Chapter 4 –Teacher as Curriculum Evaluator

Module 5, Lesson 3 – Planning, Implementing and Evaluating: Understanding the

Connections

Learning Outcomes
• Explain the connection of planning to implementing in curriculum development
• Explain the connection of implementing to evaluating in curriculum
development
• Explain the connection of evaluating to planning in curriculum development
• Understand the connections between planning and implementing and
evaluating in the curriculum process.

Take Off
Does the curriculum development end 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 which means that after
evaluating, the process of planning starts again.

Content Focus

Planning, Implementing and Assessing are three processes in curriculum

development that are taken separately but are connected to each other. The cycle
continuous as each is imbedded in a dynamic change that happens in curriculum
development.
 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 curriculum.
After the needs have been identified, the intended outcomes are set. Intended
outcomes should be smart, specific, measurable, attainable, with result, and within
the frame of time. Intended outcomes should be doable, achievable and desired.
After establishing these, then a curricularist should find out in planning the ways of
achieving the desired outcomes. These are ways and means, and the strategies to
achieve outcomes. Together with the methods and strategies are the identification of
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 ensures a successful implementation.
The end product of planning is a written document. Some outputs of curriculum
planning are lesson plans, unit plan, syllabus, course design, modules, books,
instructional guides, or even a new science curriculum plan.
 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
implementor who is the teacher. Curriculum plans should not remain as a written
document. It will become useless.
A curriculum planner can also be a curriculum implementor. In fact, a
curriculum planner who implements the curriculum must have a full grasp of what is
to be done. This is an important role of the teacher.
With a well-written curriculum plan, a teacher can execute this with the help
of instructional materials, equipment, resource materials and enough time. The
curriculum implementor must also see to it that the plan which serves a guide is
executed correctly. The skill and the ability of the teacher to impart guide learning
are necessary in the curriculum implementation. It is necessary that the end in view
or the intended outcomes will be achieved in the implementation.

The focus of this chapter is evaluation after planning, and implementation was
done. It is very necessary to find out at this point, if the planned or written
curriculum was implemented successfully and the desired learning outcomes were
achieved.
However, when used for assessment of learning, which is also evaluation, more
attention is given to levels of assessment for the levels of learning outcomes as
defined by the Department of Education. The use of the description for the
proficiency the learner is described by the qualified values of the weighted test
scores in 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 our understanding that one cannot assess what was not taught, nor
implement what was not planned. PLAN then IMPLEMENT then EVALUATE and the next
cycle begins.
End of Lesson Activity
1. As a group, interview a teacher whom you know personally. Ask him/her the
following questions: Record the information.
a. What are the teaching plans that you do everyday. Give at least 3.
b. Do you implement these plans? How?
c. If you implement these plans, how do you evaluate these?
2. Submit a written report in paragraph form.