The Evaluation Cycle

Planning
Is an initial process in curriculum
development.
Process:
1. It includes determining the needs
- Need of the learners, the teachers, the
community and the society as these relate to
curriculum
2. Set Intended Outcomes
- Outcomes should be specific, measurable,
attainable, with result and within a specific
time frame.
-

Implementation
-

What should be implemented?

The planned curriculum which was written
to be implemented
It has to be put into action or used by the
curriculum implementer
Curriculum plans should not remain as
written document. It will become useless.
The planner and the implementor
It is necessary the end in view or the
intended outcomes will be achieved in the
implementation.

Evaluation
-

What has been planned should be

implemented and has been implemented
should be evaluated.
It is necessary to find out at this point, if
the panned curriculum was implemented
successfully and the desired learning
outcome were achieved.

The PIE
As a curricularist,
these guiding ideas
clarify our
understanding that
one cannot asses
what was not taught,
nor implement what
was not planned.

MATCH the Concept with the PIE

1. Summative Testing
2. Course Designing
3. Cooperative Learning
4. Determining Needs
5. Guiding Learners
6. Making Judgment

The Seven Rs of a Quality Curriculum

Ron Richart
1. Rigorous embody and afford the
demonstration of a high level of
understanding. It includes determining the
needs
- can do a particular task without
understanding, by merely walking through the
steps or repeating back information. If so, that
performance doesnt offer the rigor of
understanding.

The Seven Rs of a Quality Curriculum

Ron Richart
2. Rewarding intrinsically motivating to the
student and not just work.
- There is a sense of purpose to the work they
are doing. They know what they are on about.
Students can articulate what they are learning
and why. This goes beyond activity and fun.
Their efforts feel directed toward a welldefined learning goal. Talk, discussion, and
debate advance progress toward that goal.
Building understanding goes beyond working
for the grade.

The Seven Rs of a Quality Curriculum

Ron Richart
3. Requires Independence students make
choices that shape the performance and are
largely self-directed.
Too
schoolwork
leaves
withbefew
This often
means
that learners
muststudents
necessarily
able to spot
forofthe
use of their skills
choices
andoccasions
strips them
opportunities
to
and knowledge
in thethat
moment,
make shape
make
the decisions
meaningfully
appropriate
followofthrough with
learning
andchoices,
lead to and
a sense
application.
accomplishment.

The Seven Rs of a Quality Curriculum

Ron Richart
4. Real have an authentic quality in that they
mirror work of adults working in the discipline.

-When a topic is assigned to a curriculum, we

need to ask: When, where, and how does this
topic arise and/or become significant in the
lives of those working in the field? What
contexts give rise to this topic and can imbue it
with meaning? How can this topic intersect with
the lives of our students in a meaningful way?

The Seven Rs of a Quality Curriculum

Ron Richart
5. Rich in Thinking require more than
memorization and replication. The types of
thinking required can be identified.
- Students must make connections, observe
closely, ask questions, form conjectures,
identify points of view, consider alternatives,
evaluate outcomes, make evidence-based
judgments, and so on.

The Seven Rs of a Quality Curriculum

Ron Richart
6. Revealing uncover students level of
understanding as well as any misconceptions.
- Completion of a worksheet might tell you a
student possesses a set of facts or mastered
a skill, but it generally reveals little about
understanding. Understanding goes beyond
the possession of skills and knowledge to the
use of that skills and knowledge.

The Seven Rs of a Quality Curriculum

Ron Richart
7. Reflective written reflections on the
process and learning often enhances the
performance
-For example, responses to the prompt I
used to think. But now I think. can reveal
a lot about students learning. Such reflections
help make ones thinking visible to oneself
and others by revealing thought processes
and lines of reasoning.