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Reporters:

Jullimae Villarin and Gracenilyn Narciso

Assessing the Curriculum Intended vs. Implemented vs. Achieved Curriculum


Purpose of Curriculum Assessment
Curriculum Assessment - is the process of collecting information for use in evaluation 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. Obtained feedback that helps teachers, students and parents make good decisions to guide instruction. Intended Curriculum - refers to a set of objectives set at the beginning of any curricular plan. - establishes the goal, the specific purposes, and the immediate objectives to be accomplished. - Answers what the curriculum maker wants to do. Examples of the questions are the ff: 1. Are the objectives achievable within the learners 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?

Implement Curriculum - Refers to the various learning activities or experiences of the students in order to achieve the intended curricular outcomes. To assess the implemented curriculum the following questions can be addressed. 1. Are the learning activities congruent with the stated objectives? 2. Are the materials and methods appropriate for the objectives set? 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 move 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 Refers to the curriculum outcomes based on the first two types of curriculum, the intended and the implemented. Considered as product, it can be the learning outcomes, or a material product itself, like a book, module or instructional material. It indicates the performance vis a vis the objectives and the various activities. 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?

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 he overall purpose of the curriculum. The Basic Education Curriculum (BEC) and the Three Types of Curriculum: Intended, Implemented and Achieved. Let us analyze the BEC in the light of the three types of curriculum. Question 1- What does the BEC in the light aim to accomplish? (Intended Curriculum) From the DepEd BEC primer, the following are the goals of the basic education curriculum. 1. To raise the quality of Filipino learners and graduate who will become lifelong learners. 2. To decongest the curriculum in order hat the teachers and learners 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 o all learning areas in high school. 5. To increase time for tasks in ode to gain mastery of competencies of the basic tools 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. Question 2 How was the BEC implemented to accomplishment the goals (Implemented Curriculum) To accomplishment the goals, he following activities o actions were done or are being implemented in the different basic education schools of the country. 1. The BEC decongested the overcrowded the 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. 2. 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. 3. Teaching-learning processes are interactive to enhance learning. There is open communication between teaches 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. 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 the secondary levels. For the elementary level, Makabayan is composed of a. Araling Panlipunan or Social Studies (Sibika at Kultura for grades1 and 2 and Heograpiya, Kasaysayan at Sibika (Hekasi) for Grades 4, 5 and 6). b. Edukasyong Pantahanan a Pangkabuhayan (EPP) for Grades 5 and 6. c. Musika, Sining at Edukasyon Pangkatawan (MSEP) for Grades 4 to 6 while for grades 1-3, MSEP is integrated in Sibika a 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 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 Pagpahalaga (EP) or Values Education. 6. The school year 2002-200 the pilot year in the public schools. Private basic education schools were encouraged to join in the implementation of the BEC in the later years. Question 3 What has the BEC achieved? (Achieved Curriculum) From its pilot implementation, several monitoring and evaluation processes were made. 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. A continuous monitoring was done by the school principals and supervisors in the schools, district and divisions. 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: 1. Increased interest and motivation of students to go to school 2. Increased level of performance in the tool subject areas 3. Change in teachers 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 officials. From the initial results, it can be gleaned that in the BEC, there is a match between the intended, implemented and the achieved curricula. Perhaps at this point in time action research and

program evaluation should be done to provide empirical evidence to determine he value and worth of the curriculum.