GROUP 5 MEMBERS:

Lazaga, Lady Lee

Del Valle, Rosa Mae
Gastador, Lien Mar
Gregorio, Angelyn
De Luna, Sharmae
Remoquillo, Morain
 CHAPTER 5
ASSESSING THE CURRICULUM
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PRESENTED BY: GROUP 5

 INTRODUCTION
● CORE KNOWLEDGE= DECLARATIVE KNOWLEDGE
● STRATEGIC PROCESS= PROCEDURAL KNOWLEDGE

We might expect two general outcomes. The core knowledge outcome is

comprehension: students will construct meaning and integrate relationships
among these ideas until key concepts are fully understood.

The strategic processes outcome is application. We teach students to use such

processes as reading, writing, and problem solving, and we expect them to expand
the use of these processes to other learning contexts.
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 INTENDED vs.
IMPLEMENTED vs.
ACHIEVED CURRICULUM
Lesson 1
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 TYPES OF ASSESSMENT:

❏INTENDED VS,

❏IMPLEMENTED VS.

❏ACHIEVED CURRICULUM
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 The process of collecting information for use in evaluation.
An important part of the systems approach to curriculum development.

Highlight curriculum expectations.

Gather information about what students know and can do.

Motivate students to learn better.

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 Motivate and encourage teachers to meet the identified
needs of students.

Provide evidence to tell how well the students have learned.

Obtain feedback that helps teachers, students and parents make good
decisions to guide instruction.
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 1. INTENTED CURRICULUM

- refers to a set of objectives set at the beginning

of any curricular plan and
- answers what the curriculum maker wants to
do
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 Indicators to measure intended
curriculum
● Are the objectives achievable with in ● Are the objectives specific and clear?
the learner‟s developmental levels? ● Are there ways of measuring the
● Can the objectives be accomplished outcomes of the objectives?
with in the time frame? ● Are the objectives observable? Are
● Are the resources adequate to the objectives doable?
accomplish the objectives? ● Are the objectives relevant? Overall,
are the objectives SMART?
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 2. IMPLEMENTED
CURRICULUM
- refers to the various learning activities or
experiences of the students in order to achieve
the intended curricular outcomes.
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 To assess the implemented curriculum
the following questions can be
addressed:
● Are the learning activities congruent with the stated objective?
● Are the materials and methods appropriate for the objectives set?
● Does the teacher have the skill to implement the activities or use the strategy?
● Does the teacher utilize the various ways of doing to complement the learning
styles of the students?
● Are there alternative activities for the learners to do to accomplish the same
objectives?
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 To assess the implemented curriculum
the following questions can be
addressed:
● Are there activities provided to address individual differences?
● Do the activities provide maximum learning experiences?
● Do the activities motivate the learners to do more and harness their
potentials?
● Do the activities utilize multiple sensory abilities of the learners?
● Do the activities address multiple intelligences of the learners?
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 3. ACHIEVED
-
CURRICULUM
Refers to the curriculum outcomes based on the first two types of curriculum
- Now considered the product.
- Any achieved curriculum must fit with the objectives and the activities that
were conducted. Indicates the performance vis a vis the objectives and the
various activities.
- Usually described by test scores or other performance indicators measured by
evaluation tools.
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 To measure achieved curriculum:

1. 2, 3. 4. 5.

Do the learning Are the learning Do the achieved How many Do the curricular
outcomes achieved outcomes learning outcomes percent of the outcomes reflect
by the learners achieved higher reflect the learners in the the goals and the
approximate the or lower than the knowledge, skills, same class aspirations of the
level of objectives set? attitudes and skills perform higher community where
performance set at intended to be than the level set the curriculum was
the beginning of the developed? at the beginning? implemented?
curriculum?
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 How can we compare and contrast:
Intended
IntendedCurriculum
curriculum(Written)
(written)

Implemented curriculum (taught)

Achieved curriculum (learned / attained)

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 How can we compare and contrast:

First, to compare the written (intended) curriculum

A second analysis is backward mapping.
to the taught (implemented) curriculum, we may
That is, analysing items on a culminating
use curriculum mapping. is a technique that is very
test to determine the actual achieved
useful. Essentially, a curriculum map is created by
curriculum.
the teacher of the subject by recording what

he/she is actually doing in the classroom at various

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points throughout the day.

 Question 1
What does the BEC aim to accomplish?
(Intended Curriculum)
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 From the DEpEd BEC primer, the following are the
goals of the basic education curriculum.

● To raise the quality of Filipino learners and graduates who will become lifelong learners

● To decongest the curriculum in order that the teachers and learners will be able to

contextualize it

● To muse innovative, interdisciplinary and integrative modes of instructional delivery

whenever possible and appropriate

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 From the DEpEd BEC primer, the following are the
goals of the basic education curriculum.

● To make values development integral to all learning areas in high school

● To increase time for tasks in order to gain mastery of competencies of the basic tool

subjects The curriculum objectives are expressed in terms of competencies: knowledge,

skills, values and attitudes which the learners will develop or acquire. These objectives or

competencies determine the content which focuses on learning how to learn.

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 Question 2
How was the BEC implemented to
accomplish the goals? (Implemented
Curriculum)
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 ● To accomplish the goals, the following activities or actions were done or are being implemented

in the different basic education schools of the country.

● The BEC decongest the overcrowded old curriculum into five learning areas, namely, English,

Mathematics, Science, Filipino and Makabayan. The first three subject areas will develop

internationalism, while the last two learning areas will develop Filipinism.

● The teachers in basic education were trained to use innovative, interdisciplinary, thematic, and

integrative modes of instructional delivery. Teachers of different disciplines plan and teach

together in tandem or teams in all subject areas as possible.

...
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 CONTINUATION...

● Teaching- learning processes are interactive to enhance learning. There is open

communication between teachers and learners and among learners themselves.
Instructional materials and multimedia are fully utilized to support interactions thus
teaching and learning become more interesting. Teachers consider the learner as an active
partner rather than a passive receiver of knowledge.

● English, Science, Mathematics and Filipino are the basic tool subjects, while Makabayan
develops healthy personal and national self- identity.

● Makabayan entails the use of integrated units of learning areas composed of several

...
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subjects in the elementary and in the secondary levels.

 CONTINUATION...

● For the elementary level, Makabayan is composed of a. Araling Panlipunan or Social Studies
(Sibika at Kultura for Grades 1 and 2 and Heograpiya, Kasaysayan, at Sibika (HeKaSi) for
Grades 4, 5, and 6) b. Edukasyon Pantahanan at Pangkabuhayan (EPP) for Grade 5 and 6 c.
Musika, Sining at Edukasyong Pangkatawan (MSEP) for Grades 4 to 6 while for Grades 1-3,
MSEP is integrated in Sibika at Kultura. d. Good Manners and Right Conduct (GMRC) is
integrated in all learning areas.

● For the High School, the components of Makabayan learning area are as follows: a. Araling
Panlipunan (AP) or Social Studies is composed of Philippine History and

...
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 CONTINUATION...

Government, 1st Year; Asian Studies, 2nd Year; World History, 3rd Year and Economics, 4th

Year. b. Technology and Home Economics c. Physical Education, Health, Music and Arts (PEHMA)

d. Edukasyon sa Pagpapahalaga (EP) or Values Education 6. The school year 2002-2003 was

declared as the pilot year in the public school. Private basic education schools were encouraged

to join in the implementation of the BEC the later years.

...
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 Question 3

What has the BEC achieved? (Achieved

Curriculum
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 ● The National Educational Testing and Research Center (NETRC), the Bureau of Elementary
Education (BEE), and the Bureau of Secondary Education (BSE) were tasked to do the
evaluation of the BEC.
● This is referred to as a school-based monitoring to allow curriculum managers to make
immediate adjustments and provide feedback to the national offices.
● Although, no formal report has been perused, among the initial achievements of the BEC as
expressed by teachers, parents and students informally are the following:
● Increased interest and motivation of students to go to school
● Increased level of performance in the tool subject areas

...
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 CONTINUATION…….

● Change in teacher‟s paradigm from a dispenser of knowledge to facilitators of learning

● Increased instructional materials support for teaching and learning Increase in the inservice

training of teachers

● More opportunities of learners to learners to learn on their own

● Use of varied teaching strategies to complement the learning styles of students

● More involvement of other stakeholders in the education of the children

● More involvement of the school principals in the decision making that relate to curriculum

...
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implementation
Thank you !!!
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Criteria for Curriculum
Assessment
lesson 2

prepared by: Gregorio, Angelyn

Curriculum
Development
• Curriculum development is the multi-step process
of creating and improving a course taught at a
school or university.
Define

• Criteria are a set standards to be followed in assessment. Specially

as they apply to curriculum, criteria are set of standards upon
which the different elements of the curriculum are being tested.
• The criteria will determinethe different level of competency or
proficiency of acceptable performance
Goals and Objectives

• Are statement for curricular expectations. They are sets of learning

outcomes specially designed for students.
• The item must reflect the takes,skills, content, behavior and
thought processes that make up curricular domains and must also
match the students need.
• Goals and Instructional objectives are formulated and specified for
the following purposes:
1. has focus students curriculum and instruction give direction to
where students need to go.
2. To meet te requirements specified in the policies and standards
of curriculumand instruction.
3. To provide the students’ the best possible education and
describe the students’ level of performance.
4. To monitor the progress of students based on goals set.
5. To motivate students to learn and the teachers to be able to feel
sense of competence when goals are attained.
For goals and objectIves to be formulated criteria
on certain elements should be included
according to Howell and Nolet in 2000
• Behavior from the objetives, what contents should student learns?
• Behavior- What will students do to indicated that they have
learned?
• Criterion- What level of performance should the students have to
master the behavior?
• Condition- Under what circumstances should the work in order to
master the behavior.
Writing effective goals and objectives should also
use the following general criteria:
• Are the objective syntactically correct? Syntactically correctness
• Do the objective comply with the legal requirements of the
course of subjects? Compliance with legal requirements
• Do the objective pass t the strangers the test? The strangers test
• Do the objectives address both knowledge and bahavior? Both
knowledge and behavior are addressed
• Do they pass the “so-what” test? The so-what test
• Are objective aligned? Individualization
• Do they make common sense? Common sense
Criteria for Assessment Instruction

• Instructions- refers to the implementation of the objectives. It is

concerned with the methodologies of the strategies teaching.
• 2 Approaches of Instruction
• Supplantive Approach
• Generative Approach
Supplantive Approach
• Underlying beliefs about how to teach • Learning is “socially constructed”,
students link new information to prior knowledge when provided
opportunities to observe or experience.
• The teachers assumes primary responsibility for linking new information
with the students prior knowledge and ultimately whatever the students
learn.
• With this approach, the information is presented in an ordered sequence
in which component subskill are taught directly or foundation for later
task
• Also referred as “direct” instruction (Adam and Engleman 1996)
Generative Approach

• This is referred to as “constructivist” or “development”

• The teacher provide opportunities for the students to make own
linkage to prior knowledge and to devise her/he own startegies for
work.
• With this approach, information is presented on a schedule
determined by students’ interest and goal.
Thank you
Tools to Assess the Curriculum
Lesson 3
prepared by: Sharmae De Luna
Recording
devices / tools
This provides the various means of
organizing the recordings of information
about the student’s achievement.

Teachers can choose or develop recording

devices which suit the teacher’s style, the
students and the activity or learning being
assessed.

42
 These are:
Anecdotal Record

Checklist

Rating Scale

Rubrics

Learning Log

Non-test Monitoring and Assessment

 Anecdotal record
a. Description
It is a short narrative b. Purpose
describing both a behavior Provide an outgoing record of written
an the context in which the observation of student progress; to
behavior occurred; should record objectively, significant
observations, that are not part of a
objectively report specific formal assessment which might
and observed behaviors; otherwise be forgotten or remembered
describes students incorrectly; record observations of
unanticipated performances, behaviors,
performance in detail and incidents or events.
in writing.

44
 Anecdotal record

c. Characteristics
provides rich portraits of an individual’s achievement;
records information of a form which specifies the
learner, date of observation and a factual description of
the event or behavior; provides a mechanism to
recognize patterns of student growth overtime; often
used to document a student’ s behavior for later
reference.
45
 Anecdotal record

d. Teacher’s Role
Determines which observation are to be considered significant and important; states in clear,
concise, language exactly what is being observed; should record information while the event or
behavior is fresh in the teacher’s mind; establishes a systematic procedure for collecting records
on all students, ensuring that no individual overlooked.

46
 Anecdotal record

e. Considerations
is the time consuming to read, write and interpret; is often used in
conjunction with other assessment strategies; records interpretations
or recommendations separately from the description of the student’s
performance.

47
 Example of
anecdotal record 48
 The
checklist
a. Description
It is a list of actions or descriptions that a b. Purpose
rater (teacher) checks off as the
Record whether a specific skill
particular behavior or expextetion is
or behavior was ‘evident’ or ‘not
observed; is a written list of performance
evident’ record the presence or
or criteria which is used to assess
absence of specific behaviors in
student performance through
given situations.
observation or maybe used to assess
written work.

49
 The
checklist
c. Characteristics
It is used when the process or product can be broken into components
that are judged to be present or absent; adequate or inadequate; is quick
and useful with large number of criteria is an efficient way to obtain
information about students which are expected to be exhibited; usually
uses a check mark, or other indicator which is placed in the appropriate
space on the checklist form to indicate that it has occurred.

50
The
checklist
d. Teacher’s Role
Observes, judges, and determines if
a students performance meets the
criteria outlined on the checklist;
does not evaluate the quality of work
or contribution but indicated that it
occurred or was completed

51
Example of the
checklist 52
 The rating
scale
a. Description
b. Purpose
A simple tool for assessing
Record the frequency or even
performing on a several point the degree to which a student
scale ranging from low to exhibits a characteristic; record
high. It may have as few as 3 the range of a student
achievement in relation to
points, or as many as 10 specific behaviors.
points; is based on a criteria
which allows the teacher to
judge the performance,
product, attitude, and or
behavior along a continuum;
is used to judge the quality of
performance. 53
 The rating
scale
c. Characteristic d. Teacher’s Role
Can be analytic or holistic. Makes decision about the
student’s work on the basis of
Analytic rating scale describe description, categories, or topic
a product or performance on and assigns a numerical or
multiple dimensions. Holistic qualitative description.

writings consider all the

scoring criteria
simultaneously, rather than
assigning scores. Analytic
rating scale holistic ratings.

54
The rating
scale
e. Considerations
Uses statements to rank, describe or identify criteria; uses
carefully chosen words to describe the meaning of various
points on the scale so that they have the same meaning to
differentiates.

55
Example of the
rating scale 56
 The rubrics
a. Description b. Purpose
Contains brief, written descriptions ofthe Summarize both student
different levels of student performance; performance and product against
is a descriptive rating scale which pre stated criteria; make scoring of
requires the rater to choose among the student performance more precise
different levels. than using a list of items.

57
 The rubrics
c. Characteristic d. Teacher’s Role
Consist of several Elects which if the description
comes closest to the student’s
descriptions, each for performance.
different level of quality; uses
specific descriptions of each
of the variables for each point
along the continuum;
communicates to students,
teachrs and parents whta is
expected in terms of

58
The rubrics
e. Considerations
Can be used in cinjunction with self assessment and peer
review ‘involves students in the process of identifying
important performance criteria which gives him/her the
ownership of the criteria and provide concrete of good and
poor

59
Example of the
rubrics 60
 The learning log
a. Description
Is an outgoing record by the student of b. Purpose
what s/he does while working on a Show student progress and
paarticular task or assignment; makes growth over time; provide the
visible what a student is thinking and/or student with the opportunities to
doing through frequent recordings over gather and interpret information,
time ask questions and to make
connection.

61
 The
learning
log
c. Teacher’s Role d. Considerations
Provides the guideline for May present a challenge for some
students who have difficult time
the maintenance of the express their thoughts in writing;
learning log; provides provides students with opportunities
regular feedback to the for reflection about their progress
towards a stated goal.
students.

62
Example of the
learning log 63
Non test monitoring and assessment

Oral written reports Teacher Observation

- Students research a topic then - The teacher observes
present either orally or in students while they work to
written form. make certain the students
understand the assignment
and are on task

64
Non test monitoring and assessment

Journal Portfolio of student’s work

- Students write daily on - Teacher collects samples of
assigned or personal topics students work and saves
for determined amount of
time.

65
Non test monitoring and assessment

Slates or hand signals Games

- Students used this as a means - Teacher utilize fun, activities to
of signaling answers to the have the students practice
teacher. and review concepts.

66
Non test monitoring and assessment

Projects Debates
- The students research on - The students take opposing
topic and present it in a position on a topic and
creative way. defend their position.

67
Non test monitoring and assessment

Checklist Cartooning
- The teacher will make a list of - Students will use drawings to
objectives that students depict situation.
need to master and then
check off the skill as the
student masters it.

68
Non test monitoring and assessment

Models Notes
- The students produce a - Students write a summary of
miniature of replica of a the lesson.
given topic.

69
Non test monitoring and assessment

Daily Assignments Anecdotal Record

- The students complete the - The teacher records the
work assigned on a daily student’s behavior.
basis to be completed at
the school or home.

70
Non test monitoring and assessment

Daily Assignments Anecdotal Record

- The students complete the - The teacher records the
work assigned on a daily student’s behavior.
basis to be completed at
the school or home.

71
Non test monitoring and assessment

Panel Learning Centers

- The students produce a - Students use teacher provided
miniature of replica of a activities for hands on
given topic. learning activities.

72
 Non test monitoring and assessment

Demonstration
- Students present a visual Problem Solving
enactment of particular skill
or activity.
- Students follow up a
step by step solution
of a problem.

Discussions
- Students in a group verbally.

73
Do you have any questions? Concerns?
Clarifications?
74
Thank
you!
75
 Linking Curriculum,
Instruction, and
Assessment: Making a Fit
Lesson 4

Prepared By: Lien Mar A. Gastador / Morain Remoquillo

Linking Curriculum, Instruction, and Assessment: Making a Fit

❖Curriculum and Instruction Curriculum is a structured set of learning

outcomes or tasks. educators usually call goals and objectives.

❖The “What” of teaching.

❖According to Howell and Evans (1995) and Sands, et al (1995)

“Students are expected to learn the information specified in the curriculum
so that they will have the skills needed to prepare students to succeed in the
society.”
Linking Curriculum, Instruction, and Assessment: Making a Fit

“Knowledge of curriculum is for successful assessment,

evaluation, decision making and teaching.” - Howel and
Evans (1995) curriculum component teacher- directed
instruction lesson.

Deciding which curriculum task should be taught and which

instructional approach to use best, requires the use of
evaluative procedure.
Linking Curriculum, Instruction, and Assessment: Making a Fit

➢Curriculum is understood as the “content”.

•Developers need to bring to the content selection the criteria of
significance;
validity;
interest;
learnability and;
feasibility.
Linking Curriculum, Instruction, and Assessment: Making a Fit

oSignificance brings the content to the degree to which it

contributes the basic ideas, concepts, principles and
generalizations and to the development of particular learning
abilities, skills, processes and attitudes.

oInterest is the degree to which the content either caters or

fosters particular interest in the students.
Linking Curriculum, Instruction, and Assessment: Making a Fit

oFeasibility refers to the question, “Can the selected content be taught in

the time allowed, considering the resources, staff and particular
community?”

oLearnability is the appropriateness of the content in the light of the

particular students who are to experience the curriculum.
*these should be for the selection of appropriate general curricular
objectives and content.
Linking Curriculum, Instruction, and Assessment: Making a Fit

▪Curriculum Objectives (other aspect of curriculum)

*provide cue to what content should be included, guide the learning
outcomes to be achieved as well as the activities to accomplish, provide
condition, performance and extent of performance.

▪Should meet the criteria of SMART.

Linking Curriculum, Instruction, and Assessment: Making a Fit

❖WHAT IS SMART?

S- pecific
M- easurable
A- ttainable
R- esult oriented
T- ime bound
Linking Curriculum, Instruction, and Assessment: Making a Fit

❖Both objectives and contents are inputs to what is

defined as the curriculum.
The plan is the intention but it will not have impact if is
not placed into motion.
Linking Curriculum, Instruction, and Assessment: Making a Fit

Instruction - the actual engagement of learners of the planned learning

activities. the implementation of the curriculum plan.

“ Curriculum and Instruction interlock with each other”

Thus, WITHOUT curriculum plan, there could be NO effective instruction…

and WITHOUT instruction, curriculum has a VERY LITTLE meaning.

Linking Curriculum, Instruction, and Assessment: Making a Fit

Criteria of Meaningful Instruction

• Bring about optimum benefit to the learners.

• Approximate real life situations.

• Encourage the learners to inquire further.

• Heighten learners interest and motivation.

• Involve the use of different senses.

Linking Curriculum, Instruction, and Assessment: Making a Fit

Criteria of Meaningful Instruction

• Provide opportunities for broad and deep study.

• Provide mastery of total learning. It is important that the curriculum

content and objectives should match with the instruction from where

learning experiences are provided.

Linking Curriculum, Instruction, and Assessment: Making a Fit

Curriculum and Assessment

• Curriculum is related to Assessment.

Curriculum determines what assessment should be done, and how to do it. It
establishes “what to accomplish?”
• Assessment determines “how to determine if the curriculum has been achieved?”
• Assessment is the process of collecting information which describes student
achievement in relation to curriculum expectations.
Linking Curriculum, Instruction, and Assessment: Making a Fit

4 Levels can be used to judge the quality of student work:

LEVEL 4 - Student has demonstrated all the required knowledge and

skills and achievement have exceeded the standard set.

LEVEL 3 - Student has demonstrated most of the required knowledge

and skills and achievement exceeded the standard set.
Linking Curriculum, Instruction, and Assessment: Making a Fit

4 Levels can be used to judge the quality of student work:

LEVEL 2 - Student has demonstrated some of the required knowledge

and skills and achievement exceeded the standard set.

LEVEL 1- Student has demonstrated few of the required knowledge

and skills and achievement exceeded the standard set.
Linking Curriculum, Instruction, and Assessment: Making a Fit

To ensure that the assessment is aligned with the curriculum, the

teacher needs to ask the following key questions:
For diagnostic Assessment:

What do I expect my students to learn?

What is the best way for my students to demonstrate their achievement
Linking Curriculum, Instruction, and Assessment: Making a Fit

The interaction among curriculum, instruction and assessment can be seen in a

diagram below: We can see that Curriculum, Assessment and Instruction link
together.
THANK YOU!