CHAPTER 4

EVALUATING THE CURRICULUM

Module 5: Curriculum Evaluation and the Teacher

Module Overview

This module is all about curriculum evaluation in the context of its definition and the role of the
teacher as an evaluator. It will present ways to evaluate the curriculum as written, planned, or
implemented. It will reference popular curriculum models currently used in educational programs here
and abroad.

Curriculum evaluation is a component of curriculum development that responds to public

accountability. It looks into educational reforms on innovations that happen in the teacher's classrooms,
the school, district, division, or the whole educational system. It is establishing the merit and worth of a
curriculum. Merit refers to the value and worth of the curriculum. The test result will only be used as one
of the evidence of evaluation. In the end, the purpose of the evaluation is to improve and not to prove.

Curriculum evaluations are premised on the alignment of planned, written, and implemented
curricula. It is an attempt to answer two big questions

1. As written and implemented, planned courses, programs, and activities produce desired
outcomes?
2. How can these school curricula be improved?

Lesson 1: What, Why, and How to Evaluate a Curriculum

Curriculum evaluation is a new idea for many teachers, not knowing that the teacher is involved in
several components of the evaluation every day. There are now two ways of looking at curriculum
evaluation:

1. Curriculum Program Evaluation may focus on the overall aspects of the curriculum itself.
More often, it refers to a big curriculum program. Examples of these programs that may
undergo a curriculum program evaluation are the K to 12 Curriculum, the Integrated Science
Program, the Teacher Education Program, the Mother Tongue Curriculum, the Process
Approach in Mathematics Curriculum, the Outcomes-Based Curriculum in Teacher
Education, or Experiential Teacher Education Program are some of the big curriculum
programs.

2. Curriculum Program Component Evaluation. A curriculum component may include separate

evaluation of (a) Achieved learning outcomes, (b) curriculum process (teaching-learning
methods/strategies), (c) instructional materials (i.e., books, modules, models)

Curriculum Evaluation: A Process and a Tool

Do you have a clear understanding of what curriculum evaluation is all about? Is it synonymous with
the assessment of learning? Analysis of the various definitions reveals that evaluation is both a process
and a tool. It follows a procedure based on models and frameworks to get to the desired results. As a tool,
it will help teachers and program implementers to judge the worth and the merit of the program and
innovation or curricular change. For both process and a tool, the evaluation results will be the basis to
IMPROVE curriculum.

Let us look at how curricularists define curriculum evaluation. Read what each of them says.
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 Persons Definition
Ornstein & Curriculum evaluation is a process done to gather data that enables
Hunskin (1998) one to decide whether to accept, change, or eliminate the whole
textbook curriculum.
Evaluation answers two questions 1. Do planned learning
McNeil (1977) opportunities, programs, courses, and activities as developed and
organized produce desired results? 2. How can a curriculum best be
improved?
The evaluation identifies the weaknesses, strengths, and problems
Gay (1985) encountered in the implementation to improve the curriculum
development process. It is to determine the effectiveness of and the
returns on allocated finance.
It is a process of delineating, obtaining, and providing useful
Oliva (1988) information for judging alternatives to modify or eliminate the
curriculum.

Reason for Curriculum Evaluation

Why is there a need to evaluate a curriculum? The curriculum processes presented by Tyler, Taba,
and others at the end of the line or cycle undergo an evaluation. They all agree that planning, designing,
and implementing are less useful unless evaluated. Here are some of the specific reasons.

 Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum that
will be the basis of the intended plan, design, or implementation. It is referred to as the
needs assessment.

 When the evaluation is done in the middle of the curriculum development, it will tell if the
designed or implemented curriculum can produce the desired results. It is related to
monitoring.

 Based on some standards, curriculum evaluation will guide whether the results have equaled
or exceeded the standards, thus can be labeled as success. It is sometimes called terminal
assessment.

 Curriculum evaluation provides information necessary for teachers, schools, managers,

curriculum specialists for policy recommendations that will enhance achieved learning
outcomes. It is the basis of decision-making.

In curriculum evaluation, important processes were evolved, such as (a) needs assessment, (b)
monitoring, (c) terminal assessment, and (d) decision making.

Curriculum Evaluation Models

Curriculum models by Ralph Tyler and Hilda Taba end with evaluation. Evaluation is a big idea that
collectively tells about the value or worth of something done.

How can the merit or worth of an aspect of a curriculum be determined? Curriculum specialists have
proposed an array of models which are useful for classroom teachers and practitioners. Let us look at some
of these.

1. Bradley Effectiveness Model

In 1985, L. H. wrote a handbook on Curriculum Leadership and Development. This book

provides indicators that can help measure the effectiveness of a developed or written curriculum.
For the classroom teachers, some of the statements were simplified.

First, you have to identify what curriculum you will evaluate. Example: Elementary Science
Curriculum, Teacher Education Curriculum, Student Teaching Curriculum, Field Study Curriculum.
Then find out if the curriculum you are evaluating answers Yes or No. Answering Yes to all the
questions means a good curriculum, as described by Bradley.

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Bradley Effectiveness Model for Curriculum Development Indicators
Indicators Descriptive Questions Yes or No
 Does the curriculum reflect the format (i.e., K to 12,
OBE, Inquiry) that enables teachers to quickly
Vertical access what is taught in the grade/year levels
Curriculum below or above the current level? (Example: If you
Continuity are looking at Science 5, below means Science 4
and above means Science 6)
Horizontal  Does the curriculum provide content and objectives
Curriculum common to all classes of the same grade level?
Continuity (Example: All English 101 for all 1 st-year college
students)
Instruction  Are lesson plans/ syllabi/ course design derived
Based on from the curriculum and strategies? Are materials
Curriculum used correlated with the content, objectives, and
activities?
 Is there evidence of involvement of the different
Broad curriculum stakeholders in the planning, designing
involvement and implementing, and reviewing of the
curriculum?
Long Range  Is the review cycle followed within the planning and
Planning implementation of the curriculum?
Positive  Did the initial thoughts about the curriculum come
Human from teachers, principals, curriculum leaders, and
Resource other stakeholders?
Theory-Into  Is there clarity of vision, mission, graduation
Practice outcomes, program philosophy, learning outcomes
in the curriculum?
Planned  Is there tangible evidence to show that the internal
Change and external publics accept the developed
program?
If any of the indicators is answered with a "No," actions should be made to make it Yes.

2. Tyler Objectives Centered Model

Ralph Tyler, in 1950 proposed a curriculum evaluation model, which continues to influence
many curriculum assessment processes. His monograph was entitled Basic Principle of Curriculum
and Instruction.

Using Tyler's model, curriculum components and processes are identified in curriculum
evaluation.

Curriculum Elements Evaluation Process Action Taken:

Yes or No
Objectives/Intended 1. Pre-determine intended learning
Learning Outcomes outcomes or objectives.

2. Identify the situation/context that allows

Situation or Context developing behavior or achieving
objectives.
3. Select, modify and construct evaluation
Evaluation instruments or tools. Check its
Instruments/Tools objectivity, reliability, and validity.
4. Utilize the tools to obtain results.
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Utilization of Tool Compare the results obtained from
several instruments before and after to
determine the change.
5. Analyze the results obtained to
determine strengths and weaknesses.
Analysis of Results Identify possible explanations about the
reasons for the particular pattern.
Utilization of 6. Use the results to make the necessary
Results modifications.

Using all the steps to evaluate the curriculum and obtaining all YES answers would mean the
curriculum has PASSED the standards. Tyler's model of evaluating the curriculum is relatively easy to
understand, which many teachers can follow.

3. Daniel Stufflebeam Model- Context, Input, Process Product Model (CIPP)

This CIPP Model of Curriculum Evaluation was a product of the Phi Delta Kappa committee
chaired by Daniel Stufflebeam. The model made emphasis that the result of the evaluation should
provide data for decision making. There are four stages of program operation. These include (1)
CONTEXT EVALUATION, (2) INPUT EVALUATION, (3) PROCESS EVALUATION, and (4)
PRODUCT EVALUATION. However, any evaluator can only take any four stages as the focus of
evaluation.

 Context Evaluation- assess the needs and problems in the context for decision-makers to
determine the goals and objectives of the program/curriculum.

 Input Evaluation- assess the alternative mean based on the inputs for achieving objectives to
help decision-makers choose options for optimal means.

 Process Evaluation- monitors the processes to ensure that the means are being
implemented and make necessary modifications.

 Product evaluation- compares actual ends with intended ends and leads to a series of
recycling decisions.

For all four stages, the six steps are suggested.

Stages of the CIPP Model Steps Taken in All the Stages

1. Context Evaluation Step 1: Identify the kind of decision to be made

Step 2: identify the kinds of data to make that decision.

2. Input Evaluation
Step 3: Collect the data needed.

3. Process Evaluation Step 4: Establish the criteria to determine the quality of

data.

Step 5: Analyze data based on the criteria.

4. Product Evaluation Step 6: Organize needed information needed for

decision-makers.

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 4. Stake Responsive Model- Responsive model is oriented more directly to program activities than
program intents. The evaluation focuses more on the activities rather than intent or purposes.

Robert Stake (1975) recommends to the curriculum evaluator the following steps.

The curriculum evaluator follows the steps below.

Step 1 Meets with stakeholders to identify their perspectives and intentions
regarding curriculum evaluation.
Step 2 Draws from Step 1 documents to determine the scope of the evaluation.
Step 3 Observe the curriculum closely to identify the unintended sense of
implementation and any deviations from announced intents.
Step 4 Identifies the stated real purposes of the program and the various
audiences.
Step 5 Identifies the problems of the curriculum evaluation at hand and identifies an
evaluation design with needed data.
Step 6 Selects the means needed to collect data or information.
Step 7 Implements the data collection procedure.
Step 8 Organizes the information into themes.
Step 9 Decides with stakeholders the most appropriate formats for the report.

5. Scriven Consumer-Oriented Evaluation – MichealScriven, in 1967, introduced this evaluation

among many others when education products flooded the market. Consumers of educational
products needed to support an implemented curriculum often use consumer-oriented evaluation.
These products are used in schools which require a purchasing decision. The products include
textbooks, modules, educational technology like software, and other instructional materials. Even
teachers and schools nowadays write and produce these materials for their purposes.

The consumer-oriented evaluation uses criteria and a checklist as a tool for either formative
or summative evaluation purposes. Scriven proposed the use of criteria and checklists for adoption
by educational evaluators.

An example of an Instructional Material Review Form by Marvin Patterson of Florida State

University is adapted for better understanding.

Preliminary Information Recommendation

Title: ________Retain for further review

Author(s)
________Reject (Comments)
Publisher:

Copyright date:

Material Evaluator:

Use the following codes to rate the material.

+ means yes or good quality - means no or poor quality

o means all right but not good quality NA means not applicable

+ o - NA
yes all right no not
Criteria or but not or applicable
no so good poor
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 1. Content covers a significant portion of the course
competencies.
2. Contents are up-to-date.
3. Reading level is appropriate for most students who will
use the material.
4. Intended learning outcomes competencies are stated.
5. Formative and summative assessments are included.
6. Activities are varied to meet the needs of students.
7. The teacher's guide is included with management
suggestions.
8. Materials are presented in a logical order.
9. Learning outcomes, competencies, and/ or tasks.
10. Degree of the match between learning activities and
intended learning outcomes.
11. Quality of test items and degree of math with intended
learning outcomes.
12. Quality of direction on how students will process through
the materials.
13. Quality of drawings, photographs, and other materials.
14. The overall design of the learning activities for individual
instruction.
15. Quality of management procedures for teachers (TGs)
16. Optional (List course map competencies covered by the
instructional material)

Using the checklist of instructional material review or evaluation may help any curricularist decide
which textbook, modules, or instructional support material will be used, revised, modified, or rejected.

A Simple Way of Curriculum Evaluation Process

For a very simple and practical curriculum evaluation, responding to the following questions will
provide evaluation data for curriculum decisions. Just ask the following questions, and any NO Answer to
an Item will indicate a need for a serious curriculum evaluation process.

1. Does the curriculum emphasize learning outcomes?

2. Does the implemented curriculum require fewer demands?
3. Can this curriculum be applied to any particular level? (kindergarten, elementary, secondary, tertiary
levels)
4. Can the curriculum aspects be assessed as (a) written, (b) taught, (c) supported, (d) tested, and (e)
learned?
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide for qualitative methods of assessment?
9. Can the curriculum provide the data needed for decision-making?
10. Are the findings of evaluation available to stakeholders?

In summary, whatever curriculum evaluation models are to be used, ASCD, 1983 suggest the
following steps.

Steps in Conducting a Curriculum Evaluation

Steps What to Consider

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1. Identifying primary audiences  Curriculum Program Sponsors, Managers,
Administrator, School Heads, Participants
(Teachers and Students) Content Specialist; other
stakeholders.
2. Identifying critical issues/ problems  Outcomes (expected, desired, intended) Process
(Implementation) Resources (Inputs)
3. Identifying data sources  People (teachers, students, parents, curriculum
developers) Existing documents; Available records;
Evaluation Studies.
4. Identifying techniques for collecting  Standardized Test, Informal tests; Samples of
data. Students Work; Interviews; Participant
Observations, Checklist, Anecdotal records,
5. Identifying established standards and  Standards previously set by the agency (DepEd,
criteria CHED, Professional Organization,
6. Identifying techniques in data analysis  Content Analysis, Process Analysis, Statistics,
Comparison, Evaluation Process
7. Preparing evaluation report  Written; Oral; Progress; Final; Summary;
Descriptive, Graphic, Evaluative and Judgemental;
List of Recommendations
8. Preparing modes of display  Case studies; Test Scores Summary, Testimonies;
Multimedia representation; Product Display
(exhibits); Technical Report

The steps are easy to follow. Begin thinking of how curriculum evaluators will proceed in finding out
if there is a need to modify, enhance or continue with the implementation of the curriculum. After all, the
main purpose of the evaluation is to improve the existing condition to benefit the students.

Lesson 2: Curriculum Evaluation Through Learning Assessment

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, and implemented curriculum functions as intended in the
assessment of learning is 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.

1. Achieved Learning Outcomes

Achieved learning outcomes are defined in outcomes-based education as a product of

what has been intended at the beginning of the learning process. Indicators of the learning
outcomes which are complicated are called achieve learning outcomes. Standards and
competencies are used as the indicators and measures of these outcomes.

Our country has established the Philippine Qualification Framework (PQF) as a standard
aligned to the ASEAN Reference Qualification Framework (ARQF) for the comparability of the

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 learning outcomes at the different levels of the educational ladder. The PQF is shown below:.

The Philippine Educational System is divided into eight levels. The learners are expected to
achieve specific standards and competencies of the learning outcomes at each level. The eight
levels of complexity of learning outcomes are based on three domains.

 Knowledge, Skills, and Values

 Application
 Responsibility- degree of independence

After finishing Grade 11, the learner must have achieved Level 1 of the learning outcomes; Grade
12, the level of complexity of learning outcomes achieved, is labeled Level 2. Using the three-domain,
these are described in the matrix below. (Source: Department of Education)

Level 1 (Grade 11) Level 2 (Grade 12)

Domains Competencies Competencies

-Possess foundational knowledge -Possess functional knowledge across

across learning areas with core a range of learning areas and technical
competencies in communication, skills in chosen career tracks with
scientific, critical, and creative advanced competencies in
Knowledge, Skills thinking, and use of technologies. communication, scientific, critical, and
and Values creative thinking, and use of
-Have an understanding of right and technologies.
wrong, one's history and cultural
heritage, and deep respect for self, -Have an understanding of right and
others, and their culture and wrong, one's history and cultural
environment. heritage, and deep respect for self,
others and their culture, and the
environment.

Application -Apply foundational knowledge, -Apply functional knowledge, technical

skills, and values in academic and
real-life situations through sound
reasoning, informed decision-
making, and the judicious use of
resources.
Degree of
Independence -Apply skills in limited situations with
close supervision.
skills, and values in academic and real-
life situations through sound reasoning,
informed decision-making, and the
judicious use of resources.
-Apply skills in varied situations with
minimal supervision

While for the degree programs for tertiary education issued by the Commission on Higher Education
(CHED). There are three competency domains for the baccalaureate, master's, and doctorate degrees.

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 Baccalaureate Master’s Doctorate Degree
Domains Degree Degree Competencies
Competencies Competencies PQF 8
PQF 6 PQF 7

Knowledge, Skills, Broad and coherent Broad, deep, specific Generates new
Values knowledge in the field of knowledge in the field knowledge skills with
discipline of discipline established values in
the discipline

Application Apply in professional Apply in professional Apply in professional

work. work and research. work and research as
a leader or initiator.

Degree of Independent or in teams Independent Highly independent,

Independence leads and initiates.

As mentioned earlier, the PQF is the Philippine Framework 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 ASEA N Reference Qualification Framework (ARQF). ARQF is a tool or device that
enables comparisons of qualifications across ASEAN member states. It addresses education and training
that promote lifelong learning. (Coles, M, and Bateman, A. Undated).

Knowledge, Process, Understanding, Performance (KPUP)- Levels of Learning Outcomes

Knowledge, Process, Understanding, Performance reflect different learning outcomes arranged in a

hierarchy of complexity. Knowledge is the basic level of learning outcomes, and Performance is the
advanced learning outcomes.

Let us look at how these learning outcomes are calibrated. Later on, we will find examples of how
each level is assessed.

Learning Description of Learning Outcomes Guide Questions for Teachers

1. What do you want your
students to know about
Level 1 KNOWLEDGE – factual knowledge; conceptual facts, concepts,
knowledge, procedural knowledge, metacognition procedures, and multiple
thinking? i.e., parts of the
body; the sky is blue, how
to dissect a frog; describing
a typhoon from different
views.
2. What do you want your
PROCESS – skills that the student uses based on student to do with what
Level 2 facts and information to make meaning and they know? i.e., identify the
understand. parts of the frog's body
after dissecting it.
3. What do you want students
to understand? i.e., How do
Level 3 UNDERSTANDING- big ideas or concepts the elements of weather
interact to produce climate
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 change?
4. Can you place in a portfolio
all the evidence to show
your learning outcome?

PRODUCTIVE/PERFORMANCE- what products 5. Can you create a one-act

Level 4 (material, tangible) or performance (oral, visual, play showing the principles
written) as evidence of learning? i.e., portfolio, of dramatization?
paintings, drama, research, projects)
6. Present a research report
on the conservation of
indigenous plants.

Assessment Tool for Each Level of Learning Outcomes

Knowledge, Process, Understanding (KPU) Learning Outcomes

Knowledge, process, and understanding are learning 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.

Types of Tests to Measure Knowledge, Process, and Understanding

1. Objective Test – Test that requires only one and one correct answer. It is difficult to construct but
easy to check.

1.1. Pencil and Paper Test – as the name suggests, the test is written on paper and requires a
pencil to write. However, in modern times, a pencil-and-paper test can also be translated to
an electronic version, making the test “ paperless. “

1.0.1 Simple Recall – This is the most common tool to measure knowledge. There are varieties
of Simple Recall Tests to include.

 Fill in the Blanks

 Enumeration

 Identification

 Simple Recall

1.1.2 Alternative Response Test - This is the type of pencil and paper 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 Philippines population reached one million?

1.1.3. Multiple Choice Test- This is the most versatile type because it can measure a variety of
learning outcomes. It consists of a problem and a list of suggested solutions. The incomplete
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 statement or direct question is called the STEM. The list of suggested solutions in words, numbers,
symbols, or phrases is ALTERNATIVES, OPTIONS, or CHOICES. There should be three to five
options for each item. The correct alternative is the ANSWER, while the remaining options or choices
are DISTRACTERS, DISTRACTORS, or DECOYS. Some multiple choices items are presented with
STIMULUS MATERIAL.

 Correct answer type – Other alternatives are wrong, and only one is the correct answer. It can
be constructed in either direct question or completion of the sentence.
Examples:

Direct Question:

What is NOT a member of the 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 the most important factor in the teaching-learning
process?

A. Teacher B. Learner

C. Books D. Principal

1.1.4 Matching Type Test – The most common matching type test comprises 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 and relationships between two things,
ideas, or concepts. It reduces guessing to the minimum as compared to the 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

1.2.4.1. Perfect Matching Type- The number of premises is less than the number of responses in Column
B. The response can only be used once.

Example:

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In Column A are popular descriptions of Presidents during their term of office. Match then with the names of
Philippines Presidents in Column B.

Column A (Premise) Column B (Responses)

1. Ramon Magsaysay A. Man of the M

2. Carlos P. Garcia B. People Power President
3. Corazon Aquino C. Filipino First Policy
D. Champions of First Land Reform Law

1.2.4.2. Imperfect Matching Type- The number of premises in Column A is not equal to the number of the
responses in Column B or the other way around. The responses 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

1.2 Subjective Test- Learning outcomes which indicate a learner's ability to originate and express ideas is
difficult to test through objective type test. Hence in subjective type tests, answers through reflections,
insights, and opinions can be easy.

1.2.1. Essay test items allow students 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 thinking skills and express ideas accurately,
creatively, and appropriately.

1.2.1.1 Restricted Response Item- This is like an expanded short answer type objective test.
There is a limit on 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 a plant? Describe each part.
2. Why is the barometer one of the most useful instruments to forecast the weather? Explain in
one paragraph.

1.2.1.2 Extended Response Item- The student is generally free to select any factual information
that can help organize the response. The contents of an extended essay will depend on the test
takers' analysis, synthesis, evaluation, and other higher-order thinking skills.

Examples:

1. Evaluate the significance of the result of the national referendum of Scotland to the global
peace condition.
2. What can you say about NATO's position on ISIS?

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 3. Comment on the term “new normal” that refers to the environmental condition and climate
change.

Types of Essay that Measures Complex Learning Outcomes

Type of Essay Test Item Example of Complex Learning Outcomes that can be
Measured
Ability to:
 Explain cause-effect relationships
Restricted response Essay Items  Describe the application of principles
 Formulate valid conclusion
 Enumerate and explain
 Explain methods and procedure
Ability to:
 Organize ideas
Extended Responses Essay Items  Integrate learning
 Design an experiment
 Evaluate the worth of ideas

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

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

Performance Assessment Tools

1. A checklist is a tool that consists of a list of qualities that are expected to be observed as present
or absent. The presence is to be marked and the absence is marked X.

Example: Checklist on the use of a microscope (10 points)

Instruction: Observe the student in a laboratory activity using a microscope. Check () the items you
have seen, which were done appropriately, and mark (X) items that were not appropriately done.

_____ 1. Wipes the slide with lens paper.

_____ 2. Places drop or two of culture on the slide.
_____ 3. Adds few drops of water
_____ 4. Places slide on the stage
_____ 5. Turns to low power lens
_____ 6. Looks through the 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 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 rating scale is called the Likert Scale.

Example: Rating Scale for a Science Project (name/title)

Instruction: On a scale of 1 to 10, with one as the lowest and ten 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 of 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
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 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 evidence and reflections. An assessment tool called a RUBRIC is utilized to assess the total
learning experiences as presented in a holistic package.

Example:

Suggested Rubric for a Field Study Course Portfolio

Criteria Description and Numerical Value

1 2 3 4 5
Contents of Less than 40% Less than 59 % Has a 60-74% Has 75-89% Has 90-100%
the portfolio Needed entries of the needed Of the needed of the needed needed entries
content content content
Most intended Some intended Intended Intended Intended
learning learning NOT learning Learning learning
Objectives of outcomes are SMART, do not outcomes are outcomes are outcomes are
the Portfolio NOT SMART cover the whole SMART but SMART and SMART and
and cover only course cover only less cover a least cover the
minimum than 75% of the 75% of the whole course
course. course
Few entries Some entries Entries are of Entries are Entries are
are acceptable are acceptable Better quality, of better Best quality,
Quality of quality, not well quality, well many are well quality, many well selected
Entries selected very selected and selected and are well and substantial
minimal substantial substantial. selected and
substance substantial
Not creative Minimal Creative, neat Creative Creative, neat
Presentation in disarray, creativity, neat and an neat and has very strong
of Entries less impact, no but with minimal average strong appeal/impact
appeal impact impact/appeal. impact/appeal
Submitted Submitted 11- Submitted on Submitted on Submitted
Properties after the 30 30 days after schedule schedule ahead of
days after the schedule schedule
deadline

Levels of Assessment for the Levels of Learning Outcomes

The levels of assessment are also the description of the levels of the learning outcomes, which are
(1) Knowledge, (2) Process or Skills, (3) Understanding (4) Product or Performance. The levels of learning
outcomes are also used to describe the assessment levels. Through the DepEd Order 73, s 2012 learning
outcomes are also the levels of assessment. In other words, the assessment levels also follow the level of
thinking skills from lower level to higher level.

Level of Learning Type of Percentage

Outcomes/assessment What to Test/ Assess? Assessment Value in
Assessment
Pencil & Paper/
Level 1 – Knowledge Who, What, When, How, Why? Nonpaper and 15%
Pencil
Pencil & Paper/
Level 2 – Process Skills Constructed meaning from Knowledge Non-paper and 25%
Pencil
Explanation, interpretation
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Level 3 – Understanding
Level 4 – Products/
Performance
Application, Empathy, Perspective and Pencil and paper 30%
Self Knowledge, Big ideas, principles
and generalization
Transfer of understanding to life Checklist /Rating 30%
situations as Products, or Performance Scale
Total
100%

Use of Levels of Assessment in the Classroom for a Summative Test

Illustrative Example for a summative Test (Third Grading Period) in Elementary Science Grade 6

Miss Portia Bala will prepare a periodical test for the first quarter lesson. It will be a summative test
covering knowledge, Process Skills, Understanding, and Products/Performance. According to the DepEd
order 73, s. 2012, the distribution of items should cover the achieved learning outcomes.

For every grading period, a summative test is constructed. A Table of Specification (ToS) is
developed to help construct the test. This TOS should reflect the Levels of Learning Outcomes provided.
An example is shown below:

Sample Table of Specification Matrix for a Periodical Test for the Third Quarter

Assessment level Tools Highest Scores Weights

Knowledge Objective Test 25 15%
Process Objective Test 25 25%
Understanding Objective Test/Essay 30 30%
Product Rubric/ Rating scale 20 30%
Total 100 100%

Sample Matrix of a Periodical Summative Test Result in the Third Quarter

(Example: Anna Padilla Performance in the Test)

Assessment Tools Highest Scores earned % Weights of % Value of

Level possible by Anna Scores Anna’s Score
Scores

Knowledge Objective Test 25 25 15% 15.00

Process Objective Test 25 20 25% 24.00
Understanding Objective/Essay 30 26 30% 25.99
Product Performance 20 20 30% 30.00
Product Test
94.99%
Total 100 points 91 points 100% Composite
Score
Placing Value to the Assessment Results from KPUP: The Grading System

The four levels may be employed in the formative assessment, but the result is not recorded. It will
just tell how the students are progressing. On the other hand, the KPUP format is required for summative
assessments recorded for grading purposes. The computed value of the four assessment levels will be
described according to the value of the students' composite scores.
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 The interval scale of the four-level learning outcomes is given Level of Proficiency Description. This
interpretation is used for all the learning areas or subjects in basic education.

Levels of Proficiency Description Composite Score In Summative (Grade) in

%
Beginning 74 below
Developing 75.79
Approaching Proficiency 80.84
Proficient 85.89
Advanced 90 and above
When used as a tool for the formative assessment, the teacher will be guided by the level of proficiency of
each learner. Thus, remediation can be done immediately before going to the next school quarter or school
level. Using Anna's composite score of 94.99% means that her level of proficiency is Advanced.

Lesson 3: Planning, Implementing and Evaluating: Understanding the

Connections

Does Curriculum Development end up with evaluation? Yes, according to some models
presented by Hilda Taba and Ralph Tyler. However, since curriculum development is a continuous
process, it can also be viewed like a PIE. Planning. Implementing and Evaluating (PIE) is a cyclical
process that means that after evaluating, the planning process starts again.

The Evaluation Cycle: The Connections

Evaluating Planning

Implementing

Planning, Implementing, and Assessing are three processes in curriculum development that
are taken separately but are connected. The cycle continues as each is embedded in a dynamic change in
curriculum development.

Key Idea: Planning is an initial step in curriculum development.

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 Planning

Planning is an initial process in curriculum development. It includes determining the needs through
an assessment. Needs would include those of the learners, the teachers, the community, and the society
as these relate to the curriculum. After the needs have been identified, the intended outcomes are set.
Intended outcomes should be smart, specific, measurable, attainable, with the result, and within the time
frame. Intended outcomes should be doable, achievable, and desired. After establishing these, then
curricularist should find out in planning ways to achieve the desired outcomes. These are ways and means
and the strategies to achieve outcomes. Together with the methods and strategies are the identification of
the support materials. All of these should be written and should include the means of evaluation.

An example of a curriculum plan is a lesson plan. It is a written document. Many planners would
say: A good plan is half of the work done. "So, in curriculum development, a well-written plan assures a
successful implementation.

The end product planning is a written document. Some outputs of curriculum planning are lesson
plans, unit plans, syllabus, course design, modules, books, instructional guides, or even a new science
curriculum plan.

Key Idea: Implementing continues after planning

Implementing

What should be implemented? The planned curriculum which was written should be implemented. It
has to be put into action or used by a curriculum implementer who is the teacher. Curriculum plans should
not remain as written documents. It will become useless.

A curriculum planner can also be a curriculum implementor. A curriculum planner who implements
the curriculum must fully grasp what is to be done. It is an important role of the teacher.

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 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 implementor must also see that
the plan that serves as a guide is executed correctly. The teacher's skill and ability to guide learning are
necessary for curriculum implementation. The end given the intended outcomes must be achieved in the
implementation.

Key Idea: Evaluation follows the implementation

Evaluating

The focus of this chapter is an evaluation after planning and implementation was done. It is very
necessary to determine if the planned or written curriculum was implemented successfully and the desired
learning outcomes were achieved.

Curriculum evaluation as a big idea may follow evaluation models used for programs and projects.
These models discussed in the previous lesson guide the process and the corresponding tools used to
measure outcomes.

However, when used for assessment of learning, which is also evaluation, more attention is given to
assessment levels for the levels of learning outcomes as defined by the Department of Education. The
description for the learner's proficiency is described by the qualified values of the weighted test scores on
an interval scale.

Key Idea: What has been planned, should be implemented, and what has been implemented
should be evaluated.

Finally, the PIE. The cyclical flow of the three processes in curriculum development is very easy to
remember and follow. As a curricularist, these guiding ideas clarify that one cannot assess what was not
taught nor implement what was not planned. PLAN then IMPLEMENT, then EVALUATE, and the next cycle
begins.

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