Assessing the Curriculum

Intended Curriculum vs. Implemented Curriculum vs. Achieved Curriculum

This lesson will make you:

1. The meaning and purpose of Assessment as they apply to

curriculum.
2. Three types of curriculum.

Purpose of Curriculum Assessment

Curriculum Assessment- it is the process of collecting information for use in evaluation. It is an

important part of the systems approach to curriculum development.

Curriculum assessment may achieve the following purposes:

1. Highlight curriculum expectations

2. Gather information about what students know and can do
3. Motivate students to learn better
4. Motivate and encourage teachers to meet the identified needs of students
5. Provide evidence to tell how well the students have learned
6. Obtain feedback that helps teachers, students and parents make good decisions to guide
instruction

The parameters of assessment in this lesson will include the three types of curriculum.

Intended curriculum

 refers to a set of objectives set at the beginning of any curricular plan.

 It establishes the goal, the specific purposes and the immediate objectives to be
accomplished.
 It answers what a curriculum maker wants to do.

Certain indicators to measure intended curriculum:

1. Are the objectives achievable within the learner’s developmental levels?

2. Can the objectives be accomplished within the time frame?
3. Are the resources adequate to accomplish the objectives?
4. Are the objectives specific and clear?
 5. Are there ways of measuring the outcomes of the objectives?
6. Are the objectives observable?
7. Are the objectives doable?
8. Are the objectives relevant?
9. Overall, are the objectives SMART?

Implemented Curriculum

 Refers to the various learning activities or experiences of the students in order to

achieve the intended curriculum outcomes.

To assess the implemented curriculum the following questions can be addressed:

1. Are the learning activities congruent with the stated objectives?

2. Can the objectives be accomplished within the time frame?
3. Does the teacher have the skill to implement the activities or use the strategy?
4. Does the teacher utilize the various ways of doing to complement the learning styles of the
students?
5. Are there alternative activities for the learners to do to accomplish the same objectives?
6. Are there activities provided to address individual differences?
7. Do the activities provide maximum learning experiences?
8. Do the activities motivate the learners to do more and harness their potentials?
9. Do the activities utilize multiple sensory abilities of the learners?
10. Do the activities address multiple intelligences of the learners?

Achieved Curriculum

 Curriculum outcomes based on the first two types of curriculum, the intended and
the implemented.
 It is considered as the product.
 Any achieved curriculum must fit with the objectives and the activities that were
conducted

To measure achieved curriculum the following questions should be addressed:

1. Do the learning outcomes achieved by the learners approximate the level of performance set at
the beginning of the curriculum?
2. Are the learning outcomes achieved higher or lower than the objectives set?
3. Do the achieved learning outcomes reflect the knowledge, skills, attitudes and skills intended to
be developed?
4. How many percent of the learners in the same class perform higher than the level set at the
beginning?
 5. Do the curricular outcomes reflect the goals and the aspirations of the community where the
curriculum was implemented?

The figure below summarizes the relations among the three kinds of curriculum.

Intended Implement

Curriculum

Achieved

the relationships of the three types of curriculum

Each type of curriculum should be linked to one another. Any gap along the line will make the
connection weak and will lead to obstacles in the accomplishment of the overall purpose of the
curriculum.

The Basic Education Curriculum (BEC) and the Three Types of Curriculum: Intended,
Implemented and Achieved

Question 1- What does the BEC aim to accomplish? (Intended Curriculum)

Goals of the basic education curriculum (DepEd BEC primer)

1. To raise the quality of Filipino learners and graduates who will become lifelong learners.
2. To decongest the curriculum in order that the teachers and leaners will be able to contextualize
it.
3. To use innovative, interdisciplinary and integrative modes of instructional delivery whenever
possible and appropriate
4. To make values development integral to all learning areas in high school.
5. To increase time for tasks in order to gain mastery of competencies of the basic tool subjects.
Question 2—how was the BEC implemented to accomplish the goals? ( Implemented Curriculum)

Activities or actions to be implemented in accomplishing goals:

1. The BEC decongested the overcrowded the old curriculum into five learning areas, namely,
English, Mathematics, Science, Filipino and Makabayan.
2. The teachers in basic education were trained to use innovative, interdisciplinary, thematic, and
integrative modes of instructional delivery.
3. 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. Teachers consider learner as an active
partner.
4. English, Science, Mathematics and Filipino are the basic tool subjects, while Makabayan
develops healthy personal and national self-identity.
5. Makabayan entails the use of integrated units of learning areas composed of several subjects in
the elementary and in secondary levels.

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. Edukasyong Pantahanan at Pangkabuhayan (EPP) for Grades 5 and 6
c. Musika, Sining at Edukasyong Pangkatawan (MSEP) for Grades 4-6 while for grades 1-3, MSEP is
integrated in Sibika and Kultura
d. Good Manners and Right Conduct (GMRC) is integrated in all learning areas.

For the High School, the components of Makabayan learning are as follows:

a. Araling Panlipunan (AP) or Social Studies is composed of Philippine History and Government, 1 st
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 schools. Private basic
education schools are encouraged to join in the implementation of the BEC in the later years.

Question 3--- What has the BEC achieved? (Achieved Curriculum)

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.
Continuous monitoring was done by the school principals and supervisors in the schools, district and
divisions.

Among the initial achievements of the BEC as expressed by teachers, parents and students are the
following:

1. Increased interest and motivation of students to go to school.

2. Increased level of performance in the tool subject areas.
3. Change in teacher’s paradigm from a dispenser of knowledge to facilitators of learning.
4. Increased instructional materials support for teaching and learning.
5. Increase in the in-service training of teachers.
6. More opportunities of learners to learn on their own.
7. Use of varied teaching strategies to complement the learning styles of the students.
8. More involvement of other stakeholders in the education of the children.
9. More involvement of the school principals in decision making that relate to curriculum
implementation.
10. Empowered teachers and school official.

Criteria for Curriculum Assessment

Criteria for Curriculum Assessment Defined

Criteria

 are set of standards upon which the different elements of the curriculum are being
tested
 it will determine the different levels of competencies or proficiency of acceptable
task performance.

Criteria for Goals and Objectives

Goals and objectives

 are statements of curricular expectations.

 They are set of leaning outcomes specifically designed for students.

Objectives

 Tell us what students will learn after instruction has taken place.

Goals and instructional objectives are formulated and specified for the following purposes:

1. To have focus on curriculum and instruction which give direction to where students need to go.
 2. To meet the requirements specified in the policies and standards of curriculum and 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 the goals set
5. To motivate students to learn and the teachers to be able to feel a 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.

1. Content- from the objectives, what content should students learn?

2. Behavior- What will students do to indicate that they learned?
3. Criterion- What level of performance should the students have to master the behaviour?
4. Condition- Under what circumstances should the students work in order to master that
behaviour?

Writing effective goals and objectives should also use the following general criteria:

1. Are the objectives synthetically correct?--- Syntactic Correctness

2. Do the objectives comply with the legal requirements of the course of subjects?—Compliance
with legal requirements

There should be a direct relationship between the annual goals and the student’s present levels of
educational performance.

o The annual goals should describe what the learners can reasonably be expected to
accomplish within a given period and gives appropriate instructional resources.
o Short term instructional objectives should be stated so clearly so that it is obvious how we
would measure to see if the objectives are met.
o The objectives should describe a sequence of intermediate steps between a child’s present
level of educational performance and the annual goals that are established.
3. Do the objectives pass the stranger test?--- “The Stranger Test”
 Goals and objectives must be measureable so that their status can be monitored.
Basic measurement principles such as reliability do apply.
4. Do the objectives address both knowledge and behaviour?—Both knowledge and behaviour
are addressed
 It is the confusion of knowledge and behavior, although it is the knowledge that that
we are most often trying to transmit, we need to see behaviours to know if we had
succeeded.
 Statement of behaviour must be in an objective to provide a measureable indicator
of learning.
5. Do they pass the “so-what” test?—The “So-What” Test
  It speaks of validity. Because the purpose of education is to prepare people to be
socially competent, the so-what test asks whether the goals and instructional
objectives are important. It involves the value judgments about the curriculum and
speculation on about the child’s long term needs.
 Good objectives specify outcomes that will benefit students by teaching them things
that are socially significant and not simply make life easier for parents and teachers
 To pass the so-what test, and objective should act to develop, rather than to
supress, behaviour.
6. Are the objectives aligned? Individualization
 Appropriate goals and instructional objectives are derived from assessment data
 . They must be aligned with the student’s goals.
7. Do they make common sense?—Common Sense
 Instructional objective don’t have to fit into one sentence, and trying to make them
do so can be very confusing. Objectives should tell what the students will learn, not
descriptions of what the teacher will do or what process the student will follow to
learn.

Checklist for Goals and Objectives

Status Question
Yes No 1. Do the goals and/or objectives represent an important learning outcome that is a
priority for this student?
2. Is there a goal written for each area of need stated in the present level of
performance?
3. Are the goals realistic in the sense that they can be accomplished in one year?
4. Are the goals and objectives easily measured?
5. Are there multiple objectives representing intermediate steps to each goal?
6. Are there goals and instructional objectives appropriately calibrated (sliced neither
too broad nor too narrowly)?
7. Are the goals and instructional objectives useful for planning and evaluating
instructional programs?

Criteria for Assessment of Instruction

Instruction- refers to the implementation of the objectives. It is concerned with the methodologies of
the strategies of teaching.

Two approaches of Instruction

1. Supplantive Approach
 Referred to as “direct” instruction (Adams & Englemann, 1996)
  In here, teachers attempts to promote learning by providing explicit directions and
explanations regarding how to do a tank.
 The teacher assumes primary responsibility for linking new information with the
student’s prior knowledge and ultimately whatever the students learn.
2. Generative Approach
 Referred to as “constructivist” or “developmental”.
 In here the teachers function as a facilitator who takes a less central role in learning
process that is student-oriented (Ensminger & Dangel, 1992).
 The teacher provides opportunities for the students to make own linkages to prior
knowledge and to devise her own strategies for work.
 With this approach, information is presented on a schedule determined by students’
interest and goals. Sub-skill may not be taught explicitly.

Comparison of the Teaching Approaches

Attribute Generative Approach Supplantive Approach

Buzz words used by proponent  Constructivist  Direct instruction
 Developmental  Teacher-directed
 Top Down  Mastery learning
 Holistic  Task analytic
 Authentic  Competency based
 Meaning-based  Effective teaching
What proponents call the other  Romantics  Reductionist
 Fuzzy  Drill-and-kill
 Postmodernist  Dogmatic
 Unrealistic  Unauthentic
Underlying beliefs about what is  Students construct their  The skills that the
taught own understanding students need to learn
 When learning is can be derived from an
contextualized, students analysis of the social
will identify what they demands placed on
are ready to learn them.
Underlying beliefs about how  Learning is “socially  Learning can be induced
learning occurs constructed’, students through instruction that
linked new information builds explicit links
to prior knowledge when between new
provided opportunities information and prior
to observe or experience knowledge.
Underlying beliefs about how to  Learning is  When learning does not
teach developmental and occur, it can be
occurs much the way facilitated by building it
early language is from the “bottom-up”
acquired. through teaching of
prerequisite sub-skills.

 Teachers take a “hands-  Teachers take a “hands-

 off” approach and seek
to provide a meaningful
context in which learning
will occur naturally.
Common error made by  Creating interesting
proponents classroom activities but
failure to link these
activities to learning
outcomes
 Too much emphasis on
larger ideas, not enough
emphasis on the
components
Guidelines for Selecting an Instructional Approach
Select the Generative Approach
When:
The Student  Has considerable prior
knowledge
 Has adaptive
motivational patterns
 Experiences consistent
successes on the task
The Task  It is simple for the
student
 Is well defined
 Can be completed using
a general problem-
solving strategy
 Is to understand, but not
necessarily apply, what
is learned
The setting  Allows plenty of time to
accomplish outcomes
 Places priority on
experiences and
activities
What are Curriculum Criteria?
 Guidelines on standard for curriculum decision making.
on” approach by
structuring lessons and
providing explicit
direction.
 By focusing on specific
learning outcomes, they
may fail to attend to
other equally important
interests and topics
 Too much emphasis on
the components, not
enough emphasis on
larger ideas.
Select the Supplanative
Approach when:
 Has little prior
knowledge of the task
 Has non- adaptive
motivational patterns
 Experiences repeated
failure on the task
 Is complex
 Is ill defined
 Has missing information
 Requires the use of task-
specific strategy
 Is pivotal to the learning
of subsequent tasks
 Must be used with a high
level of proficiency

 Time allowed to
accomplish outcomes is
limited
 Places priority on task
mastery.
 1. Have the goals of the curriculum or teaching plan clearly stated; and are they used by teachers
and students in choosing content, material and activities for learning?
2. Have teacher and students engaged in student-teacher planning in defining the goals and in
determining how they will be implemented?
3. Do some of the planned goals relate to the society or the community in which the curriculum
will be implemented or the teaching will be done?
4. Do some of the planned goals relate to the individual learner and his or her needs, purposes,
interest and abilities?
5. Are the planned goals used as criteria in selecting and developing learning materials for
instruction?
6. Are the planned goals used as criteria in evaluating learning achievement and in the further
planning of leaning sub-goals and activities?

According to Hass and Parkay (1993, individual differences, flexibility and systematic planning are
criteria that depend in part on knowledge of the different approaches to learning. The criterion
questions are as follows:

 Does the curriculum or teaching plan include alternative approaches and alternative activities
for learning?
 Have the different learning theories been considered in planning alternative learning
approaches and activities?
 Has the significance of rewards responses, transfer, generalization, advance organizers, self-
concept, meaningfulness of the whole, personal meaning, imitation, identification and
socialization been considered in the planning?

What are the Characteristics of a Good Curriculum?

1. It is continuously evolving
 Product of a long and tedious process of evaluation and change
 Must have a continuous monitoring and evaluation
 A good curriculum is a progressive curriculum.
2. It is based on the needs of the people
 It must reflect the needs of the individual and the society as a whole
3. It is democratically conceived
 It is developed through the efforts of a group of individuals from different sectors in
the society who are knowledgeable about the interests, needs and resources of the
learner and the society as a whole; it is a product of many minds and energies.
4. It is the result of a long-term effort
 It takes a long period of time in the planning, management, evaluation and
development.
5. It is a complex of details
 A good curriculum provides the proper instructional the proper instructional
equipment and meeting places that are often most conducive to learning.
 6. Curriculum provides for the logical sequence of subject matter
 It is an accepted fact that learning is developmental. There is a smooth transition
and continuing achievement of learners from one subject matter, classroom, grade,
or school to another. A good curriculum provides continuity of experience.
7. It complements and cooperates with other programs of the community
 It must respond to the needs of the community
8. It has educational quality
 It comes through the situation of the individual’s intellectual and creative capacity
for social welfare and development.
9. It has administrative flexibility
 It must be ready to incorporate changes whenever necessary; open to revision and
development to meet the demands of globalization and the digital age.

What are Marks of a Good Curriculum?

1. A good curriculum is systematically planned and evaluated.

2. A good curriculum reflects adequately the aims of the school.
3. A good curriculum maintains balance among all aims of the school.
4. A good curriculum promotes continuity of experience.
5. A good curriculum arranges learning opportunities flexibly for adaptation to particular situations
and individuals.
6. A good curriculum utilizes the most effective learning experiences and resources available.
7. A good curriculum makes a maximum provision for the development of each learner.

What is Evaluation?

- Evaluation is the process of determining the value of something or the extent to which goals are
being achieved.
 Process of using information collected through assessment. (Howell and Nolet,
2000)
 Entails a reasoning process that is based on influence.
 Is a thoughtful process (Deno, Winkin, Yavorsky, 1977)
 Is the judgement we make about the assessment of student learning based on
established criteria.

Evaluation provides information—

a. Directly to the learner for guidance

b. Directly to the teacher for orientation of the next instruction activities
c. Directly to external agencies for their assessment of schools functioning in the light of national
purpose.
 What is the curriculum Evaluation?

- Process of obtaining information for judging the worth of an educational program, product,
procedure and educational objectives of the potential utility of alternative approaches designed to
attain specified objectives (Glass and Worthem, 1997).
- Focusses on determining whether the curriculum as recorded in the master plan has been carried
out in the classroom.

Key questions in evaluating curriculum:

1. Are the objectives being addressed>?

2. Are the contents presented in the recommended sequence?
3. Are students being involved in the suggested instructional experiences?
4. Are students reacting to the contents?

Formative and Summative Evaluation

Summative Evaluation

- is evaluation that takes place at the end of a unit or section of instruction

- It takes place at the end of a lesson or project and tells the evaluator what has happened.
- “Sums up” the learning. It is after-the-fact, like end-of-the-year testing.

Formative Evaluation

- Takes place during the lesson or project and tells the evaluator what is happening.
- On-going and yields information that can be used to modify the program prior to termination
(Howell and Nolet, 2000).

Name: Rejoice May S. Raquel

Age: 17
B-day: May 17, 1996
Address: Bangan Oda, Agno Pangasinan
Course: Bachelor of Elementary Education
E-mail Address: rejoicemayraquel@yahoo.com
Mother: Josiphine S. Raquel
Occupation: Businesswoman
Father: Revel P. Raquel
Occupation: Businessman
Favorites:
Color: Black
Movie: Titanic
Book: Twilight
Idol: Angel Locsin
Motto in life: Struggle your education, fight for your ambition, make God your inspiration.
Educational Background:
Elementary: Don Aurelio Evangelista Memorial Elementary School---Agno Pangasinan
High School: Marg the Queen Education Foundation—Alaminos City Pangasinan
College: Universty of Luzon—Dagupan City Pangasinan

Name:Jamaica Marie U. Musni

Age: 18
B-day: October 6, 1995
Address: Bonuan Gueset, Dagupan City
Course: BSED major in Matj
E-mail Address: none
Mother: Ma. Luisa U. Misna
Occupation: none
Father: Jose T. Musni
Occupation: Vendor
Favorites:
Color: Green, grey, orange and chocolate brown
Movie:
Book: Tuesdays with Morrie
Idol:
Motto in life: A life live for others is a life WORTHWHILE.
Educational Background:
Elementary: Gen Gregorio Del Pilar Elementary School
High School: Bonuan Boquig National High School
College: University of Luzon

Name: Christian Joy Navidad

Age: 18
B-day: November 14, 1995
Address: #330 San Isidro Norte, Binmaley
Course: BSED major in Biological Science
E-mail Address:
Mother: Sonia Gabatero
Occupation: housewife
Father: Arnel Navidad
Occupation: waiter
Favorites:
Color: blue
Movie: twilight saga series
Book: Harry Potter
Idol: Mariah Carey
Motto in life: the fruit of bitterness is sweet
Educational Background:
Elementary: Placido Del Mundo elemnentary school
High School: Pangasinan National High School
College: University of Luzon

Name: Jezyl V. Guieb

Age:
B-day:
Address:
Course:
E-mail Address:
Mother:
Occupation:
Father:
Occupation:
Favorites:
Color:
Movie:
Book:
Idol:
Motto in life:
Educational Background:
Elementary:
High School:
College:

Name: Kolleen Vania L. De Sola

Age: 20
B-day: September 30, 1993
Address: #240 Bonuan Sabangan Dagupan City
Course: Ab PSychology
E-mail Address: dkolleenvania@yahoo.com
Mother: Remy L. De Sola
Occupation: Nutritionist
Father: Teodulo Q. De Sola
Occupation: none
Favorites:
Color: blue
Movie: a walk to remember. Dear John, the notebook, 50 first date
Book: kira-kira
Idol:
Motto in life: life is tough, but I am tougher
Educational Background:
Elementary: Ednas
High School: University of Luzon
College: University of Luzon
Name: Kriselda A. Sangalang
Age: 20
B-day: March 19,1993
Address: #002 Parrot st. Amanoaoac Mapandan Pangasinan
Course: AB Psychology
E-mail Address: ckhimmy_93@yahoo.com
Mother: Christina A. Sangalang
Occupation: none
Father: Jesus V. Sangalang
Occupation: none
Favorites:
Color:
Movie: life of pi, miracle in cell number 7
Book: lovely bones,eat pray love
Idol: my parents
Motto in life: for what is a man pofitted if he shall gain the whole world yet loses his own soul, what can
he do in exchange for his life
Educational Background:
Elementary: Amanoaoac Elementary School
High School: Mapandan Academy
College: University of Luzon