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CURRICULUM EVALUATION
• It is a component of curriculum development that responds to public accountability.
• It looks into educational reforms or innovations that happen in the teacher’s classrooms,
the school,district,division or the whole educational system as well.
2.What, Why, and How to Evaluate Curriculum Desired learning Outcomes:
 Acquired clear understanding of what is curriculum evaluation
 Explained the need to evaluate the curriculum and how it’s being done
 Expanded knowledge about different curriculum evaluation models
3. TWO TYPES OF CURRICULUM EVALUATION
 CURRICULUM PROGRAM EVALUATION
This may focus on the overall aspects to a big curriculum or the curriculum itself.
 K12 Curriculum
 Integral Science Program
 Mother Tongue Curriculum
 Process Approach in Mathematics
 Outcome-Based Curriculum in Teacher Education
 Experiential Teacher Education
 CURRICULUM PROGRAM COMPONENT EVALUATION
It is a curriculum component may include separate evaluation of:
 Achieved learning outcomes
 Curriculum process (teaching-learning methods)
 Instructional materials (books, modules, models)
4. PROCESS AND TOOLS
 Do you have a clear understanding of what curriculum evaluation is all about?
 It is synonymous to assessment of learning?

 As a process it follows a procedure based on models and frameworks to gets to the
desired results.
5. REASONS FOR CURRICULUM EVALUATION
 NEEDS ASSESSMENT
o Curriculum evaluation identifies the strengths and weaknesses of an existing
curriculum that will be the basis of the intended plan, design or
implementation.
 MONITORING
o When evaluation is done in the middle of the curriculum development, it will
tell if the designed or implemented curriculum can produce or is producing the
results.
 TERMINAL ASSESSMENT
o Based on some standards, curriculum evaluation will guide whether the results
have equaled or exceeded the standards, thus can be labeled as success.

 DECISION MAKING
 o Curriculum evaluation provides information necessary for teachers, school
managers, curriculum specialist for policy recommendations that will
enhance achieved learning outcomes.
6. CURRICULUM EVALUATION MODEL
 BRADLEY EFFECTIVENESS MODEL
o In 1985, L.H Bradley wrote a book on Curriculum Leadership Development.
o This book provides indicators that can help measure the effectiveness of
developed or written
7. CURRICULUM EVALUATION THROUGH LEARNING ASSESSMENT
 ACHIEVED LEARNING OUTCOMES
o It is defined in outcomes-based education as a product of what have been
intended in the beginning of the learning process.
8. THREE DOMAINS
 Knowledge, Skills, and Values
 Application
 Responsibility – Degree of Independence
9. LEVELS OF LEARNING OUTCOME
 LEVEL 1 KNOWLEDGE
o Factual knowledge; concept knowledge; procedural knowledge; metacognition.
 LEVEL 2 PROCESS
o Skills that the students use based on facts and information for making meaning
and understanding.
 LEVEL 3 UNDERSTANDING
o Big ideas or concepts.
 LEVEL 4 PRODUCT/PERFORMANCE
o What product or performance as evidence of learning?
10. ASSESSMENT TOOL FOR EACH LEVEL OF LEARNING OUTCOMES
 OBJECTIVE TEST
o Test that require only one and one correct answer. It is difficult to construct but
easy to check.
o Pencil and Paper Test – as the name suggest, the test is written on paper and
requires a pencil to write.
11. Learning of Assessment for the Levels of Learning Outcomes
Levels of Learning What to Test/Assess? Type of Assessment Percentage Value in
Outcomes/Assessment Assessment
Level 1 – Knowledge Who, What, When, How, Pencil & Paper/ Non 15%
Why paper and pencil

Level 2 – Process Skills Constructed meaning from Pencil & Paper/ Non 25%
knowledge paper and pencil

Levels of Learning What to Test/Assess? Type of Assessment Percentage Value in

Outcomes/Assessment Assessment

Level 3 – Understanding Explanations, Pencil & paper 30%

interpretation, application,
empathy, perspective and
self-knowledge. Big ideas,
principles and
generalization

Levels of Learning Outcomes/Assessment What to Test/Assess?

Level 4 – Products/Performance Transfer of understanding to life situati

products, or performance

Total 100%
12. Placing Value to the Assessment Result in the New Grading System
• Kindergarten – use of checklist, anecdotal record and portfolios are used instead of
numerical grades which are based on Kindergarten Curriculum Guides.
• Grade 1-12: the following guidelines should be followed:
1. Learners are graded on three components every quarter
a. Written Work
b. Performance Tasks
c. Quarterly Tests
2. These components are given specific weights that vary.
Grade Level Components Subjects
Lang., AP, EsP Science/Math MAPEH/EPP/TLE
Grade 1 to 10 Written Work 30% 40% 20%
Performance Task 50% 40% 60%
Quarterly Exam 20% 20% 20%
Total 100% 100% 100%

3. All grades are based on the weighted raw score of learners’ summative assessment.
4.The minimum grade needed is 60 which is transmuted based on the table is equivalent to 75
in the report card.
a. Written work may include items in Level 1 – Knowledge and Level 3 –
Understanding in the KPUP.
b. Performance tasks may include items in Level 2 – Process Skills and Level 4 –
Products/Performance of the KPUP
c. Quarterly exam may include of Levels 1 to 4.

13. Learning of Assessment for the Levels of Learning Outcomes

Grading Scale
Grading Scale (based on Transmuted Values) Descriptor
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did not meet expectations

14. Placing Value to the Assessment Results in the New Grading System (DepEd Order 8, s.
2015)
Formative and Summative Assessment DepEd Order 8, s. 2015 gives emphasis on two
kinds of classroom assessments. Formative Assessment includes what teachers do to
check prior knowledge of Learners so that interventions can be done immediately while
the lesson is ongoing.

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