CHAPTER 4

EVALUATING THE CURRICULUM

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 models of
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 on 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 result will only be used as one of the
pieces of evidence of evaluation. For at the end, the purpose of evaluation is to
improve and not to prove.
Curriculum evaluations 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?

OBJECTIVES:
At the end of the chapter, the students can:
 Acquire clear understanding about curriculum evaluation;
 Appreciate the connection between planning, implementing and evaluating
the curriculum process;
 Create an evaluation using the appropriate assessment tools;

Module 5: Curriculum Evaluation and the Teacher

Lesson 1: What, Why and How to Evaluate a Curriculum

PRE-DISCUSSION
Curriculum is defined as the sum of all experiences, which are to be provided in
an educational institution. It is more fundamentally concerned with deciding on the value
or worth wholeness of a learning process as well as the effectiveness with which it is
being carried out.
 Curriculum evaluation, as a field of study, is dynamic. For over the years it has
been responsive to the developments in the conceptualization of curriculum and the
associated processes of curriculum change. Much of the decision making relates to
what knowledge is to be selected for inclusion in the curriculum.

LESSON OBJECTIVES
At the end of the lesson, the students can:
1. acquire clear understanding of what is Curriculum Evaluation;
2. discuss the importance of Evaluation in a Curriculum;
3. expand knowledge about the different models of Curriculum Evaluation.

Curriculum evaluation is a new idea for many teachers, not knowing that
everyday, the teacher is involved in several components of evaluation. There are now
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
Program are some of the big curriculum programs.

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)

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 program implementers to judge the worth and the 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.
Lets look at how curricularists define curriculum evaluation. Read what each of
them say.
 Persons Definition
Ornstein A.& Curriculum evaluation is process done in order to gather data
Hunskin,F, (1998) that enables one to decide whether to accept, change, eliminate,
the whole curriculum of a textbook.
Evaluation answers two questions 1. Do planned learning
McNeil,J. (1977) opportunities, programmes, courses and activities as developed
and organized actually produce desired results? 2. How can a
curriculum best be improved?
Evaluation is to identify the weakness and strengths as well as
Gay, L. (1985) problems encountered in the implementation, 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 useful
Oliva, P. (1988) information for judging alternatives for purposes of modifying, or
eliminating the curriculum.

Reason 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 sometime 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 tell 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. 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 Effectiveness Model for Curriculum Development Indicators

Indicators Descriptive Questions Yes or No
 Does the curriculum reflect the format (i.e K to
12, OBE, Inquiry, etc.) that enables teachers
Vertical quickly access what is being taught in the
Curriculum grade/year levels below or above the current
Continuity level? (Example: If you are looking at Science
5, below means Science 4 and above means,
Science 6)
Horizontal  Does the curriculum provide content and
Curriculum objectives that are common to all classes of
Continuity the same grade level? (Example: All English
101 for all 1st year college students)
Instruction  Are lesson plans/ syllabi/ course design
Based on derived from the curriculum and strategies?
Curriculum Are materials used correlated with the content,
objectives and activities?
 Is there evidence of involvement of the
Broad different curriculum stakeholders in the
involvement 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?
Positive  Did the initial thoughts about the curriculum
Human come from teachers, principals, curriculum
Resource leaders and other stakeholders?
Theory-Into  Is there clarity of vision, mission, graduation
Practice outcomes, program philosophy, learning
outcomes in the curriculum?
Planned  Are there tangible evidence to show that the
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 it 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 Principle of Curriculum and Instruction.

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

processes are identified in curriculum evaluation.

Curriculum Elements Evaluation Process Action Taken:

Yes or No
Objectives/Intended 1. Pre-determine intended learning
Learning Outcomes outcomes or objectives

2. Identify the situation/context that

Situation or Context gives opportunity to develop
behavior or achieve objectives
3. Select, modify and construct
Evaluation evaluation instruments or tools.
Instruments/Tools Check its objectivity, reliability and
validity.
4. Utilize the tools to obtain results.
Utilization of Tool Compare the results obtained from
several instruments before and after
to determine the change.
5. Analyze the results obtained to
determine strength and
Analysis of Results weaknesses. Identify possible
explanation about the reasons for
the particular pattern.
Utilization of 6. Use the results to make the
Results necessary 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 Model- Context, Input, Process Product Model (CIPP)

This 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 four stages as the
focus of evaluation.

 Context Evaluation- assess the needs and problems in the context for
decision makers to determine the goals and objectives of the
program/curriculum.

 Input Evaluation- assess the alternative mean 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 of 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.
Step 4: Establish the criteria to determine quality of
3. Process Evaluation data.
Step 5: Analyze data based on the criteria.
Step 6: Organize needed information needed for
4. Product Evaluation 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.

Step 1 Meets with stakeholders to identify their perspectives and intentions
regarding curriculum evaluation.
Step 2 Draws from Step 1 documents to determine the scope of the
evaluation.
Step 3 Observes the curriculum closely to identify the unintended sense of
implementation and any deviations from announced intents.
Step 4 Identifies the stated real purposes of the program and the various
audiences.
Step 5 Identifies the problems of the curriculum evaluation at hand and
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.
Step 9 Decides with stakeholders the most appropriate formats for the report.

5. Scriven Consumer Oriented Evaluation – MichealScriven, 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. The 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)
Publisher:

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 good quality NA means not applicable

+ o - NA
yes all right no not
Criteria or but not or applicable
no so good poor

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 math 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 of instructional material review or evaluation may help any
curricularist make a decision, 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
suggest the following steps.

Steps in Conducting a Curriculum Evaluation

Steps What to Consider

1. Identifying primary audiences  Curriculum Program Sponsors, Managers and
Administrator, School Heads, Participants
(Teachers and Students) Content Specialist;
other stakeholders.
2. Identifying critical issues/ problems  Outcomes (expected, desired, intended)
Process (Implementation) Resources (Inputs)
3. Identifying data sources  People (teachers, students, parents,
curriculum developers) Existing documents;
Available records; Evaluation Studies.
4. Identifying techniques for collecting  Standardized Test, Informal tests; Samples of
data. Students Work; Interviews; Participant
Observations, Checklist, Anecdotal records,
5. Identifying established standards  Standards previously set by agency (DepEd,
and criteria CHED, Professional Organization,
6. Identifying techniques in data  Content Analysis, Process Analysis, Statistics,
analysis Comparison, Evaluation Process
7. Preparing evaluation report  Written; Oral; Progress; Final; Summary;
Descriptive, Graphic, Evaluative and
Judgemental; List of Recommendations
8. Preparing modes of display  Case studies; Test Scores Summary,
Testimonies; Multimedia representation;
Product 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.
Lesson 2: Curriculum Evaluation Through Learning Assessment

PRE DISCUSSION

This chapter contains assessment of learning is an evaluation process that tells

whether the intended learning outcomes through the teaching-learning process, have
been converted to achieved learning outcomes.

Assessment of learning occurs throughout the learning process. In evaluating the

achieved learning outcome, teachers use assessments tools as to find out what their
students know and can do, and what confusions, preconceptions, or gaps they might
have.

LESSON OBJECTIVES
At the end of the lesson, the students can:
1. Identify the levels of learning outcomes an levels of assessment;
2. Understand how the curriculum can be evaluated by the assessment of
learning outcomes;
3. Match the levels of learning outcomes with the appropriate assessment tools.

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.
1. Achieved Learning Outcomes
Achieved learning outcomes is defined in outcomes-based education
as a product of what are have been intended in the beginning of the learning
process. Indicators of the learning outcomes which are complicated are called
achieve 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
 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 domain these are described in the matrix below. (Source:
Department of Education)

Level 1 (Grade 11) Level 2 (Grade 12)

Domains Competencies Competencies

-Possess foundational knowledge -Possess functional knowledge

across learning areas with core across range of learning areas and
competencies in communication, technical skills in chosen career
scientific, critical and creative tracks with advanced competencies
Knowledge, Skills thinking, and use of technologies. in communication, scientific, critical
and Values and creative thinking; and use of
-Have an understanding of right technologies.
and wrong; one’s history and
cultural heritage; and deep -Have understanding of right and
respect for self, others and their wrong; one’s history and cultural
culture and environment. heritage; and deep respect for self,
 others and their culture, and the
environment.

Application -Apply foundational knowledge, -Apply functional knowledge,

skills and values in academic and technical skills and values in
real life situations through sound academic and real life situations
reasoning, informed decision- through sound reasoning, informed
making and the judicious use of decision-making, and the judicious
resource. use of resources.

Degree of
Independence -Apply skills in limited situations -Apply skills in varied situations with
with close supervision. minimal supervision

While for the degree programs for tertiary education 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

Domains Degree Degree Competencies
Competencies Competencies PQF 8
PQF 6 PQF 7

Knowledge, Skills, Broad and coherent Broad, deep, Generates new

Values knowledge in the field specific knowledge knowledge, skills
of discipline in the field of with established
discipline values in the
discipline

Application Apply in professional Apply in Apply in

work. professional work professional work
and research. and research as a
leader or initiator.

Degree of Independent or in Independent Highly independent,

Independence teams leads and initiates.
 As mentioned earlier, the PQF is the Philippine Framework which comparable to
the ten member countries of the ASEAN. These countries are Malaysia, Indonesia,
Brunei Darrussalam, Philippines. Singapore, Thailand, Cambodia, Myanmar, Lao PDR
and Vietnam. Each country’s national framework shall be referenced to the ASEA N
Reference Qualification Framework (ARQF). ARQF is a tool or device that enables
comparisons of qualifications across ASEAN member states. It 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 different learning

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

Learning Description of Learning Outcomes Guide Questions for Teachers

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

6. Present a research
report on conservation of
indigenous plants.

Assessment Tool 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 meaning on the particular knowledge have achieved the learning
outcomes.

Types of Tests to Measure Knowledge, Process and Understanding

1. Objective Test – Test 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 time, a
pencil-and-paper test can also be translated to an electronic version,
which makes the test “ paperless. “
1.0.1 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 paper test,
where two options or choices are provided. The items can be stated in a question
or a statement form. Example of this are:
 True or False- Example: The Philippine population has reached one
million.

 Yes or No- Example: Has the Philippines 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 consist of 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 choices items are presented with
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
completion of the sentence.
Examples:

Direct Question:

What is NOT a member of ASEAN 2015 Economic Community?

A. Vietnam B. Korea
C. Malaysia D. Philippines
Incomplete Sentence:

A country in Southeast asia which is not a member of the ASEAN 2015

economic community is
A. Vietnam B. Korea
C. Malaysia D. Philippines

 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 B. Learner
C. Books 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) as the Premise that presents the problem and the
second column (B) that provides the Answer. There are many modified matching type
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 Tests

Persons Achievements
Dates Historical Events
Terms Definitions
Principles Illustrations
Parts Functions
Machines Uses
Diseases Causes

1.2.4.1. Perfect Matching Type- The number of premises in Column A is less than the
number of responses in Column B. 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 Philippines Presidents in Column B.

Column A (Premise) Column B (Responses)

1. Ramon Magsaysay A. Man of the M

2. Carlos P. Garcia B. People Power President
3. Corazon Aquino C. Filipino First Policy
D. Champions of First Land Reform Law

1.2.4.2. Imperfect Matching Type- The number of premises in Column A are not equal
to the number of the responses in Column B, or the other way around. The 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 within Column B. You can use the letter
once or more than once.

Column A (Premise) Column B (Responses)

1. Consumer Oriented Model A. Michael Scriven

2. Responsive Model B. Daniel Stufflebeam
3. CIIP Model C. Robert Stake
4. Goal Free Model D. Ralph Tyler
5. Phi Delta Kappa Model

1.2 Subjective Test- Learning outcomes which indicate learner’s ability to originate,
and expresses ideas is difficult to test through objective type test. Hence in subjective
type test, answers through reflections, insights, and opinion can be given through easy.
1.2.1. Essay test items allow students to 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 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 instrument 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 Measures Complex Learning Outcomes

Type of Essay Test Item Example of Complex Learning Outcomes that can
be Measured
Ability to:
 Explain cause – effect relationships
Restricted response Essay Items  Describe application of principles
 Formulate valid conclusion
 Enumerate and explain
 Explain methods and procedure
Ability to:
 Organize ideas
Extended Responses 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,
performance 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 consist 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. Turn high power lens
 _____ 9. Adjust 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. Purpose/s are clear: 1 2 3 4 5 6 7 8 9 10

2. Relevant to environmental problem 1 2 3 4 5 6 7 8 9 10
3. Use of local materials 1 2 3 4 5 6 7 8 9 10
4. Shows collaborative work 1 2 3 4 5 6 7 8 9 10
5. Overall impact to humanity 1 2 3 4 5 6 7 8 9 10
3. Rubrics for Portfolio- A portfolio is a compilation of the experiences as authentic
learning outcomes presented with evidences and reflections. To assess the total
learning experiences as presented in a 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
Contents of Less than 40% Less than 59 % Has a 60-74% Has 75-89% Has 90-100%
the portfolio Needed entries of the needed Of the needed of the needed needed entries
content content content
Most intended Some intended Intended Intended Intended
learning learning NOT learning Learning learning
Objectives of outcomes are SMART, do not outcomes are outcomes are outcomes are
the Portfolio NOT SMART cover the whole SMART but SMART, and SMART and
and cover only course cover only less cover a least cover the
minimum than 75% of 75% of the whole course
the course. course
Few entries Some entries Entries are of Entries are Entries are
are acceptable are acceptable Better quality, of better Best quality,
Quality of quality, not well quality, well many are well quality, many well selected
Entries selected very selected and selected and are well and substantial
minimal substantial substantial. selected and
 substance substantial
Not creative Minimal Creative, neat Creative Creative, neat
Presentation in disarray, creativity, neat and an neat and has very strong
of Entries less impact, no but with minimal average strong appeal/impact
appeal impact impact/appeal. impact/appeal
Submitted Submitted 11- Submitted on Submitted on Submitted
Properties after the 30 30 days after schedule schedule ahead of
days after the Schedule schedule
deadline

Levels of Assessment for the Levels of Learning Outcomes

The levels of assessment is also the description of the levels of the learning
outcomes which are (1) Knowledge, (2) Process or Skills, (3) Understanding (4) Product
or Performance. The levels of learning outcomes are also 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 level
of thinking skills from lower level to higher level.

Level of Learning Type of Percentage

Outcomes/assessment What to Test/ Assess? Assessment Value in
Assessment
Pencil & Paper/
Level 1 – Knowledge Who, What, When, How, Why? Non paper and 15%
Pencil
Pencil & Paper/
Level 2 – Process Skills Constructed meaning from Knowledge Non-paper and 25%
Pencil
Explanation, interpretation
Level 3 – Understanding Application, Empathy, Perspective and Pencil and paper 30%
Self Knowledge, Big ideas, principles
and generalization
Level 4 – Products/ Transfer of understanding to life Checklist /Rating 30%
Performance situations as Products, or Scale
Performance

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

Illustrative Example for a summative Test (Third Grading Period) in Elementary Science
Grade 6
Miss Portia Bala will prepare a periodical test for the first quarter lesson. This will
be a summative test, that will cover Knowledge, Process Skills, Understanding and
Products/Performance. According to the DepEd order 73, s. 2012, the distribution of
items should cover the achieved learning outcomes.
For every grading period, a summative test is constructed. To help in the test
construction a Table of Specification (ToS) is developed. This ToS should reflect the
Levels of Learning Outcomes provided. An example is shown below:

Sample Table of Specification Matrix for a Periodical Test for the Third Quarter

Assessment level Tools Highest Scores Weights

Knowledge Objective Test 25 15%
Process Objective Test 25 25%
Understanding Objective Test/Essay 30 30%
Product Rubric/ Rating scale 20 30%
Total 100 100%

Sample Matrix of a Periodical Summative Test Result in the Third Quarter

(Example: Anna Padilla Performance in the Test)

Assessment Tools Highest Scores % Weights % Value of

Level possible earned of Anna’s
Scores by Anna Scores Score

Knowledge Objective Test 25 25 15% 15.00

Process Objective Test 25 20 25% 24.00
Understanding Objective/Essay 30 26 30% 25.99
Product Performance 20 20 30% 30.00
Product Test
94.99%
Total 100 points 91 points 100% Composite
Score
Placing Value to the Assessment Results from KPUP: The Grading System

The four levels of maybe 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 composite scores of the students.
The interval scale of computed four levels learning outcomes is given Level of
Proficiency Description. This interpretation is used for all the learning areas or subjects
in basic education.

Levels of Proficiency Description Composite Score In Summative

(Grade) in %
Beginning 74 below
Developing 75.79
Approaching Proficiency 80.84
Proficient 85.89
Advanced 90 and above

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

Lesson 3: Planning, Implementing and Evaluating: Understanding the

Connections

PRE DISCUSSION
This learning resource hope to engage the learners into guided and
independent
Learning activities at their own pace and time. Furthermore, this also aims
to help learners acquire the needed 21 century skills while taking into
st

consideration their needs and circumstances.

LESSON OBJECTIVE
 Explain the connection of planning to implement 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 connection between planning and Implementing and evaluating
in the curriculum process.

Does Curriculum Development end up 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 viewed like a PIE.
Planning.Implementing, and Evaluating (PIE) is a cyclical process which means
that after evaluating, the process of planning starts again.
The Evaluation Cycle: The Connections

Evaluating Planning

Implementing

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 embedded in a dynamic change that happens in curriculum
development
Key Idea: Planning is an initial step in curriculum development.

Planning

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

the needs though 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 with in the frame of time.
Intended outcomes should be doable, achievable and desired. After establishing these,
then a curricularistshould 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 the support materials. All
of these should be written, and should to include the means of evaluation.
An example of 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 assures a successful implementation.
The end product 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: Implementing continues after planning

Implementing

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 implementer 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

Evaluating

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 achieve.
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 proficiency the learner is
described by the qualified values of the weighted test scores in a 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 process 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.