
subjects and the other subjects within the year? Next year?
Benefits of Curriculum Mapping
● Ensures alignment of the desired learning outcomes, learning activities, and
assessment of learning.
● Addresses the gaps or repetitions in the curriculum
● Verifies, clarifies, and establishes alignment between what students do in
their courses and what is taught in the classrooms and assessed their
learning.
● Visually shows important elements of the curriculum and how they
contribute to student learning.
● Connects all initiatives from instruction, pedagogies, assessment and
professional development. It facilitates the integration of cross-curricular
skills.
CURRICULUM MAP
● Visual timelines that outline desired learning outcomes to be achieved,
contents, skills and values taught, instructional time, assessment to be used,
and the overall student movement
● It is intended to improve instruction and quality of education that all
stakeholders need to be assured of.
● It provides a good information for modification of curriculum, changing of
standards and competencies in order to find ways to build connections in
the elements of the curricula.
Alignments:
1. Horizontal Alignment - sometimes called as Pacing Guide will make all the
teachers, teaching the same subject in a grade level follow the same
timeline and accomplishing the same learning outcomes.
2. Vertical Alignment – will see to it that the concept development will may be
in hierarchy or in spiral form does not overlap but building from a simple to
more complicated concepts and skills.
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L – Learned Outcomes (knowledge, skills, CURRICULUM QUALITY AUDIT

values) outcomes achieved in the subject ● A form of curriculum mapping.

● It is a process of mapping the curricular program or syllabus against
P – Practiced the learned outcomes
established standards
(knowledge, skills, values)
● Requires a written curriculum and the tested curriculum linked to both the
O – Opportunity to learn and practice taught and the written curricula.
(opportunities to learn and practice
knowledge, skills, and values but not Questions worth considering...
taught formally) 1. Is the curriculum planned, executed, and assessed in accordance with
appropriate standards?
PROGRAM OUTCOMES 2. How does the school system conform to the standards of quality in
● PO1 – Applied basic and higher 21st century skills instructional organization like specificity, quality and scope for teaching,
● PO2 – Acquired deep understanding of the learning process learning, and assessment?
● PO3 – Comprehended knowledge of the content they will teach 3. Are all students achieving success equally and effectively? If not, what can
● PO4 – Applied teaching process skills (curriculum designing, materials be done about it?
development, educational assessment, teaching approaches)
● PO5 – facilitated learning of different types of learners in diverse learning Benefits.of Curriculum Quality Audit
environments ● Identify gaps, under and over representation of the curriculum based on
● PO6 – Directed experiences in the field and classrooms (observation, teaching, the standards
assistance, practice teaching) ● Ensures alignment of learning outcomes, activities, and assessment to the
● PO7 – Demonstrated professional and ethical standards of the profession standards
● PO8 – Demonstrated creative and innovative thinking and practice of ● Achieves an internationally comparable curriculum as standards become
alternative teaching approaches. the basis of curriculum analysis

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 ● Driving Forces – are those that are seeking change or simply the positive forces
THE TEACHER AS A CURRICULUM IMPLEMENTOR AND MANAGER
for change
CURRICULUM IMPLEMENTATION ● Restraining Forces – are those seeking to maintain the status quo or the
● Putting into practice the written curriculum that has been designed in syllabi, obstacles to change.
course of study, curricular guides, and subjects.
● The model helps to identify those factors that must be addressed and
● Process wherein the learners acquire the planned or intended knowledge, skills, monitored in order for change to be successful.
and attitudes that are aimed at enabling the same learners to function
effectively in society.
CATEGORIES OF CURRICULUM CHANGE
● The interaction between the curriculum that has been written and planned and 1. Substitution – completely changing the old curriculum into new one
the persons who are in charge to deliver it. (Orstein and Hunkins, 1998) 2. Alteration – slight change of the curriculum but not a replacement of the whole
curriculum
Implementing... 3. Restructuring – requires a rearrangement of the curriculum structure or content
■ Using the plan as a guide to engage with the learners in the teaching- that may give way to certain change or innovation
learning process with the end in view that learning has occurred and 4. Perturbations – disruptive changes in the curriculum in which teachers need to
learning outcomes have been achieved. adjust
■ It involves the different strategies of teaching with the support instructional 5. Value orientation – shift in emphasis that the teacher provides which are not
materials to go with the strategy within the mission/vision of the school.
CURRICULUM CHANGE
ELEMENTAL OF CURRICULUM CHANGE
● A process of development or modifications in the curriculum to improve or
Developmental
adapt it to new circumstances or priorities.
- It should develop multiple perspectives
● It can be done through minor adjustments that do not affect the curriculum
- Increase integration and make learning autonomous
structure
- Create a climate of openness and trust
● Modernization to ensure that the curriculum remains current and relevant
- Reflection on the new experiences and challenges
Steps in developmental change process:
KURT LEWIN’S FIELD ANALYSIS MODEL
1. Orientation and preparation
● Designed to weigh the driving and restraining forces that affect change
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 2. Refinement
IMPLEMENTING A CURRICULUM DAILY IN THE CLASSROOM
3. Reflection
BLOOM’S MASTERY LEARNING MODEL

Participatory ● In this model, aptitude, quality of instruction, ability, perseverance, and time for
learning are significant variables which can determine teaching and learning
- It encourages sense of ownership and accountability
- It builds a learning community which is very necessary in curriculum success.

implementation ● Teaching begins with the delivery of knowledge to comprehension, application,

analysis, and synthesis.
-It is a positive starting point.
● The end goal of this model is MASTERY.

Supportive
- It is required in the process of change At the end of the lesson, 85% of the students will be able to:

- Material support like supplies, equipment and conducive learning ■ Enumerate the characters in “The World is an Apple” (knowledge)

environment ■ Summarize the story (comprehension)

- Human support is very much needed ■ Apply the rules of subject-verb agreement when writing the summary of
the story (application)

REMEMBER! ■ Compare and contrast the qualities of the characters in the story (analysis)

● TIME is an important commodity ■ Write a song expressing the message or lesson of the story (synthesis)

● Period of three to five years to institutionalize a curriculum is suggested ■ Write a critique of the author’s writing style (evaluation)

● It is needed by the teachers to plan, adapt, train, practice, provide the

necessary requirements and get support REVISED TAXONOMY

● It is also needed to determine when the implementation starts and when it will ● Lorin Anderson and David Krathwohl led a group of experts to work together

conclude, since curriculum implementation is time bound and the result is now called the revised taxonomy.

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 ● Apply
√ Carrying out or using a procedure in a given situation
√ 3.1 executing
√ 3.2 implementing
● Analyze
√ Breaking material into its constituents parts and detecting how the
parts relate to one another and to an overall structure or purpose
√ 4.1 differentiating
√ 4.2 organizing
DIFFERENCES
√ 4.3 attributing
● Levels or categories of thinking in the old taxonomy were nouns, while in the
● Evaluate
revised taxonomy they are verbs.
√ Making judgments based on criteria and standards
● While the revised taxonomy remains to be hierarchical levels of increasing
√ 5.1 checking
complexity, it is intended to be more flexible.
√ 5.2 critiquing
● Create
THE COGNITIVE DIMENSION
√ Putting elements together to form a novel, coherent whole or make an
● Remember
original product
√ Retrieving relevant knowledge from long term memory
√ 6.1 generating
1.1 recognizing
√ 6.2 planning
1.2 recalling
√ 6.3 producing
● Understand
√ Determining the meaning of instructional messages, including oral,
KNOWLEDGE DIMENSION
√ written and graphic communication
● Factual
√ 2.1 interpreting 2.5 inferring
√ The basic elements that students must know. Knowledge of:
√ 2.2 exemplifying 2.6 comparing
a. terminology
√ 2.3 classifying 2.7 explaining
b. specific details and elements

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● Conceptual
INTENDED LEARNING OUTCOMES
√ The interrelationships among the basic elements within a larger structure
that enable them to function together. Knowledge of: SUBJECT MATTER

a. classifications and categories ● Comes from a body of knowledge that will be learned through the guidance of
the teacher.
b. principles and generalizations
c. theories, models, and structures ● It is the WHAT in teaching.

● Procedural Knowledge ● This is followed by the references.

√ How to do something; methods of inquiry, and criteria for using skills,

algorithms, techniques, and methods. Knowledge of: Approaches and methods for different kind of learners

a. subject-specific skills and algorithms ● Direct Demonstration Methods: Guided Exploratory/Discovery Approach,

b. subject-specific techniques and methods Inquiry Method, Problem-Based Learning (PBL), Project Method

c. criteria for determining when to use appropriate procedures ● Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells

● Metacognitive Knowledge ● Deductive or Inductive Approaches: Project Method, Inquiry Based Learning

√ Knowledge of cognition in general as well as awareness and knowledge of ● Blended Learning

one’s own cognition ● Reflective Teaching

a. strategic knowledge ● Integrated Learning

b. knowledge about cognitive tasks, including ● Outcomes-Based Approach

contextual and conditional knowledge

LEARNING STYLES
c. self-knowledge
REMEMBER! 1. Visual

● When you formulate learning objectives, you consider what level of thinking - Uses graphs, charts, pictures; tends to remember things that are written in

you want your students to achieve, and also what type of knowledge it is you form

want to teach. Teachers:

- Turn notes into pictures, diagrams, maps
- Learn the big picture first than details
- Make mind maps and concept maps

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 2. Auditory GUIDELINES IN USING INSTRUCTIONAL MATERIALS
- Recalls information through hearing and speaking 1. Use of direct purposeful experience through learning by doing retains all of the
- Prefers to be told how to do things orally learning outcomes. 90% of learning is retained
- Learns aloud examples: field trip, field study, community immersion, practice
Teachers: teaching
- Record lectures and listen to these. 2. Participation in class activities, discussion, reporting, and similar activities where
- Repeat materials out loud “parrots”. learners have the opportunity to talk and write. 70% of learning is remembered.
- Read aloud. examples: small group discussion, buzz sessions, individual reporting,
role playing, panel
3. Kinesthetic 3. Passive participation as in watching a movie, viewing exhibit, watching
- Prefers hands-on approach demonstration will retain around 50% of what has been communicated.
- Demonstrates how to do rather than explain 4. Looking at still pictures, paintings, illustrations, and drawings will allow the
- Likes group work with hands-on-minds on retention of around 30% of the material content.
Teachers: 5. Hearing as in lecture, sermon, monologues, only 20% is remembered.
- Learn something while doing another thing 6. Reading, will ensure 10% remembering the material.
- Work while standing
- Like fieldwork INSTRUCTION MATERIALS
- Do many things at one time ● VISUAL : Concrete )flat, 3-dimensional, realiastic models, etc) or abstract
(verbal symbols, words)
DALE’S CONE OF LEARNING ● AUDIO: Recordings of sounds, natural, or artificial
● AUDIO-VISUAL: Combination of what can be seen and heard
● KINESTHETIC: Manipulative materials like modeling clay, rings, dumb bells,
equipment, other
● EXPERIENTIAL: Utilize all modalities

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 FACTORS IN TECHNOLOGY SELECTION
THE ROLE OF TECHNOLOGY IN DELIVERING THE CURRICULUM
● Practicality – is the equipment (hardware) or already prepared lesson material
INSTRUCTIONAL MEDIA (software)available? If not, what would be the cost in acquiring the equipment
● It is also referred to as media technology or learning technology or producing the lesson in audio or visual form?
● Technology plays a crucial role in delivering instruction to learners
● Appropriateness – is the medium suitable to the learners’ ability to
● It offers various tools of learning and range from non-projected and projected comprehend? Will it be a source of plain amusement but not learning?
media which the teacher can choose from. ● Activity/suitability – will the chosen media fit the set instructional event,
resulting in either information, motivation, or psycho-motor display?
Non-Projected.Media ● Objective-matching. Overall does the medium help in achieving the learning
■ Real objects objective(s)?
■ Models
■ Field trips ROLES OF TECHNOLOGY IN CURRICULUM DELIVERY
■ Kits ● Upgrading the quality of teaching-and-learning in schools
■ Printed materials (books, worksheets) ● Increasing the capability of the teacher to effectively inculcate learning, and for
■ Visuals (drawings, photographs, graphs) students to gain mastery of lessons and courses
■ Visual boards (chalkboard, whiteboard) ● Revolutionizing the use of technology to boost educational paradigm shifts that
■ Audio materials give importance to student-centered and holistic learning.

Projected Media
WHAT IS TPACK?
■ Overhead transparencies
■ Opaque projection
■ Slides
■ Filmstrips
■ Films
■ Video, VCD, DVD
■ Computer/multimedia presentation

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● Technological Knowledge
● Pedagogical Knowledge
● Content Knowledge
■ It shows that there is a direct interconnection of the 3 components. Thus
every teacher should always ask and find the correct answer to the
following questions.
QUESTIONS:
● What shall I teach? (Content knowledge)
● How shall I teach the content (Pedagogical knowledge)
● What technology will I use in teaching the content? (Technological knowledge)
EVALUATING THE CURRICULUM
What is Curriculum Program Evaluation?
● refers to the overall aspects of a curriculum as a subject, degree programs,
curriculum reform and the like.
Examples: The Curriculum as a Subject, Bachelor of Education as a degree, K
to 12 as a curriculum reform, Outcomes-Based Education as a Process,
Mother Tongue Based Multi-lingual Education as a program.
Components of a Curricular Program
● this will cover separate evaluation for a curriculum component such as (1)
Achieved Learning Outcomes (2) Teaching Learning Process (3) Instructional
Materials (4) Assessment of the Learning Outcomes.
Curricular Program Components
● refers directly to the assessment of curriculum contents and processes as
implemented everyday in view of the learning outcomes as either formative
or summative.
CURRICULUM EVALUATION
● It is a process done in order to gather data that enables one to decide
whether to accept, change, eliminate the whole curriculum of a textbook.
(Ornstein, A. & Hunkins, F. 1998)
● Evaluation answers two questions: 1. Do planned learning opportunities,
programs, courses, and activities as developed and organized actually
produced desired results? How can a curriculum best be improved? (Mc Neil,
J. 1977)
● It is to identify the weaknesses and strengths as well as problems
encountered in the implementation, to improve the curriculum development
process. It is to determine the effectiveness of and the returns on allocated
finances. (Gay, L. 1985)
Reasons for Curricular Evaluation
1. Identifies the strengths and weaknesses of an existing curriculum that will be
the basis of the intended plan, design, or implementation. This is the needs
assessment.
2. It will tell if the designed or implemented curriculum can produce or is
producing the desired results.
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Curriculum Evaluation Process
1. Needs assessment
2. Monitoring
3. Terminal assessment
4. Decision making

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