Assessing the Curriculum Intended Curriculum vs. Implemented Curriculum vs.

Achieved Curriculum This lesson will make you: 1. The meaning and purpose of Assessment as they apply to curriculum. 2. Three types of curriculum.

Purpose of Curriculum Assessment

Curriculum assessment may achieve the following purposes: 1. 2. 3. 4. 5. 6. Highlight 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

The parameters of assessment in this lesson will include the three types of curriculum. Intended curriculum refers to a set of objectives set at the beginning of any curricular plan. It establishes the goal, the specific purposes and the immediate objectives to be accomplished. It answers what a curriculum maker wants to do. Certain indicators to measure intended curriculum: 1. 2. 3. 4. Are the objectives achievable within the learners developmental levels? Can the objectives be accomplished within the time frame? Are the resources adequate to accomplish the objectives? Are the objectives specific and clear?

5. 6. 7. 8. 9.

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?

Implemented Curriculum Refers to the various learning activities or experiences of the students in order to achieve the intended curriculum outcomes. To assess the implemented curriculum the following questions can be addressed: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Are the learning activities congruent with the stated objectives? Can the objectives be accomplished within the time frame? 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 the students? Are there alternative activities for the learners to do to accomplish the same objectives? Are there activities provided to address individual differences? 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?

Achieved Curriculum Curriculum outcomes based on the first two types of curriculum, the intended and the implemented. It is considered as the product. Any achieved curriculum must fit with the objectives and the activities that were conducted To measure achieved curriculum the following questions should be addressed: 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?

The figure below summarizes the relations among the three kinds of curriculum.

Curriculum

Achieved

the relationships of the three types of curriculum Each type of curriculum should be linked to one another. Any gap along the line will make the connection weak and will lead to obstacles in the accomplishment of the overall purpose of the curriculum.

The Basic Education Curriculum (BEC) and the Three Types of Curriculum: Intended, Implemented and Achieved

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

Goals of the basic education curriculum (DepEd BEC primer) 1. To raise the quality of Filipino learners and graduates who will become lifelong learners. 2. To decongest the curriculum in order that the teachers and leaners will be able to contextualize it. 3. To use innovative, interdisciplinary and integrative modes of instructional delivery whenever possible and appropriate 4. To make values development integral to all learning areas in high school. 5. To increase time for tasks in order to gain mastery of competencies of the basic tool subjects.

Question 2how was the BEC implemented to accomplish the goals? ( Implemented Curriculum) Activities or actions to be implemented in accomplishing goals: 1. The BEC decongested the overcrowded the old curriculum into five learning areas, namely, English, Mathematics, Science, Filipino and Makabayan. 2. The teachers in basic education were trained to use innovative, interdisciplinary, thematic, and integrative modes of instructional delivery. 3. 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. Teachers consider learner as an active partner. 4. English, Science, Mathematics and Filipino are the basic tool subjects, while Makabayan develops healthy personal and national self-identity. 5. Makabayan entails the use of integrated units of learning areas composed of several subjects in the elementary and in secondary levels. For the elementary level, Makabayan is composed of a. 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. Edukasyong Pantahanan at Pangkabuhayan (EPP) for Grades 5 and 6 c. Musika, Sining at Edukasyong Pangkatawan (MSEP) for Grades 4-6 while for grades 1-3, MSEP is integrated in Sibika and Kultura d. Good Manners and Right Conduct (GMRC) is integrated in all learning areas. For the High School, the components of Makabayan learning 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 Economics c. Physical Education, Health, Music and Arts (PEHMA) d. Edukasyon sa Pagpapahalaga (EP) or Values Education 6. The school year 2002-2003 was declared as the pilot year in the public schools. Private basic education schools are encouraged to join in the implementation of the BEC in 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.

Continuous monitoring was done by the school principals and supervisors in the schools, district and divisions.

Among the initial achievements of the BEC as expressed by teachers, parents and students are the following: 1. 2. 3. 4. 5. 6. 7. 8. 9. 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 learn on their own. Use of varied teaching strategies to complement the learning styles of the students. More involvement of other stakeholders in the education of the children. More involvement of the school principals in decision making that relate to curriculum implementation. 10. Empowered teachers and school official.

Criteria for Curriculum Assessment Criteria for Curriculum Assessment Defined Criteria are set of standards upon which the different elements of the curriculum are being tested it will determine the different levels of competencies or proficiency of acceptable task performance. Criteria for Goals and Objectives Goals and objectives are statements of curricular expectations. They are set of leaning outcomes specifically designed for students. Objectives Tell us what students will learn after instruction has taken place. Goals and instructional objectives are formulated and specified for the following purposes: 1. To have focus on curriculum and instruction which give direction to where students need to go.

2. To meet the requirements specified in the policies and standards of curriculum and instruction. 3. To provide the students the best possible education and describe the students level of performance. 4. To monitor the progress of students based on the goals set 5. To motivate students to learn and the teachers to be able to feel a sense of competence when goals are attained. For goals and objectives to be formulated criteria on certain elements should be included according to Howell and Nolet in 2000. 1. 2. 3. 4. Content- from the objectives, what content should students learn? Behavior- What will students do to indicate that they learned? Criterion- What level of performance should the students have to master the behaviour? Condition- Under what circumstances should the students work in order to master that behaviour?

Writing effective goals and objectives should also use the following general criteria:

1. Are the objectives synthetically correct?--- Syntactic Correctness 2. Do the objectives comply with the legal requirements of the course of subjects?Compliance with legal requirements There should be a direct relationship between the annual goals and the students present levels of educational performance. The annual goals should describe what the learners can reasonably be expected to accomplish within a given period and gives appropriate instructional resources. o Short term instructional objectives should be stated so clearly so that it is obvious how we would measure to see if the objectives are met. o The objectives should describe a sequence of intermediate steps between a childs present level of educational performance and the annual goals that are established. 3. Do the objectives pass the stranger test?--- The Stranger Test Goals and objectives must be measureable so that their status can be monitored. Basic measurement principles such as reliability do apply. 4. Do the objectives address both knowledge and behaviour?Both knowledge and behaviour are addressed It is the confusion of knowledge and behavior, although it is the knowledge that that we are most often trying to transmit, we need to see behaviours to know if we had succeeded. Statement of behaviour must be in an objective to provide a measureable indicator of learning. 5. Do they pass the so-what test?The So-What Test o

 It speaks of validity. Because the purpose of education is to prepare people to be socially competent, the so-what test asks whether the goals and instructional objectives are important. It involves the value judgments about the curriculum and speculation on about the childs long term needs. Good objectives specify outcomes that will benefit students by teaching them things that are socially significant and not simply make life easier for parents and teachers To pass the so-what test, and objective should act to develop, rather than to supress, behaviour. 6. Are the objectives aligned? Individualization Appropriate goals and instructional objectives are derived from assessment data . They must be aligned with the students goals. 7. Do they make common sense?Common Sense Instructional objective dont have to fit into one sentence, and trying to make them do so can be very confusing. Objectives should tell what the students will learn, not descriptions of what the teacher will do or what process the student will follow to learn. Checklist for Goals and Objectives Status Yes No Question 1. Do the goals and/or objectives represent an important learning outcome that is a priority for this student? 2. Is there a goal written for each area of need stated in the present level of performance? 3. 4. 5. 6. Are the goals realistic in the sense that they can be accomplished in one year? Are the goals and objectives easily measured? Are there multiple objectives representing intermediate steps to each goal? Are there goals and instructional objectives appropriately calibrated (sliced neither too broad nor too narrowly)?

7. Are the goals and instructional objectives useful for planning and evaluating instructional programs?

Criteria for Assessment of Instruction Instruction- refers to the implementation of the objectives. It is concerned with the methodologies of the strategies of teaching. Two approaches of Instruction 1. Supplantive Approach Referred to as direct instruction (Adams & Englemann, 1996)

 In here, teachers attempts to promote learning by providing explicit directions and explanations regarding how to do a tank. The teacher assumes primary responsibility for linking new information with the students prior knowledge and ultimately whatever the students learn. 2. Generative Approach Referred to as constructivist or developmental. In here the teachers function as a facilitator who takes a less central role in learning process that is student-oriented (Ensminger & Dangel, 1992). The teacher provides opportunities for the students to make own linkages to prior knowledge and to devise her own strategies for work. With this approach, information is presented on a schedule determined by students interest and goals. Sub-skill may not be taught explicitly. Comparison of the Teaching Approaches Attribute Buzz words used by proponent Generative Approach Constructivist Developmental Top Down Holistic Authentic Meaning-based Romantics Fuzzy Postmodernist Unrealistic Students construct their own understanding When learning is contextualized, students will identify what they are ready to learn Learning is socially constructed, students linked new information to prior knowledge when provided opportunities to observe or experience Learning is developmental and occurs much the way early language is acquired. Supplantive Approach Direct instruction Teacher-directed Mastery learning Task analytic Competency based Effective teaching Reductionist Drill-and-kill Dogmatic Unauthentic The skills that the students need to learn can be derived from an analysis of the social demands placed on them. Learning can be induced through instruction that builds explicit links between new information and prior knowledge. When learning does not occur, it can be facilitated by building it from the bottom-up through teaching of prerequisite sub-skills.

What proponents call the other

Underlying beliefs about what is taught

Underlying beliefs about how learning occurs

Underlying beliefs about how to teach

Common error made by proponents

Teachers take a handsoff approach and seek to provide a meaningful context in which learning will occur naturally. Creating interesting classroom activities but failure to link these activities to learning outcomes Too much emphasis on larger ideas, not enough emphasis on the components

Teachers take a handson approach by structuring lessons and providing explicit direction. By focusing on specific learning outcomes, they may fail to attend to other equally important interests and topics Too much emphasis on the components, not enough emphasis on larger ideas.

Guidelines for Selecting an Instructional Approach Select the Generative Approach When: Has considerable prior knowledge Has adaptive motivational patterns Experiences consistent successes on the task It is simple for the student Is well defined Can be completed using a general problemsolving strategy Is to understand, but not necessarily apply, what is learned Allows plenty of time to accomplish outcomes Places priority on experiences and activities Select the Supplanative Approach when: Has little prior knowledge of the task Has non- adaptive motivational patterns Experiences repeated failure on the task Is complex Is ill defined Has missing information Requires the use of taskspecific strategy Is pivotal to the learning of subsequent tasks Must be used with a high level of proficiency Time allowed to accomplish outcomes is limited Places priority on task mastery.

The Student

The Task

The setting

What are Curriculum Criteria?

1. 2. 3. 4. 5. 6.

Guidelines on standard for curriculum decision making. Have the goals of the curriculum or teaching plan clearly stated; and are they used by teachers and students in choosing content, material and activities for learning? Have teacher and students engaged in student-teacher planning in defining the goals and in determining how they will be implemented? Do some of the planned goals relate to the society or the community in which the curriculum will be implemented or the teaching will be done? Do some of the planned goals relate to the individual learner and his or her needs, purposes, interest and abilities? 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 the further planning of leaning sub-goals and activities?

According to Hass and Parkay (1993, individual differences, flexibility and systematic planning are criteria that depend in part on knowledge of the different approaches to learning. The criterion questions are as follows: Does the curriculum or teaching plan include alternative approaches and alternative activities for learning? Have the different learning theories been considered in planning alternative learning approaches and activities? Has the significance of rewards responses, transfer, generalization, advance organizers, selfconcept, meaningfulness of the whole, personal meaning, imitation, identification and socialization been considered in the planning? What are the Characteristics of a Good Curriculum? 1. It is continuously evolving Product of a long and tedious process of evaluation and change Must have a continuous monitoring and evaluation A good curriculum is a progressive curriculum. 2. It is based on the needs of the people It must reflect the needs of the individual and the society as a whole 3. It is democratically conceived It is developed through the efforts of a group of individuals from different sectors in the society who are knowledgeable about the interests, needs and resources of the learner and the society as a whole; it is a product of many minds and energies. 4. It is the result of a long-term effort It takes a long period of time in the planning, management, evaluation and development. 5. It is a complex of details

6.

7. 8.

9.

A good curriculum provides the proper instructional the proper instructional equipment and meeting places that are often most conducive to learning. Curriculum provides for the logical sequence of subject matter It is an accepted fact that learning is developmental. There is a smooth transition and continuing achievement of learners from one subject matter, classroom, grade, or school to another. A good curriculum provides continuity of experience. It complements and cooperates with other programs of the community It must respond to the needs of the community It has educational quality It comes through the situation of the individuals intellectual and creative capacity for social welfare and development. It has administrative flexibility It must be ready to incorporate changes whenever necessary; open to revision and development to meet the demands of globalization and the digital age.

What are Marks of a Good Curriculum? 1. 2. 3. 4. 5. A good curriculum is systematically planned and evaluated. A good curriculum reflects adequately the aims of the school. A good curriculum maintains balance among all aims of the school. A good curriculum promotes continuity of experience. 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 makes a maximum provision for the development of each learner.

What is Evaluation? Evaluation is the process of determining the value of something or the extent to which goals are being achieved. Process of using information collected through assessment. (Howell and Nolet, 2000) Entails a reasoning process that is based on influence. Is a thoughtful process (Deno, Winkin, Yavorsky, 1977) Is the judgement we make about the assessment of student learning based on established criteria.

Evaluation provides information a. Directly to the learner for guidance b. Directly to the teacher for orientation of the next instruction activities

c. Directly to external agencies for their assessment of schools functioning in the light of national purpose. What is the curriculum Evaluation? Process of obtaining information for judging the worth of an educational program, product, procedure and educational objectives of the potential utility of alternative approaches designed to attain specified objectives (Glass and Worthem, 1997). Focusses on determining whether the curriculum as recorded in the master plan has been carried out in the classroom.

Key questions in evaluating curriculum: 1. 2. 3. 4. Are the objectives being addressed>? Are the contents presented in the recommended sequence? Are students being involved in the suggested instructional experiences? Are students reacting to the contents?

Formative and Summative Evaluation Summative Evaluation is evaluation that takes place at the end of a unit or section of instruction It takes place at the end of a lesson or project and tells the evaluator what has happened. Sums up the learning. It is after-the-fact, like end-of-the-year testing.

Formative Evaluation Takes place during the lesson or project and tells the evaluator what is happening. On-going and yields information that can be used to modify the program prior to termination (Howell and Nolet, 2000).

Name: Rejoice May S. Raquel Age: 17 B-day: May 17, 1996 Address: Bangan Oda, Agno Pangasinan Course: Bachelor of Elementary Education E-mail Address: [email protected] Mother: Josiphine S. Raquel Occupation: Businesswoman Father: Revel P. Raquel

Occupation: Businessman Favorites: Color: Black Movie: Titanic Book: Twilight Idol: Angel Locsin Motto in life: Struggle your education, fight for your ambition, make God your inspiration. Educational Background: Elementary: Don Aurelio Evangelista Memorial Elementary School---Agno Pangasinan High School: Marg the Queen Education FoundationAlaminos City Pangasinan College: Universty of LuzonDagupan City Pangasinan

Name:Jamaica Marie U. Musni Age: 18 B-day: October 6, 1995 Address: Bonuan Gueset, Dagupan City Course: BSED major in Matj E-mail Address: none Mother: Ma. Luisa U. Misna Occupation: none Father: Jose T. Musni Occupation: Vendor Favorites: Color: Green, grey, orange and chocolate brown Movie: Book: Tuesdays with Morrie Idol: Motto in life: A life live for others is a life WORTHWHILE. Educational Background: Elementary: Gen Gregorio Del Pilar Elementary School High School: Bonuan Boquig National High School College: University of Luzon

Name: Christian Joy Navidad Age: 18 B-day: November 14, 1995 Address: #330 San Isidro Norte, Binmaley Course: BSED major in Biological Science E-mail Address: Mother: Sonia Gabatero Occupation: housewife Father: Arnel Navidad Occupation: waiter Favorites: Color: blue Movie: twilight saga series

Book: Harry Potter Idol: Mariah Carey Motto in life: the fruit of bitterness is sweet Educational Background: Elementary: Placido Del Mundo elemnentary school High School: Pangasinan National High School College: University of Luzon

Name: Jezyl V. Guieb Age: B-day: Address: Course: E-mail Address: Mother: Occupation: Father: Occupation: Favorites: Color: Movie: Book: Idol: Motto in life: Educational Background: Elementary: High School: College:

Name: Kolleen Vania L. De Sola Age: 20 B-day: September 30, 1993 Address: #240 Bonuan Sabangan Dagupan City Course: Ab PSychology E-mail Address: [email protected] Mother: Remy L. De Sola Occupation: Nutritionist Father: Teodulo Q. De Sola Occupation: none Favorites: Color: blue Movie: a walk to remember. Dear John, the notebook, 50 first date Book: kira-kira Idol: Motto in life: life is tough, but I am tougher Educational Background:

Elementary: Ednas High School: University of Luzon College: University of Luzon

Name: Kriselda A. Sangalang Age: 20 B-day: March 19,1993 Address: #002 Parrot st. Amanoaoac Mapandan Pangasinan Course: AB Psychology E-mail Address: [email protected] Mother: Christina A. Sangalang Occupation: none Father: Jesus V. Sangalang Occupation: none Favorites: Color: Movie: life of pi, miracle in cell number 7 Book: lovely bones,eat pray love Idol: my parents Motto in life: for what is a man pofitted if he shall gain the whole world yet loses his own soul, what can he do in exchange for his life Educational Background: Elementary: Amanoaoac Elementary School High School: Mapandan Academy College: University of Luzon