Gs-Assessing the Curriculum

7/31/2019 Gs-Assessing the Curriculum

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By Terence Dave S. Pelingon

Master Teacher I, Diclum Elementary School


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INTENDEDVS. IMPLEMENTEDVS. ACHIEVED

CURRICULUM

PURPOSES OF CURRICULUM ASSESSMENT

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 havelearned.

6. Obtain feedback that helps teachers, students and

parents make good decisions to guide instruction.


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SOME QUESTIONSTO ASSESSTHE INTENDED

CURRICULUM:

1. Are the objectives achievable within learners

development levels?

2. Is it achievable within allotted time?

3. Are there enough resources to achieve the objectives?4. Are the objectives clear and specific?

5. What are the ways to measure the outcomes of the

objectives?

6. Are the objectives observable, relevant & doable?


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IMPLEMENTED CURRICULUM

This refers to the various learning activities or

experiences of the students in order to achieve the

intended curricular outcomes.

Implemented curriculum refers to the ACTUAL activities

being practiced in schools.

These activities may coincide with the specified

objectives of the curriculum (intended curriculum) OR

may largely be out of agenda.


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QUESTIONSTOASSESSTHEIMPLEMENTED

CURRICULUM:

Are the learning objectives congruent with the stated

objectives of the curriculum?

Are the materials and methods appropriate for the

objectives set?

Does the teacher have the skill to implement the

activities or use the strategy?

Does the teacher utilize the various ways of doing to

complement the learning styles of students?

Are there alternative activities for learners to do to

accomplish the same objectives?

Are there activities to address individual differences?


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QUESTIONSTOASSESSTHEIMPLEMENTED

CURRICULUM:

Do the activities provide maximum learning

experiences?

Do the activities motivate the learners to do more and

harness their potentials?

Do the activities utilize multiple sensory abilities of the

learners?

Do the activities address multiple intelligences of the

learners?


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ACHIEVED CURRICULUM

This refers to the curriculum outcomes based on the first

two types of curriculum: the intended and the

implemented.

Achieved curriculum is considered the PRODUCT of the

curriculum development process.

Any achieved curriculum must MATCH with the

objectives and the activities that were made.

Achieved curriculum indicates PERFORMANCE in

relation to the objectives and the activities.

It is usually described thru test scores and other

performance indicators.


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QUESTIONSTOASSESSTHE ACHIEVEDCURRICULUM:

Do the learning outcomes achieved by the learnersapproximate the level of performance set at thebeginning of the curriculum?

Are the learning outcomes achieved higher or lower

than the objectives set? Do the achieved learning outcomes reflect the

knowledge, skills and attitudes intended to bedeveloped?

How many percent of the learners in the same classperform higher than the level set at the beginning?

Do the curricular outcomes reflect the goals and theaspirations of the community where the curriculum wasimplemented?


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THE RELATIONSHIPOFTHE THREE TYPESOF

CURRICULUM

CURRICULUM


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2002 BASIC EDUCATION CURRICULUM (BEC)

What does the BEC intend to accomplish?

(INTENDEDCURRICULUM)

1. To raise the quality of the Filipino learners andgraduates who will become lifelong learners.

2. To decongest the curriculum in order that the teachersand learners will be able to contextualize it.

3. To use innovative, interdisciplinary and integrativemodes of instructional delivery whenever possible and

appropriate.4. To make values development integral in all learning

areas.

5. To increase time for tasks in order to gain mastery ofcompetencies of the basic tool subjects.


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2002 BASICEDUCATIONCURRICULUM (BEC)

How was the BEC implemented to accomplish the goals?

(IMPLEMENTED CURRICULUM)

1.

Learning areas were restructured into 5 learning areas:English, Science, Math, Filipino and Makabayan.

2. Grades 1 & 2 Science and Health is integrated in

English. Formal Science subject starts at 3rd Grade.

3.

Makabayan comprise Character Education & Sibika &Kultura for Grades 1-3; plus EPP(TLE), MSEP(MAPE)

and HeKaSi from Grade 4 to High School


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2002 BASIC EDUCATION CURRICULUM

How was the BEC implemented to accomplish the goals?

(IMPLEMENTED CURRICULUM)

4. Learning activities are made interactive, integrative,learner-centered, and performance based.


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2002 BASIC EDUCATION CURRICULUM

What has the BEC achieved?

(ACHIEVED CURRICULUM)

1. Increased level of performance in tool subjects.2. Change in teachers paradigm from being dispenser of

knowledge to facilitator of learning.

3. Increased instructional materials support for teaching

and learning.4. Increase number of in-service training for teachers.

5. More involvement of stakeholders.

6. Decentralized management of school resources.


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CRITERIAFORCURRICULUMASSESSMENTDEFINED

Criteria are a set of standards to be followed in

assessment.

These are set of standards upon which the different

elements of the curriculum are being tested.

The criteria will determine different levels of

competencies or proficiency of acceptable task

performance.


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CRITERIAFOR GOALSAND OBJECTIVES(HOWELLAND NOLET, 2000)

CONTENT- from the objectives,

What content should students learn?

BEHAVIOR-

What will students do to indicate that they havelearned?

CRITERION

What level of performance should the students

have to master the behavior? CONDITION

Under what circumstances should the students work

in order to master that behavior?


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GENERALCRITERIAFORASSESSINGGOALSAND

OBJECTIVES

Are the objectives syntactically correct?

Do the objectives comply with the legal requirements of

the course of subjects?

Do the objectives pass the stranger test?

Do the objectives address both knowledge and

behavior?

Do they pass the so-what? test?

Are the objectives alligned? Do they make common sense?


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CRITERIA FOR ASSESSMENTOF INSTRUCTION

Are the goals of the curriculum or teaching plan clearly

stated; and are they used by teachers and students in

choosing content, materials and activities for learning?

Are the teacher and students engaged in student-

teacher planning in defining the goals and in

determining how they will be implemented?

Are some of the planned goals relate to the community

where it will be implemented?

Are some of the planned goals related to the individual

learner: his needs, purposes, interests, and abilities?


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Are the planned goals used as criteria in selecting and

developing learning materials for instruction?

Are the planned goals used as criteria in evaluating

learning achievement and in further planning of learning

sub-goals and activities?


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CRITERIAFOR ASSESSINGAPPROACHESTHATCATERTO

INDIVIDUALDIFFERENCES

Does the curriculum or teaching plan include alternative

approaches and alternative activities for learning?

Has the different learning theories been considered in

planning alternative learning approaches and activities?

Has the significance of rewarded responses, transfer,

generalization, advance organizers, self-concept,

meaningfulness of the whole, personal meaning,

imitation, identification and socialization been

considered in the planning?


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WHAT ARETHE CHARACTERISTICSOFA GOOD

CURRICULUM?

The curriculum is continuously

evolving.

The curriculum is based on the

need of the people. The curriculum is democratically conceived.

The curriculum is the result of a long-term effort.

The curriculum is a complex of details.

The curriculum provides for the logical sequence ofsubject matter.

The curriculum complements and cooperates with other

programs of the community.


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The curriculum has educational quality.

The curriculum has administrative flexibility.


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WHATARETHE MARKS

OFA 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.


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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 makesmaximum provision for the

development of each learner.


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WHATIS EVALUATION?

the process of determining the value of something or

the extent to which goals are being achieved.

the process of making a decision or reading a

conclusion.

involves decision-making about student performance

based on information from an assessment process.

Assessment is the process of collecting information by

reviewing the products of student work, interviewing,

observing, or testing.


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WHATIS CURRICULUM EVALUATION?

It is the process of obtaining information for judging

worth of an educational program, product, procedure,

educational objectives or the potential utility of

alternative approaches designed to attain specified

objectives.


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KEY QUESTIONSIN CURRICULUM EVALUATION:

Are the objectives being addressed?

Are the contents presented in the recommended

sequence?

Are the students being involved in the suggested

instructional experiences?

Are the students

reacting to the contents?


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ASSESSMENTSTRATEGIESONSTUDENTPERFORMANCE

Paper and pencil strategy

Performance based strategy

Observational strategy

Personal communication Oral Assessment

Reflective Assessment

Combination of Strategies


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RECORDINGDEVICES / TOOLS

Anecdotal Record

Checklist

The Rating Scale

The Rubrics The Learning Log


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NON-TEST MONITORINGAND ASSESSMENT

Oral and Written Reports

Teacher Observation

Journal

Portfolio of Students Work

Slates or hand signals

Games

Projects

Debates

Checklist

Cartooning

Models


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INTERACTIONAMONG

CURRICULUM, INSTRUCTIONANDASSESSMENT

CURRICULUM

ASSESSMENT

INSTRUCTION


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Gs-Assessing the Curriculum