4

cHAPTER Evaluating the

Curriculum Curriculum
Development for
Teachers

Module 5 Curriculum Evaluation and the Teacher

Module Overview:

This module is all about curriculum evaluation in the context of its definition and
the role of the teacher as an evaluator. It will present the ways of evaluating the
curriculum as written, planned or implemented. It will reference popular curriculum
models currently used in educational programs here and abroad.
Curriculum evaluation is a component of curriculum development that responds
to public accountability. It looks into educational reforms or innovations that happen in
the teacher's classrooms, the school, district, division or the whole educational system
as well. It is establishing the merit and worth of a curriculum. Merit refers to the value
and worth of the curriculum. Test results will only be used as one of the pieces of
evidence of evaluation. For in the end, the purpose of evaluation is to improve and not
to prove.
Curriculum evaluation is premised on the concept of alignment of planned,
written, and implemented curriculum. It is an attempt to answer two big questions as:
1. Do planned courses, programs, activities as written and implemented
produce desired outcomes?
2. How can these school curricula be improved?

Lesson 1 What, Why and How to Evaluate a

Curriculum

Desired Learning Outcomes

  Acquired clear understanding of what is curriculum evaluation
 Explained the need to evaluate the curriculum and how it’s being done
 Expanded knowledge about different curriculum evaluation models

Take Off

Curriculum evaluation is a new idea for many teachers, not knowing that
everyday, the teacher is involved in several components of evaluation. There are two
ways of looking at curriculum evaluation:

1. Curriculum Program Evaluation may focus on the overall aspects of a

curriculum or the curriculum itself. More often, it refers to a big curriculum
program. Examples of these programs that may undergo a curriculum program
evaluation are the K to 12 Curriculum, the Integrated Science Program, the
Teacher Education Program, the Mother Tongue Curriculum, the Process
Approach in Mathematics Curriculum, the Outcomes-Based Curriculum in
Teacher Education, or Experiential Teacher Education.
2. Curriculum Program Component Evaluation. A curriculum component may
include separate evaluation of (a) achieved learning outcomes (b) curriculum
process (teaching-learning methods/strategies) (c) instructional materials (i.e
books, modules, models)
The first lesson will attempt to teach us how to look into curriculum
evaluation from two examples which are curriculum program evaluation using
the curriculum evaluation models and curriculum evaluation of the specific
component of curriculum program as in instructional materials evaluation
(Books or Modules)
Lesson 2 will be all about curriculum evaluation in the classroom for the
formative and summative assessment of the achieved learning outcomes

Content Focus

Curriculum Evaluation: A Process and a Tool

 Do you have a clear understanding of what curriculum evaluation is all about? Is
it synonymous to assessment of learning? Analysis of the various definitions reveals
that evaluation is both a process and a tool. As a process it follows a procedure based on
models and frameworks to get to the desired results. As a tool, it will help teachers and
implementers to judge the worth and merit of the program and innovation or curricular
change. For both process and a tool, the results of evaluation will be the basis to
IMPROVE curriculum.
Let's look at how curricularists define curriculum evaluation. Read what each of
them say.

Persons Definitions
Curriculum evaluation is a process done in order to
Ornstein, A. & Hunkins, F. gather data that enables one to decide whether to
(1998) accept, change, eliminate the whole curriculum of a
textbook.
Evaluation answers two questions: 1. Do planned
learning opportunities, programmes, courses and
activities as developed and organized actually produce
McNeil, J. (1977)
desired results? 2. How can a curriculum best be
improved?

Evaluation is to identify the weaknesses and strengths

as well as problems encountered in the implementation,
Gay, L. (1985) to improve the curriculum development process. It is to
determine the effectiveness of and the returns on
allocated finance.
It is a process of delineating, obtaining and providing
Oliva, P, (1988) useful information for judging alternatives for purposes
of modifying, or eliminating the curriculum.

Reasons for Curriculum Evaluation

Why is there a need to evaluate a curriculum? The curriculum processes

presented by Tyler, Taba and others at the end of the line or cycle undergo an
evaluation. All of them agree that planning, designing and implementing are less useful
unless there is evaluation. Here are some of the specific reasons.
 Curriculum evaluation identifies the strengths and weaknesses of an existing
curriculum that will be the basis of the intended plan, design or
implementation. This is referred to as the needs assessment.
 When evaluation is done in the middle of the curriculum development, it will
tell if the designed or implemented curriculum can produce or is producing
the desired results. This is related to monitoring.
 Based on some standards, curriculum evaluation will guide whether the
results have equalled or exceeded the standards, thus can be labelled as
success. This is sometimes called terminal assessment.
  Curriculum evaluation provides information necessary for teachers, school
managers, curriculum specialist for policy recommendations that will
enhance achieved learning outcomes. This is the basis of decision making.
In curriculum evaluation, important processes were evolved such as (a.) needs
assessment, (b) monitoring, (c) terminal assessment and (d) decision making.

Curriculum Evaluation Models

Curriculum models by Ralph Tyler and Hilda Taba end with evaluation.
Evaluation is a big idea that collectively tells about the value or worth of something that
was done.

How can a merit or worth of an aspect of a curriculum be determined?

Curriculum specialists have proposed an array of models which are useful for
classroom teachers and practitioners. Let us look at some of these.

1. Bradley Effectiveness Model

In 1985, L.H. Bradley wrote a hand book on Curriculum Leadership and

Development. This book provides indicators that can help measure the
effectiveness of a developed or written curriculum. For purposes of the
classroom teachers, some of the statements were simplified.

First, you have to identify what curriculum you will evaluate. Example:
Elementary Science Curriculum, Teacher Education Curriculum, Student
Teaching Curriculum, Field Study Curriculum. Then find out if the curriculum
you are evaluating answers Yes or No. Answering Yes to all the questions means,
good curriculum as described by Bradley.
Bradley's Effectiveness Model for Curriculum Development Indicators
Yes or
Indicators Descriptive Questions
No
 Does the curriculum reflect the format (i.e K to 12,
OBE, Inquiry, etc.) that enables teachers quickly
Vertical
access what is being taught in the grade/year levels
Curriculum
below or above the current level? (Example: If you
Continuity
are looking at Science 5, below means Science 4 and
above means, Science 6)
 Does the curriculum provide content and objectives
Horizontal that are common to all classes of the same grade
Curriculum level?
Continuity (Example: All English 101 for all 1st year college
students)
 Are lesson plans/ syllabi/ course design derived
Instruction
from the curriculum and strategies? Are materials
Based on
used correlated with the content, objectives and
Curriculum
activities?
Broad  Is there evidence of involvement of the different
Involvement curriculum stakeholders in the planning, designing
 and implementation and review of the curriculum?
Long Range  Is review cycle followed within the period of
Planning planning and implementation of the curriculum?
 Did the initial thoughts about the curriculum come
Positive Human
from teachers, principals, curriculum leaders and
Relation
other stakeholders?
 Is there clarity of vision, mission, graduation
Theory-Into
outcomes, program philosophy, learning outcomes
Practice
in the curriculum?
 Are there tangible evidence to show that the
Planned Change internal and external publics accept the developed
program?
If any of the indicators is answered with a "No", actions should be made to make if
Yes.

2. Tyler Objectives Centered Model

Ralph Tyler in 1950 proposed a curriculum evaluation model which until

now continues to influence many curriculum assessment processes. His
monograph was entitled Basic Principles of Curriculum and Instruction.

In using the Tyler’s model, the following curriculum components and

processes are identified in curriculum evaluation.
Action
Taken
Curriculum Elements Evaluation Process
Yes or
No
1. Objectives/lntended 1. Pre-determine intended learning
Learning Outcomes outcomes or objectives.
2. Situation or Context 2. Identify the situation/context that gives
opportunity to develop behavior or
achieve objectives
3. Evaluation 3. Select, modify and construct evaluation
Instruments/Tools instruments or tools. Check its objectivity,
reliability and validity.
4. Utilization of Tool 4. Utilize the tools to obtain results.
5. Analysis of Results 5. Compare the results obtained from
several instruments before and after to
determine the change.

Analyze the results obtained to determine

strength and weaknesses. Identify possible
explanation about the reasons for the
particular pattern.
6. Utilization of 6. Use the results to make the necessary
Results modifications.
 Using all the steps to evaluate the curriculum and obtaining all YES
answer would mean the curriculum has PASSED the standards. Tyler's model of
evaluating the curriculum is relatively easy to understand which many teachers
can follow.

3. Daniel Stufflebeam's Context, Input, Process Product Model (CIPP)

The CIPP Model of Curriculum Evaluation was a product of the Phi Delta
Kappa committee chaired by Daniel Stufflebeam. The model made emphasis that
the result of evaluation should provide data for decision making. There are four
stages of program operation. These include (1) CONTEXT EVALUATION, (2)
INPUT EVALUATION, (3) PROCESS EVALUATION and (4) PRODUCT
EVALUATION. However, any evaluator can only take any of the four stages as the
focus of evaluation.

 Context Evaluation- assesses needs and problems in the context for decision
makers to determine the goals and objectives of the program/curriculum.
 Input Evaluation- assesses alternative means based on the inputs for the
achievement of objectives to help decision makers to choose options for
optimal means.
 Process Evaluation- monitors the processes both to ensure that the means
are actually being implemented and make necessary modifications.
 Product evaluation- compares actual ends with intended ends and leads to a
series of recycling decisions.

For all the four stages, the six steps are suggested.

Stages in the CIPP Model Steps Taken in All the Stages

1. Context Evaluation Step 1: Identify the kind of decision to be made.

Step 2: Identify the kinds of data to make that decision

2. Input Evaluation
Step 3: Collect the data needed.
3. Process Evaluation
Step 4: Establish the criteria to determine quality of
data.

Step 5: Analyze data based on the criteria

4. Product Evaluation
Step 6: Organize needed information needed for
decision makers.

4. Stake Responsive Model.

Responsive model is oriented more directly to program activities than

program intents. Evaluation focuses more on the activities rather than intent or
purposes.

Robert Stake (1975) recommends to the curriculum evaluator the

following steps.
The curriculum evaluator follows the steps below.
Meets with stakeholders to identify their perspectives and
Step 1
intentions regarding curriculum evaluation.
Draws from Step 1 documents to determine the scope of the
Step 2 evaluation.

Observes the curriculum closely to identify the unintended sense

Step 3
of implementation and any deviations from announced intents.
Identifies the stated real purposes of the program and the various
Step 4
audiences.
Identifies the problems of the curriculum evaluation at hand and
Step 5
identifies an evaluation design with needed data.
Step 6 Selects the means needed to collect data or information.
Step 7 Implements the data collection procedure.
Step 8 Organizes the information into themes.
Decides with stakeholders the most appropriate formats for the
Step 9 report.

5. Scriven Consumer Oriented Evaluation.

Michael Scriven, in 1967 introduced this evaluation among many others

when education products flooded the market. Consumers of educational
products which are needed to support an implemented curriculum often use
consumer-oriented evaluation. These products are used in schools which require
a purchasing decision. These products include textbooks, modules, educational
technology like softwares and other instructional materials. Even teachers and
schools themselves nowadays write and produce these materials for their own
purposes.

Consumer-oriented evaluation uses criteria and checklist as a tool for

either formative or summative evaluation purposes. The use of criteria and
checklist was proposed by Scriven for adoption by educational evaluators.

An example of an Instructional Material Review Form by Marvin

Patterson of Florida State University is adapted for better understanding.
Preliminary Information Recommendation

Title: _______Retain for further review

Author(s): _______Reject (Comments)

Pub;isher:

Copyright date:
 Material Evaluator:

Use the following codes to rate the material

+ means yes or good quality - means no or poor quality

o means all right but not of good quality NA means not applicable
o
+ all -
NA
yes right no
Criteria not
or but not or
applicable
good so poor
good
1. Content covers a significant portion of the
course competencies.
2. Contents are up-to-date.
3. Reading level is appropriate for most
students who will use the material.
4. Intended learning outcomes,
competencies are stated.
5. Formative and summative assessments
are included.
6. Activities are varied to meet the needs of
students.
7. Teacher’s guide is included with
management suggestions.
8. Materials are presented in logical order.
9. Learning outcomes, competencies and/or
tasks.
10. Degree of match between learning
activities and intended learning outcomes.
11. Quality of test items and degree of match
with intended learning outcomes.
12. Quality of direction on how students will
process through the materials.
13. Quality of drawings, photographs, and/or
other materials.
14. Overall design of the learning activities for
individual instruction.
15. Quality of management procedures for
teachers (TGs).
16. Optional (List course map competencies
covered by the instructional material).
 Using the checklist for instructional material review or evaluation may
help any curricularist make a decision as to which textbook, modules or any
instructional support material will be used, revised, modified or rejected.

A Simple Way of Curriculum Evaluation Process

For a very simple and practical way of curriculum evaluation, responding
to the following questions will provide an evaluation data for curriculum
decision. Just ask the following questions and any NO answer to an item will
indicate a need for a serious curriculum evaluation process.
1. Does the curriculum emphasize learning outcomes?
2. Does the implemented curriculum require less demands?
3. Can this curriculum be applied to any particular level?
(kindergarten, elementary, secondary, tertiary levels)
4. Can the curriculum aspects be assessed as (a) written (b) taught (c)
supported (d) tested and (e) learned?
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide for qualitative methods of assessment?
9. Can the curriculum provide the data needed for decision making?
10. Are the findings of evaluation available to stakeholders?
In summary, whatever models of curriculum evaluation to be used, ASCD,
1983 suggests the following steps.
Steps in Conducting a Curriculum Evaluation

Steps What to Consider

 Curriculum Program Sponsors, Managers and
1. Identifying primary Administrators, School Heads, Participants (Teacher
audiences and Students) Content Specialist; other
stakeholders.
2. Identifying critical  Outcomes (expected, desired, intended) Process
issues/problems (Implementation) Resources (Inputs).
 People (teachers, students, parents, curriculum
3. Identifying data
developers) Existing documents; Available records;
source
Evaluation Studies.
4. Identifying  Standardized Test, Informal tests; Samples of
techniques for Students Work; Interviews; Participant
collecting data Observations, Checklist, Anecdotal records.
5. Identifying
 Standards previously set by agency (DepEd, CHED,
established standards
Professional Organization.
and criteria
6. Identifying  Content Analysis, Process Analysis, Statistics
techniques in data Comparison, Evaluation Process.
 analysis
 Written; Oral; Progress; Final; Summary;
7. Preparing evaluation
Descriptive, Graphic, Evaluate and Judgmental; List
report
of Recommendations.
 Case studies; Test Scores Summary; testimonies;
8. Preparing modes of
Multi-media representation; Product Display
display
(exhibits); Technical Report.

The steps are easy to follow. Begin thinking of how curriculum evaluators will
proceed in finding out if there is a need to modify, enhance or continue with the
implementation of the curriculum. After all, the main purpose of evaluation is to
improve the existing condition, so that it would benefit the students.

Take Action

Activity 1 – Making a Simple Rapid Curriculum Evaluation

1. Choose an existing curriculum in Elementary, Secondary or College.
2. Interview the teacher who is using such curriculum.
3. Using the identified questions, make a rapid evaluation.
4. Fill up the matrix with the answers given by your interviewee (teacher).

Name of School:
Curriculum to be Evaluated:
Questions to be answered based on your evaluation:
1. Does the curriculum emphasize learning outcomes? Y or N
2. Does the implemented curriculum require less demands? Y or N
3. Can this curriculum be applied to any particular level? (a)
kindergarten, (b) elementary, (c) secondary, (d) tertiary)? Write the
letter/s of the answer that is applicable,
4. Which of the curriculum aspects can be assessed? (a) written (b)
taught (c) supported (d) tested and (e) learned curriculum? Write the
letter or letters of your answer,
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Can the curriculum provide information needed for decision making?

Activity 2: Let Us Try! Be a Curriculum Material Evaluator

1. You are asked by your Principal to review a book for a decision.

2. Get a textbook in elementary or high school. This book is a curriculum product.
 3. Use a Consumer-Oriented Evaluation Approach by Scriven and adapted from the
original work of Marvin Patterson shown above.
4. Make a matrix similar with that Marvin Patterson.
5. Review the whole textbook from cover to cover and reflect your answer on the
matrix itself.
6. What are your major comments?
7. What decision would you like to recommend to your principal?

Self-Check

Test I – What Can I Remember?

Persons Evaluation/Model and Short Description

1. L. H. Bradley
2. Michael Scriven
3. Robert Stake
4. Daniel Stufflebeam
5. Ralph Tyler

Self-Reflect

Reflect on your current and past experiences on the different curricula you went
through the time you entered school up to the present.
Pause for some moments and read the “I wonder if . . . .” incomplete sentences.
Based on your reflection, choose one number and write your answer on the box
provided then based on your response on “I wonder if . . . .”, complete the sentence, “I
think . . . . . .”
I wonder if . . . . . .
1. my teachers have reviewed the textbooks we used in High School.
2. the instructional materials we are using now will not be used in the future.
3. what I have learned now still be relevant in the future.
4. evaluation of a curriculum will still be a tsk of a teacher.
5. there is really a need to evaluate the curriculum.
Please write your answer in the box.
 1. I wonder if………

2. I think……

Name and Section:

Lesson 2 Curriculum Evaluation Through

Learning Assessment

Desired Learning Outcomes

 Understood how the curriculum can be evaluated by the assessment of learning

outcomes
 Identified the levels of learning outcomes and levels of assessment
 Matched the levels of learning outcomes with the appropriate assessment tools
 Interpreted the value of assessment in terms of grades assigned

Take Off
 We have gone a long way in understanding, interpreting and applying the
concept of curriculum development. We will continue to understand that curriculum
can be evaluated right in the teacher’s classroom. Finding out if the planned, written,
implemented curriculum are functioning as intended in the assessment of learning is
very crucial.
How does a teacher know, that the students have learned from what has been
taught? Many educational practitioners agree that the measure of one’s teaching is
indicated by what the children have learned. The teacher cannot claim that he/she has
taught if the students have not learned anything.
Let us find out in this lesson, that assessment of learning is an evaluation process
that tells whether the intended learning outcomes, through the teaching-learning
process, have been converted into achieved learning outcomes. We will also find out
that learning outcomes can be measured through the use of different assessment tools.
Further, as future teachers, you should also understand and interpret the
grading system that has been derived from assessment of learning.

Content Focus

1. Achieved Learning Outcomes

Achieved learning outcomes is defined in outcomes-based education as a
product of what have been intended in the beginning of the learning process.
Indicators of the learning outcomes which are accomplished are called achieved
learning outcomes. Standards and competencies are used as the indicators and
measures of these outcomes.
Our country has established the Philippine Qualification Framework
(PQF) as a standard which will be aligned to the ASEAN Reference Qualification
Framework (ARQF) for the comparability of the learning outcomes at the
different levels of educational ladder. The PQF is shown in the diagram below:
 Source: Department of Education

L
I
F
E
L
O
N
G
L
E
A
R
N
I
N
G
PATHWAYS AND EQUIVALENCY

The Philippine Educational System is divided into eight levels. In each level, the
learners are expected to achieve specific standards and competencies of the learning
outcomes. The eight levels of complexity of learning outcomes are based on three
domains.
Knowledge, Skills and Values
Application
Responsibility-degree of independence
After finishing Grade 11, the learner must have achieved Level 1 of the learning
outcomes, Grade 12, the level of complexity of learning outcomes achieved is labelled as
Level 2. Using the three domains these are described in the matrix below. (Source:
Department of Education)
Level 1 (Grade 11) Level 2 (Grade 12)
Domains
Competencies Competencies
Knowledge, Skills
and Values  Possess foundational  Possess functional
knowledge across knowledge across range
learning areas with core of learning areas and -
competencies in technical skills in chosen
communication, scientific, career tracks with
critical and creative advanced Competencies
thinking, and use of in communication,
 scientific, critical and
creative thinking; and use
technologies. of technologies.
 Have an understanding of
 Have understanding of
right and wrong; one's right and wrong; one's
history and cultural
history and cultural
heritage; and deep respect heritage; and deep
for self, others and their
respect for self, others
culture and environment. and their culture, and the
environment.
 Apply functional
 Apply foundational knowledge, technical
knowledge, skills and skills and values in
values in academic and academic and real life
Application real life situations through situations through sound
sound reasoning, reasoning, informed
informed decision-making decision-making, and the
and the judicious use of judicious use of
resources. resources.
 Apply skills in limited  Apply skills in varied
Degree of
situations with close situations with minimal
Independence
supervision. supervision

The degree programs for tertiary education are issued by the Commission on
Higher Education (CHED). There are three levels of competency domains for the
baccalaureate, master's and doctorate degrees.
Baccalaureate Master’s Doctorate
Degree Degree Degree
Domains
Competencies Competencies Competencies
PQF 6 PQF7 PQF 8
Generates new
Broad, deep,
Broad and coherent knowledge, skills
Knowledge, specific knowledge
knowledge in the with established
Skills, Values in the field of
field of discipline values in the
discipline
discipline
Apply in
Apply in
Apply in professional work
Application professional work
professional work and research as a
and research
leader or initiator
Highly
Degree of Independent or in
Independent independent, leads
Independence teams
and initiates

As mentioned earlier, the PQF is the Philippines Framework which is

comparable to the ten member countries of the ASEAN. These countries are Malaysia,
Indonesia, Brunei Darussalam, Philippines, Singapore, Thailand, Cambodia, Myanmar,
Lao PDR and Vietnam. Each country's national framework shall be referenced to the
ASEAN Reference Qualification Framework (ARQF). ARQF is a tool or device enables
comparisons of qualifications across ASEAN member states. addresses education and
training that promote lifelong learning. (Coles, M and Bateman, A. Undated).

Knowledge, Process, Understanding, Performance (KPUP)- Levels of Learning

Outcomes

Knowledge, Process, Understanding, Performance reflect Efferent learning

outcomes that are arranged in hierarchy or complexity. Knowledge being the basic level
of learning outcomes and Performance the advanced level of learning outcomes.

Let us look at how these learning outcomes are calibrated. Later on we will find
examples on how each level is assessed.
Description of Learning
Learning Guide Questions for Teachers
Outcomes

1. What do you want your

students to know in terms
KNOWLEDGE – factual
of facts, concept, procedure,
knowledge; conceptual
Level 1 and multiple thinking? i.e
knowledge, procedural
parts of the body; the sky is
knowledge, metacognition
blue, how to dissect a frog;
describing a typhoon from
different views.
2. What do you want your
PROCESS – skills that the student to do, with what
students use based on facts and they know?
Level 2
information for making meaning i.e identify the parts of the
and understanding frogs body after dissecting
it.
3. What do you want students
to understand? i.e How do
UNDERSTANDING – big ideas or
Level 3 the elements of weather
concepts
interact to produce climate
change?
4. Can you place in a portfolio
PRODUCT/PERFORMANCE – all the evidence to show
What products (material, your learning outcome?
tangible) or performance (oral, 5. Can you create a one act
Level 4 visual, written, etc.) as evidence play showing the principles
of learning? i.e portfolio, in dramatization?
paintings, drama, research 6. Present a research report on
projects, etc.) conservation of indigenous
plants.

Assessment Tools for Each Level of Learning Outcomes

Knowledge, Process, Understanding (KPU) Learning Outcomes

 Knowledge, process, and understanding are 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 the learning
outcomes. The three types learning outcomes and on the different levels can be
assessed in many ways with the use of appropriate tools.

Types of Tests to Measure Knowledge, Process and Understanding

1. Objective Tests. Tests that require only one and one correct answer. It is difficult to
construct but easy to check.
1.1. Pencil-and-Paper Test. As the name suggests, the test is written on paper and
requires a pencil to write. However, with the modern times, a pencil-and-paper
test can also be translated to an electronic version, which makes the test
"paperless.”
1.1.1. Simple Recall. This is the most common tool to measure
knowledge. There are varieties of Simple Recall Test, to include:
 Fill in the Blanks
 Enumeration
 Identification
 Simple recall

1.1.2. Alternative Response Test. This is the type of pencil and pencil
test, where two options or choices are provided. The items can be
stated in a question or a statement form. Examples of this are:
 True. or False- Example: The Philippine population has
reached one million.
 Yes or No- Example: Has the Philippine population reached one
million?

1.1.3. Multiple Choice Test. This is the type identified as the most
versatile test type because it can measure a variety of learning
outcomes. It consists of a problem and a list of suggested solutions.
The incomplete statement, or direct question is called the STEM. The
list of suggested solutions in words, numbers, symbols or phrases
are called ALTERNATIVES, OPTIONS or CHOICES. There should be
three to five options in each item. The correct alternative is called
the ANSWER while the remaining options or choices are called
DISTRACTERS, DISTRACTORS, or DECOYS. Some multiple choice
items are presented with a STIMULUS MATERIAL.
 Correct Answer Type. Other alternatives are clearly wrong and
only one is the correct answer. This can be constructed in
either direct question or of completion of the sentence.
Examples:

Direct Question:

What is NOT a member of ASEAN 2015 Economic Community?

A. Vietnam C. Malaysia
B. Korea D. Philippines

Incomplete Sentence:
 A country in Southeast Asia which is not a member of the
ASEAN 2015 economic community is

A. Vietnam C. Malaysia
B. Korea D. Philippines

 Best Answer Type. All the alternatives are correct but only one
is the best.

Direct Question:

What do progressive educators consider as the most important

factor in the teaching-learning process?

A. Teacher C. Books
B. Learner D. Principal

Incomplete Sentence

According to progressive educators, the most important factor in

the teaching-learning process is

A. Teacher C. Books
B. Learner D. Principal

1.1.4. Matching Type Test. The most common matching type test is made
up of two parallel columns, the first column (A) is the premise that
presents the problem, and the second column (B) provides the
answer. There are many modified matching types as well.

Matching type test is useful in measuring factual information

as well as relationships between two things, ideas or concepts. It
reduces guessing to the minimum as compared to alternative
response test. Some of the relationships that can be matched are
found in the matrix below:
Relationships That Can be Used in Matching Type Test
Persons Achievements
Dates Historical Events
Terms Definitions
Principles Illustrations
Parts Functions
Machines Uses
Diseases Causes
 1.1.4.1. Perfect Matching Type. The number of premises in
Column A is less than the number of responses in Column B.
The response can only be used once.

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. Champions of First Land
Reform Law

1.1.4.2 Imperfect Matching. The number of premises in Column A

is not equal to the number of the responses in Column B, or
the other way around. The responses or the premise can be
used more than once.

Example:

In column A are names of well-known curriculum

evaluators. Match them with the evaluation models they
have been identified with in 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 Stuffebeam
3.CIPP Model C. Robert Stake
4.Goal Free Model D. Ralph Tyler
5.Phi Delta Kappa Model

1.2. Subjective Test. Learning outcomes which indicate learner's ability to

originate, and express ideas is difficult to test through objective type test.
Hence in subjective type test, answers through reflections, insights, and
opinion can be given through essay.
1.2.1 Essay test items allow students freedom of response. Students are
free to select, relate and present ideas in their own words. The type
of answers would reflect the extent of the learner's 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. This is like an expanded form
of short answer type objective test. There is a limit on both
 the content scope and the form of student response. It is
most useful in measuring learning outcomes that require
the interpretation and application of 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
instruments to forecast the weather? Explain in one
paragraph.

1.2.1.2 Extended Response Item. The student is generally free to

select any factual information that can help in organizing
the response. The contents of an extended essay will
depend on the analysis, synthesis, evaluation and other
higher order thinking skills of the 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

Examples of Complex Learning Outcomes
Type of Essay test Item
that can be Measured
Ability to:
 Explain cause-effect relationships
 Describe application of principles
Restricted response Essay Items
 Formulate valid conclusion
 Enumerate and explain
 Explain methods and procedure
Ability to:
 Organize ideas
Extended Response essay Items  Integrate learning
 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 outcomes can best be done through the use of authentic
evaluation. Authentic evaluation is a test that measures real life tasks, performances
and actual products. The most common of the authentic assessments are the
performance assessment and the use of 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 be marked and the
absence is marked X.

Example: Checklist on the use of microscope (10 points)

Instruction: Observe the student in a laboratory activity with the use of

microscope. Check ( ) the items which you have seen, which were
done appropriately and mark (X) items which were not
appropriately done.

_____ 1. Wipes the slide with lens paper.

_____ 2. Places drop or two of culture on the slide.

_____ 3. Adds few drops of water

_____ 4. Places slides on the stage

_____ 5. Turns to low power lens

_____ 6. Looks through eyepiece with one eye

_____ 7. Adjusts mirror

_____ 8. Turns high power lens

_____ 9. Adjusts for maximum enlargement and resolution

_____ 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 a 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 Project (name/title)

Instruction: On a scale of 1 to 10, with 1 as the lowest, and 10 as the highest

score, rate the projects on the following elements. Circle the choice
of your answer.

1. Have clear purpose/s 1 2 3 4 5 6 7 8 9 10

2. Are relevant to environmental problem 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. Show collaborative work 1 2 3 4 5 6 7 8 9 10
5. Create an overall impact to humanity 1 2 3 4 5 6 7 8 9 10
 3. Rubrics for Portfolio. A portfolio is a compilation of the experiences as
authentic learning outcomes presented with evidence and reflections. To assess
the total learning experiences as presented in a wholistic package, an assessment
tool called a RUBRIC is utilized.

Example:

Suggested Rubric for a Field Study Course Portfolio

Description and Numerical Value
Criteria
1 2 3 4 5
Less than
Has 75-89%
Contents of Less 40% 59% of Has 60-74% Has 90-100%
of the
the needed the of the needed needed
needed
Portfolio entries needed content entries
content
content
Most Some Intended
intended intended Intended Learning
Intended
learning learning learning outcomes
learning
Objectives outcomes NOT outcomes are are
of the are NOT SMART, SMART but 'outcomes are
SMART,
Portfolio SMART do not cover only SMART and
and cover
and cover cover the less than 75% at least cover the
only whole of the course. 75% of the whole course
minimum course course
Entries
Few Some are of
entries entries
better
are are
Entries are of quality, Entries are
acceptabl acceptable
good quality, many are best quality,
Quality of e quality, quality,
many are well well selected
Entries not well well well
selected and and
selected, selected selected
substantial. substantial
very and and
minimal substantia
substantia
substance l
l
Not
Minimal
creative, Creative, neat Creative, Creative,
creativity,
in and an neat and has neat, very
Presentatio neat but
disarray, average strong strong
n of Entries with
less impact/appea impact/ appeal/impac
minimal
impact, l. appeal t
impact
no appeal
Submitte
Submitted
d after Submitted
11-30 Submitted on Submitted
Promptness the days ahead of
days after schedule. on schedule.
after the schedule
schedule
deadline
Levels of Assessment for the Levels of Learning Outcomes

Levels of assessment describe levels of the learning outcomes which are (1)
Knowledge, (2) Process or Skills, (3) Understanding (4) Products or Performance. The
levels of learning outcomes used to describe the levels of assessment. Through the
DepEd Order 73, s.2012 levels of learning outcomes are also the levels of assessment. In
other words, the levels of assessment follow also the levels of thinking skills from lower
level to higher level.
Percentage
Levels of Learning Type of
What to Test/Assess? Value in
Outcomes/Assessment Assessment
Assessment
Pencil &
Level 1 - Knowledge Who, What, When, How, Why Paper/Non-paper 15%
and Pencil
Pencil &
Level 2 – Process Skills Constructed meaning from Knowledge Paper/Non-paper 25%
and Pencil
Explanations, Interpretations,
Applications,
Level 3 - Understanding Empathy, Perspective and Self Pencil & Paper 30%
Knowledge.
Big ideas, principles and generalization
Transfer of understanding to life
Level 4 – Checklist/Rating
situations as Products, or 30%
Products/Performance Scale
Performance
Total 100%

Placing Value to the Assessment Results from KPUP

The four levels may be employed in the formative assessment but the result is
not recorded. It will just tell how the students are progressing. On the other hand, KPUP
format is required for summative assessment which are recorded for grading purposes.
The computed value of the four levels of assessment will be described according the
value of the composite scores of 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.
Composite Score In Summative (Grade) in
Levels of Proficiency Description
%
Beginning 74 and below
Developing 75 – 79
Approaching Proficiency 80 – 84
Proficient 85 – 89
Advanced 90 and above
 Placing Value to the Assessment Results in the New
Grading System (DepEd Order 8, s. 2015)

While the KPUP is still utilized in the new grading system, it is important to know
that DepEd Order 8, has modified the grading system as follows:

Grades at the End of the Quarter or Grading Period

 Kindergarten: Use of checklist, anecdotal records and portfolios are used

instead of numerical grades which are based on Kindergarten Curriculum
Guides.
  Grade 1 to 12: The following guidelines should be followed:
1. Learners are graded on three components every quarter: (A) Written
Work, (B) Performance Tasks (C) Quarterly Tests.
2. These components are given specific weights that vary.

Table 3 Weighted Components for Grade 1 to 10.

Subjects
Grade Level Components
Lang., AP, EsP Science/Math Mapeh/EPP/TLE
Written Work 30% 40% 20%
Performance
Grade 1 to 10 50% 40% 60%
Task
Quarterly
20% 20% 20%
Exam
Total 100% 100% 100%

3. All grades are based on the weighted raw score of learners' summative
assessment.
4. The minimum grade needed is 60 which when transmuted based on the
table is equivalent to 75 in the report card

Note:

1. Written Work may include items in Level 1 - Knowledge and Level 3-

Understanding in the KPUP.
2. Performance Task may include items in Level 2- Process Skills and Level 4
- Products/Performance of the KPUP.
3. Quarterly exam may include Levels 1 to 4.

How are Grades computed at the end of the School Year

 For Kindergarten: Checklist, anecdotal records and portfolios are presented to

the parents at the quarter for discussion.
 For Grades 1 to 10:
1. The average of the quarter grades produce the end of the year grade.
2. The general average is computed by dividing the sum of all final grades by
the total number of learning areas. Each learning area has equal weight,
 For Grade 11 and 12:
1. The average of the Quarterly Grade produces the semestral grade.
2. The General Average is computed by dividing the sum of all semestral
Final Grades by the Total Number of Learning Areas.
Reporting Summative Grade by Quarter and Summative Grade at the End of the
Year

This modifies the previous descriptions of the performance in the KPUP. The
values and descriptors are reported to parents every quarter, and at the end of the year.

Table 4 Grading Scale

Grading Scale (based on Transmuted Values) Descriptor
90 – 100 Outstanding
85 – 89 Very Satisfactory
80 – 84 Satisfactory
75 – 79 Fairly Satisfactory
Below 75 Did not meet expectations

Take Action

Activity I: Giving an Example

1. Give two test items that are appropriate for each level of learning outcomes.
You can choose the type of test.
A. Knowledge
B. Process
C. Understanding
Activity 2: Ask a Teacher (in groups)
1. Interview a teacher in basic education about how they assess learning.
2. Request some items for their assessment tools

Self-Check
 Recall:

1. What are the levels of learning outcomes?

2. What are the levels of assessment?
3. What are the levels of proficiency?
4. What the assessment tools to measure learning outcomes?

Self-Reflect

Reflect on the question:

"Does the result of a periodical test reflect evaluation of a curriculum? Why?"

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Planning, Implementing and

Lesson 3 Evaluating: Understanding the
Connections

Desired Learning Outcomes

 Explain the connection of planning to implementing in curriculum development

 Explain the connection of implementing to evaluating in curriculum
development
 Explain the connection of evaluating to planning in curriculum development
 Understand the connections between planning and implementing and evaluating
in the curriculum process

Take Off
Does curriculum development end with evaluation? Yes, according to some models
presented by Hilda Taba and Ralph Tyler. However, since curriculum development is a
continuous process, it can also be viewed like a PIE. Planning, Implementing, and
Evaluating (PIE) is a cyclical process which means that after evaluating, the process of
planning starts again

Content Focus

The Evaluation Cycle: The Connections

Planning, Implementing and Assessing are three processes in curriculum

development that are taken separately but are connected to each other. The cycle
continues as each is imbedded in a dynamic change that happens in curriculum
development.
Key Idea: Planning is an initial step in curriculum development.

Planning is an initial process in curriculum development. It includes determining

the needs through an assessment. Needs would include those of the learners, the
teachers, the community and the society as these relate to curriculum. After the needs
have been identified, the intended outcomes are set. Intended outcomes should be
smart, specific, measurable, attainable, with result, and within the frame of time.
Intended outcomes should be doable, achievable and desired. After establishing these,
then a curricularist should find out in planning the ways of achieving the desired
outcomes. These are ways and means, and the strategies to achieve outcomes. Together
with the methods and strategies are the identification of support materials. All of these
should be written, and should include the means of evaluation.
An example of a curriculum plan is a lesson plan. It is a written document. Many
planners would say: "A good plan is half of the work done." So, in curriculum
development a well-written plan ensures a successful implementation.
The end product of planning is a written document. Some outputs of curriculum
planning are lesson plans, unit plan, syllabus, course design, modules, books,'
instructional guides, or even a new science curriculum plan.
Key Idea: Implementation continues after planning.

What should be implemented? The planned curriculum which was written

should be implemented. It has to be put into action or used by a curriculum
implementor who is the teacher. Curriculum plans should not remain as a written
document. It will become useless.

A curriculum planner can also be a curriculum implementor. In fact, a curriculum

planner who implements the curriculum must have a full grasp of what is to be done.
This is an important role of the teacher.

With a well-written curriculum plan, a teacher can execute this with the help of
instructional materials, equipment, resource materials and enough time. The
curriculum implementor must also see to it that the plan which serves as a guide is
executed correctly. The skill and the ability of the teacher to impart guide learning are
necessary in the curriculum implementation. It is necessary that the end in view or the
intended outcomes will be achieved in the implementation.

Key Idea: Evaluation follows implementation.

 The focus of this chapter is evaluation after planning, and implementation was
done. It is very necessary to find out at this point, if the planned or written curriculum
was implemented successfully and the desired learning outcomes were achieved.

Curriculum evaluation as a big idea may follow evaluation models which can be
used for programs and projects. These models discussed in the previous lesson guide
the process and the corresponding tools that will be used to measure outcomes.

However, when used for assessment of learning, which is also evaluation, more
attention is given to levels of assessment for the levels of learning outcomes as defined
by the Department of Education. The use of the description for the proficiency the
learner is described by the qualified values of the weighted test scores in an interval
scale.

Key Idea: What has been planned, should be implemented and what has been
implemented should be evaluated.
Finally, the PIE. The cyclical flow of the three processes in curriculum
development is very easy to remember and follow. As a curricularist, these guiding
ideas clarify our understanding that one cannot assess what was not taught, nor
implement what was not planned. PLAN then IMPLEMENT then EVALUATE and the
next cycle begins.

Take Action

Activity 1: A Day in a Life of a Teacher in the Classroom

1. Look for a teacher, whom you know personally.
2. Ask her/him to answer the following:
a. What are the teaching plans that you do everyday? Give at least three.
b. Do you implement these plans? How?
c. If you implement these plans, how do you evaluate these?
3. After you have asked and recorded the information, write these in a
paragraph form.

Self-Check
 Match the Concept with the PIE

( ) 1. Summative Testing
A. Planning
( ) 2. Course Designing
( ) 3. Cooperative Learning
C. Implementing
( ) 4. Determining Needs
( ) 5. Guiding Learners
E. Evaluating
( ) 6. Making Judgment

Self-Reflect

Reflect on the information given by the teacher in your interview above.

“Is the teacher’s life a series of planning, implementing, and evaluating?
Will this improve teaching? Why?

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