ASSESSING THE

CURRICULUM
Tools to Assess the Curriculum
 What are Assessment Strategies?
Assessment Strategies are structures through which
student knowledge and skills are assessed. These are:
• Pencil-and-paper-strategy
• Performance based strategy
• Observational
• Personal communication
• Oral
• Reflective
• Combinations of strategies
 Recording Devices/Tools

Recording devices provide various means of

organizing the recordings of information about
student achievement. These are:
• Anecdotal record
• Learning log (students)
• Checklist
• Rating Scale
• Rubric
Checklist
Rating
Scale
 Non-Test Monitoring and Assessment

• Oral and written • Projects • Panel

reports • Debates • Learning centers
• Teacher observation • Checklist • Demonstration
• Journal • Cartooning • Problem solving
• Portfolio of • Models • Discussions
student’s work
• Notes • Organize note
• Slates or hand sheets and study
signals • Daily assignments
guides
• Games • Anecdotal record
 ASSESSING THE
CURRICULUM
Linking Curriculum, Instruction
and Assessment
 Curriculum and Instruction

• A curriculum according to Howell and Evans (1995)

and Sands, et. al (1995) is a structured set of
learning outcomes or tasks that educators usually
call goals and objectives.
• Curriculum is the “what” of teaching.
• Howell and Evans (1995) say that knowledge of the
curriculum is for successful assessment, evaluation,
decision making and teaching.
 Curriculum as the “Content’’

• Significance 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.
• Interest is the degree to which the content
either caters or fosters particular interests in the
students.
 Curriculum as the “Content’’

• Learnability is the appropriateness of the

content in the light of the particular students
who are to experience the curriculum.
• Feasibility refers to the question, “Can the
selected content be taught in the time allowed,
considering the resources, staff and particular
community?”
 Instruction

• Instruction refers to the various ways of teaching,

teaching styles, approaches, techniques and
steps in delivering the curriculum.
• It is a complex activity that requires teachers to
use a variety of action to accomplish a variety of
functions.
• It is important that the curriculum content and
objectives should match with the instruction
from where learning experiences are provided.
 Criteria for 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.
• Provide opportunities for broad and deep study.
• Provide mastery of total learning.
 Curriculum and Assessment

• Curriculum determines what assessment

should be done, and how to do it and establishes
“what to accomplish?”
• Assessment determines “how to determine if
the curriculum has been achieved?”
 Assessment
• Assessment is the process of collecting
information which describes student achievement
in relation to curriculum expectations.
• 4 Levels can be used to judge the quality of
student work:
LEVEL 4
LEVEL 3
LEVEL 2
LEVEL 1
 Assessment

•LEVEL 1 Student has demonstrated all the

required knowledge and skills and
achievement has exceeded the standard
set.
•LEVEL 2 Student has demonstrated most
of the required knowledge and skills and
achievement exceeded the standard set.
 Assessment

•LEVEL 3 Student has demonstrated some

of the required knowledge and skills and
achievement exceeded the standard set.
•LEVEL 4 Student has demonstrated few of
the required knowledge and skills and
achievement exceeded the standard set.
 Factors affecting Instruction
• Learner
• Teacher
• Learning environment
• Subject matter
• Method of teaching and learning
• Measurement
Interaction among Curriculum,
Instruction and Assessment
ADDRESSING THE FUTURE:
CURRICULUM INNOVATIONS
Curriculum Innovations: Local
and Global Trends
 Curriculum Innovations
• It is often used to describe solutions to
problems which represent a change or
departure from current practice as opposed
to progressive improvements within an
existing framework (Klaus, 1969).
• It is also defined as “the introduction of
something new” and as “a new idea,
method or device” (Merriam Webster's Desk
Dictionary, 1995)
 Three Kinds of Innovations in
Education
1. Structure - involve the ways in which
classroom and schools are organized.
2. Content - introduce subjects not
previously included in the curriculum, or
those that revise old subjects in new ways.
3. Process - those that have to do with
human interaction.
 Basis for Curricular Improvements
1. Education for all
2. Reorientation of Educational system.
Learning to know, to do, to be, and to
live together
3. Increasing the role of scientific literacy
and technological skills
 Emerging Trends in Basic Education
1. A shift in educational goals and objectives
towards using educational systems to
prepare learners as functioning citizens of
the 21st century.
2. A move towards decentralizing various
aspects/processes of curriculum
development, implementation and
administration.
 Emerging Trends in Basic Education
3. The national curriculum for basic
education is being diversified precisely to
meet the basic learning needs of different
groups in the population.
4. Emphasis on education programs that
enhance science and technology literacy and
are introducing as much ICT in schools as
they can support.
 Emerging Trends in Basic Education
5. Emphasis on independent study or self-
learning, and of inculcating in students the
love and desire to learn and the basic skills
for learning.
6. Pedagogically, shifts have also been
occurring away from traditional approaches
where teachers are the major authority in
knowledge construction and transmission.
 What is K-12?
K-12 has kindergarten as base, to be
followed by six years of elementary (Grades
1 to 6), four years of junior high school
(Grades 7 to 10), and two years of senior
high school (Grades 11 and 12).
 Why K-12?
• As of School Year 2009-2010, National
Achievement Test (NAT) passing rates for
Grade 6 and 4th year students are only 69
and 46 percent, respectively.
• In the Trends for International Math and
Sciences Study (TIMSS), the Philippines
often placed fourth from last.
 Why K-12?
“You are given ten years to take in, to chew
on, and to digest the lessons. There is no
time for the children to savor the
knowledge they are receiving. You just keep
feeding and feeding them.”
-Pres. Aquino-
ACTIVITY:

Does the result of a periodical test

reflect evaluation of a curriculum?
Why?
 ASSIGNMENT:
On long bond paper, answer the following
questions:
• Is K to 12 sustainable?
• How to fund the program?
• Where will more, better-trained teachers
come from?
• Will K to 12 solve the country’s
employment, development problems?