Assessing the curriculum

Assessing the Curriculum

Intended vs. Implemented vs. Achieved CurriculumPurita P. Bilbao, Ed.D. and Tomasa C. Iringan, Ph.D.

Reported by: BEED - Generalist

Intended vs. Implemented vs. Achieved Curriculum

Curriculum Assessment process of collecting information for

use in evaluation. an important part of the systems

approach to curriculum development.


PurposesHighlight curriculum expectations.Gather information about what students know and

can do.Motivate students to learn better.Motivate and encourage teachers to meet the

identified needs of students.Provide evidence to tell how well the students have

learned. Obtain feedback that helps teachers, students and

parents make good decisions to guide instruction.


Types of Assessments 1.Intended Curriculum2.Implemented Curriculum 3.Achieved Curriculum


1. Intended Curriculum refers to a set of objectives set at the

beginning of any curricular plan answers what the curriculum maker

wants to do


Indicators to measure intended curriculum Are the objectives achievable with in the learner’s

developmental levels? Can the objectives be accomplished with in the time

frame?Are the resources adequate to accomplish the

objectives?Are the objectives specific and clear? Are there ways of measuring the outcomes of the

objectives? Are the objectives observable? Are the objectives

doable? Are the objectives relevant? Overall, are the

objectives SMART?


2. Implemented 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 objective?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 more 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?


3. Achieved Curriculum Refers to the curriculum outcomes based on the

first two types of curriculum Now considered the product. Any achieved curriculum must fit with the

objectives and the activities that were conducted. Indicates the performance vis a vis the objectives

and the various activities. Usually described by test scores or other

performance indicators measured by evaluation tools.


To measure achieved curriculum: 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?


How can we compare and contrast:a. Intended curriculum

(written)b. Implemented curriculum

(taught)c. Achieved curriculum

(learned / attained)


First, to compare the written (intended) curriculum to the taught (implemented) curriculum, we may use curriculum mapping.


Curriculum Mapping is a technique that is very useful.

Essentially, a curriculum map is created by the teacher of the subject by recording what he/she is actually doing in the classroom at various points throughout the day.


A second analysis is backward mapping.

That is, analysing items on a culminating test to determine the actual achieved curriculum.


Question 1 - What does the BEC aim to accomplish? (Intended Curriculum)

From the DEpEd BEC primer, the following are the goals of the basic education curriculum. To raise the quality of Filipino learners and

graduates who will become lifelong learners To decongest the curriculum in order that the

teachers and learners will be able to contextualize it

To muse innovative, interdisciplinary and integrative modes of instructional delivery whenever possible and appropriate


To make values development integral to all learning areas in high school

To increase time for tasks in order to gain mastery of competencies of the basic tool 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 accomplish the goals? (Implemented Curriculum)To accomplish the goals, the following activities or actions were done or are being implemented in the different basic education schools of the country. The BEC decongest the overcrowded 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.


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.

Teaching- learning processes are interactive to enhance learning. There is open communication between teachers 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.


English, Science, Mathematics and Filipino are the basic tool subjects, while Makabayan develops healthy personal and national self-identity.

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 ofa. Araling Panlipunan or Social Studies (Sibika at Kultura for Grades 1 and 2 and Heograpiya, Kasaysayan, at Sibika (HeKaSi) for Grades 4, 5, and 6)b. Edukasyon Pantahanan at Pangkabuhayan (EPP) for Grade 5 and 6c. Musika, Sining at Edukasyong Pangkatawan (MSEP) for Grades 4 to 6 while for Grades 1-3, MSEP is integrated in Sibika at 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 Economicsc. Physical Education, Health, Music and Arts (PEHMA)d. Edukasyon sa Pagpapahalaga (EP) or Values

Education6. The school year 2002-2003 was declared as the pilot year in the public school. Private basic education schools were encouraged to join in the implementation of the BEC the later years.


Question 3 - What has the BEC achieved? (Achieved Curriculum)

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.

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: Increased interest and motivation of students to go

to school Increased level of performance in the tool subject

areas Change in teachers paradigm from a dispenser of

knowledge to facilitators of learning Increased instructional materials support for

teaching and learning Increase in the in-service training of teachers


More opportunities of learners to learners to learn on their own

Use of varied teaching strategies to complement the learning styles of students

More involvement of other stakeholders in the education of the children

More involvement of the school principals in the decision making that relate to curriculum implementation