Curriculum Evaluation

Through Learning Assessment

1. Achieved Learning Outcomes

 define in outcome-based education

as a product of what are have been
intended in the beginning of the
learning process.

 standards
 compentencies
 PHL QUALIFICATIONS FRAMEWORK

BASIC ED TESDA HIGHER ED

L
DOCTORAL AND I
L8 POST DOCTORAL
F
POST - E
L7 BACCALAUREATE L
L6 BACCALAUREATE O
N
L5 G
DIPLOMA L
L4 E
NC IV
A
L3 NC III R
L2 G 12 NC II N
G 10- NC I I
L1 N
G
PATHWAYS AND EQUIVALENCE
 Level 2(Grade 12)
Level 1 (Grade 11)
Domains Competencies
Competencies

Posses functional
knowledge across
Possess foundational range of learning areas
knowledge across learning and technical skills in
areas with core chosen career tracks
competencies in with advanced
communication, scientific, competencies in
critical and creative communication,
thinking, and use of scientific, critical and
Knowledge, Skills
technologies creative thinking; and
And values
use of technologies.
Have an understanding of
right and wrong; one’s Have understanding of
history and cultural heritage; wright and wrong;
and deep respect for self, one’s history and
others and their culture and cultural heritage; and
environment deep respect for self,
others and their culture,
and environment
 Apply foundational Apply functional
knowledge, skills and knowledge, technical
values in academic skills and values in
and real life situations academic and real
Application through sound life situations through
reasoning, informed sound reasoning,
decision-making and informed decision-
the judicious of making and judicious
resources use or resources

Apply skills in limited Apply skills in varied

Degree o of
situations with close situations with minimal
dependence
super vision supervision
 Baccalaureate Doctorate
Master’s Degree
Degree of Degree
Domains Competencies
Competencies Competencies
PQF7
PQF PQF8
Broad and Broad, deep, Generates new
coherent specific knowledge, skills
Knowledge ,
knowledge in knowledge in with established
skills, values
the field of the field of values in the
discipline discipline discipline
Apply in
Apply in professional work
Apply in
Application professional work and research as
professional work
and research a leader or
initiator
Highly
Degree of Independents or
Independent independents
Independence in teams
lead initiates
Malaysia
Thailand,
Indonesia
Cambodia,
Brunei
Myanmar
Darrussalam,
Lao PDR
Philippines,
Vietnam
Singapore,
ASEAN Reference Qualification Framework
(ARQF )
is a tool or device that enables
comparisons of qualification across ASEAN
member states.
Knowledege, Process, Understanding,
Performance (KPUP) – Levels of Learning
outcomes
reflect different learning outcomes that are
arranged in hierarchy or complexity.

Knowledge is the BASIC level of learning

outcomes

Performance is the ADVANCE level of

learning outcomes
 Description of Learning
Learning Guide Question for Teachers
Outcomes

1. What do you want your

KNOWLEDGE – factual
knowledge, conceptual
Level 1
knowledge, procedural
knowledge, metacognition
students to know in terms of
facts, concept, procedure and
multiple thinking? i,e parts of
the body; the sky is bleu; how
dissect a frog; describing a
typhoon from different views.

PROCESS – skills that the

2. What do you want your
students use based on facts
students to do, with what they
Leve; 2 and information of making
know? i.e identify the parts of
meaning and
the frogs body after dissecting
understanding

3. What do you want students

UNDERSTANDING- big ideas to understand? i.e How the
Level 3
or concepts elements of weather to interact
to produce climate change

PRODUCT/PERFORMANCE – What
products (material, tangible) or
performance (oral, visual, written,
Level 4
etc,) as evidence of learning? i.e
portfolio, paintings, drama,
research projets, etc.
4. Can you place in a
portfolio all the
evidence to show your
learning outcome?
5. Can you create a
one act play showing
the principles in
dramatization
6. Present a research
report on conservation
on indigenous plants
ASSESSMENT TOOLS FOR EACH LEVEL OF LEARNING
OUTCOMES

Knowledge, Process, Understanding (KPU) Learning

Outcomes
students who can show that they have gained knowledge,
can apply such knowledge and have achieved several meanings
on the particular knowledge have achieved.

Type of Test to Measure Knowledge, Process and Understanding

1. Objective Test – require only one and one correct answer.

1.1 Pencil and Paper – as the name suggests, the test is
written on the paper and requires a pencil to write.
1.0.1 Simple recall - most common tool to measure
knowledge.
 Fill in the Blanks
 Enumeration
 Identification
 Simple recall

1.1.2 Alternative Response Test – two option or choices are

provides
True or False
The Philippine population has reached one million

Yes or No
Has the Philippine population reached one million
1.1.3. Multiple Choice Test – most versatile test type
because it can measure of learning outcomes.
problem
list of suggested solutions

STEM – the incomplete statement or direct question

ALTERNATIVE, OPTIONS, or CHOICES – suggested solution

in words, numbers, symbols or phrases

ANSWER – correct alternative

DISTRACTERS, DISTRACTORS, or DECOY – remaining

option or Choices.
Correct Answer Types – other alternatives are clearly
wrong and only one is the correct answer. This can be
constructed in either direct question or completion of he
sentence.

Examples:
Direction Question:
Why is NOT a member of ASEAN 2015 Economic
Community?
a. Vietnam b. Korea c. Malaysia d. Philippines
Incomplete Sentence:
A country in Southeast Asia which is not a member of
the ASEAN 2015 economic community is
a. Vietnam b. Korea c. Malaysia d. Philippines
1.1.4 Matching Type Test – made by two parallel
columns. First column (A) as the premises the present
and the second column (B) provide answers.

Relationships That Can Be Used in Matching Type Test

Persons Achievements

Dates Historical Events

Terms Definitions

Principles Illustration

Parts Functions

Machines Uses

Diseases Causes
1.2.4.1 Perfect Matching Type – the number of premises in
column A is less than the number of responses in Column B.

Example:
In Column A are popular descriptions of Presidents during their
term of office. Match Then with the names of Philippine Presidents in
Column B.

Column A (premise) Column B( Responses)

1. Ramon Magsaysay a. Man of the Masses
2. Carlos P. Garcia b. People Power President
3. Corazon Aquino c. Filipino First Policy
d. Champion of the First Land
Reform Law
1.2.4.2. Imperfect Matching Type – the number of premises in
Column A are not equal to the number of the responses in column B,
or the other way around. The response or the premise can be used
more than one

Example:
In column A are names of well known curriculum evaluators.
Match them with the elevation models they have been identified
within Column B. You can use the letter once or more than once.

Column A (Premise) Column B (Responses)

1. Consumer Oriented Model a. Michael Scriven
2. Responsive Model b. Daniel Stufflebeam
3. CIIP Model c. Robert Stake
4. Goal Free Model d. Ralph Tyler
5. Phi Delta Kappa Model
1.2 Subjective Test – indicate learner’s ability to
originate, and express ideas is difficult to test through
objective type test
- answers through reflection, insight, and opinion can
be given through essay

1.2.1Essay – allows students to freedom of response .

Students are free to select, relate and present ideas in
their own words. The types of answers would reflect the
extent of the learners knowledge of the subject matter,
ability to use higher order thinking skills and express ideas
in an accurate creative and appropriate language
1.2.1.1. Restricted Response Item – like an expanded
form of short answer of short answer type objective test.
There is a limit on both the content, scope and the form
of student response. Require the interpretation and
application of a data in a specific area.

Examples:
1. What are the main body parts of plant? Describe
each part?

2. Why is the barometer one of the most useful

instrument to forecast the weather? Explain in one
paragraph
1.2.1.2 Extended Response Item – free to select
any factual information that can help in organizing the
response. The content of an extended essay will depend
on the analysis, synthesis, evaluation and other higher
order thinking skills of test takers.

Examples:
1. Evaluate the significance of the result of national
referendum of Scotland to the global peace condition.

2. What can you say about NATO’s position on the ISIS?

3. Comment on the term “new normal’ that refers to the

environmental condition and climate change
Types of Essay that Measure Complex Learning
Outcomes

Types of Essay Test Examples of Complex Learning

Item Outcomes that can be Measured

Ability to:
 Explain cause – effect relationships
Restricted Response  Describe application of principles
Essay Items  Formulate valid conclusion
 Enumerate and explain
 Explain methods and procedure
Ability to:
 Organize ideas
Extended Response
 Integrate learning
Essay Items
 Design an experiment
 Evaluate the worth of ideas
Assessment Tools to Measure Authentic Learning
Performance and Products (KPUP)

Level IV of the learning outcomes in KPUP can be

assessed through Performance or Product. These learning
can bed done through the use of authentic evaluation

Authentic evaluation - is a test that measures real life

tasks, performances and actual products.
 performance assessment
 use of the portfolio
 Performance Assessment Tools
1. Checklist – is a tool that consists of a list of qualities that are
expected to be observed as present or absent. The presence is to marked
and the absence is marked X
Example: Checklist on the use of microscope
Instruction : Observe the students in a laboratory activity with the use of
microscope. Check the items which you have seen, which were don
appropriately and mark (X) items which were not appropriately done.
____1. Wipes the slide with the lens paper
____2. Places drop or two of culture on the side
____3. Add few drops of water
____4. Places slides on the stages
____5. Turns to low power lens
____6. Looks through eyepiece with one eye
____7. Adjusts mirror
____8. Turn high power lens
____9. Adjust mirror
____10. Records results
2. Rating Scale – is a tool that uses a scale in a number line as a
basis to estimate the numerical value of performance or a product.
The value is easier to score if the points are in whole numbers the most
popular rating scale is called Likert Scale.
Example: Rating Scale for a Science (name/title)

Instruction: On a scale 1 to 10, with 1 as the lowest, and qo is the

highest score, rate the projects on the following elements. Circle the
choice of your answer.
1. Purpose/s are clear 1 2 3 4 5 6 7 8 9 10
2. Relevant to environment 1 2 3 4 5 6 7 8 9 10
3. Use local materials 1 2 3 4 5 6 7 8 9 10
4. Shows collaborative works 1 2 3 4 5 6 7 8 9 10
5.Overall impact to humanity 1 2 3 4 5 6 7 8 9 10
Rubrics for Portfolio – is a compilation of the experiences as
authentic learning outcomes presented with evidences and
reflections. To assess the total learning experiences as
presented in a wholistics package, an assessment toll called
RUBRIC is utilized.
Suggested Rubric for a Field Study Course Portfolio
Description and Numerical Value
Criteria
1 2 3 4 5
Contents of the
Portfolio

Objectives of Portfolio

Quality of Entries

Presentation of Entries

Promptness
Level Of Assessment for the levels of Learning Outcomes
 Knowledge  Understanding
 Process or Skills  Products or Performance
Levels of Percentag
Types of
Learning What to test /Assess e Value in
Assessment
Outcomes Assessment

Level 1 – Pen&Pap./ N
Who, What, When, How, Why 15%
Knowledge Pen&Pap

Pen&Pap./ N
Level 2 – Process Constructed meaning from
Pen&Pap 25%
or Skills knowledge

Explanation, Interpretation,
Level 3 - Application, Empathy, Perspective Pencil and
30%
Understanding and Self Knowledge, Big Ideas, Paper
Principles and Generation
Level 4 – Transfer of understanding to life
Checklist
Products or situation as Products or 30%
Rating Scale
Performance Performance

Total 100%
Use of Levels of Assessment in the classroom for a
Summative Test

Illustrative Example for a Summative Test (Third Grading Period) in

Elementary Science Grade 6

Miss Portia will prepare a periodical test for the first quarter lesson.
This will be a summative test, that will cover Knowledge, Process Skills,
Understanding and Products/Performance. According to the DepEd
order 73, s.1012, the distribution of items should cover the achieved
learning outcomes.

For every period, a summative test is conducted. To help in the

test construction of Table of Specification (TOS) is developed. This ToS
should reflect the Levels of Learning Outcomes provided. An
example is shown below
Sample table of Specification Matrix for a Periodical Test
for the Third Quarter

Assessment Assessment Tools Highest Weights

Level Scores
Knowledge Objective Test 25 15%

Process Objective Test 25 25%

Understanding Objective 30 30%

Test/Essay
Product Rubrics/Rating 20 30%
Scale
Total 100 100%
 Sample Matrix of a Periodical Summative Test Result in
the Third Quarter
(Example: Anna Padilla Performance in the Test Result in the Third
Quarter
Assessment Assessment Highest Scores % % Value
Level Tools Scores Earned Weight of
by of Anna’s
Anna Scores Score
Knowledge Objective Test 25 25 15% 15.00

Process Objective Test 25 20 25% 24.00

Understand Objective 30 26 30% 25.99

ing Test/Essay
Product Performances 20 20 30% 20.00
, Product Test
Total 100 91% 100% 94.99%
Placing Value to the Assessment Result from
KPUP: The Grading System

The four level maybe employed in the formative

assessment but the result is not recorded. It will just tell
how the students are progressing which are recorded for
grading purposes. The computer value of the four levels
of assessment will be described according the value of
the composite scores f the students.
The interval scale of computed four levels learning
outcomes are given Level of Proficiency Description. This
interpretation is used for all the learning areas or subjects
in basic education.
 Level of Proficiency Description Composition Score in Summative
(Grade) in %
Beginning 74 and below
Developing 75 – 79
Approaching Proficiency 80 – 84
Proficient 85 – 89
Advanced 90 an above

When used as a tool for the formative assessment,

the teacher will be guided by the level of
proficiency of each learner, thus remediation can
be done immediately, before going to next school
quarter or school level. Using Anna’s composite of
score 94.99% means that her kevel of proficiency is
Advanced