CURRICULUM

DEVELOPMENT AND
EVALUATION WITH
EMPHASIS IN TM 1
AND 2

EDUC 103

Module 5 Lesson 1
TEMPLATE 4: The Lesson Structure
Module No.
MODULE 5: CURRICULUM EVALUATION AND THE TEACHER
and Title
Lesson No. Lesson 1: What, Why, and How to Evaluate a Curriculum
and Title
1. Acquire clear understanding of what is curriculum evaluation.
2. Explain the need to evaluate the curriculum and how its being
Learning
done.
Outcomes
3. Expanded knowledge about different curriculum evaluation
models.

Time Frame Week

Who are involved in curriculum and curriculum development?

These are the persons who we call the stakeholders. Stakeholders
are individuals or institutions that are interested in the curriculum.
Introduction They get involved in many different ways. You must be one of
them. Together with the teachers, school managers, parents and
even the whole community have interest in the curriculum. We will
all meet them in this lesson.

List down the stakeholders and identify their involvement in

Curriculum Implementation.
1.
2.

Activity 3.
4.
5.

If all the stakeholders contribute positively in curriculum

implementation, do you think, curriculum change or
Analysis development will succeed? Why or why not?
Focus
Abstraction
Curriculum Stakeholders

1. Learners are at the core of the curriculum.

To what extent are the students involved in curriculum

development? The old view that students are mere recipients of the
curriculum, is now changing. Learners have more dynamic
participation from the planning, designing, implementing and
evaluating. However, the degree of their involvement is dependent
on their maturity. The older they are in high school or college, the
more they participate. From another angle, whether learners are in
the elementary or college level, they can make or break curriculum
implementation by their active or non-involvement. After all,
learners together with the teachers, put action to the curriculum.

At the end of the curriculum development process, the fundamental

question asked is: Have the students learned?

When some college students were asked about their role in

curriculum development, here are their answers:

Student 1: I never realize that as a student, I have a participation in

curriculum development. It is true that as students, our learning is
the basis of the success or failure of the curriculum. For example, if
all of us pass the board examination, it means that the teacher
education curriculum is a success.

Student 2: In high school our teachery would always look into what
we are learning. The whole year round, we have varied curricular
and co-curricular activities inside the class 1 think, we as students,
should be considered in writing the curriculum.
Student 3: When we were in the elementary level, our lessons
were very simple. But now that we are in college, the content we
learn has become complicated. I learned that actually, our
curriculum is spiral, and that the difficulty of the subject matter is
also adjusted to our maturity level.

Why do curricularists place of lot of premiums on the students? is

because, the learners make the curriculum alive. A written
curriculum that does not consider the students, will have a little
chance to succeed.

2. Teachers are curricularists.

Teachers are stakeholders who plan, design, teach, implement and

evaluate the curriculum. No doubt, the most important person in
curriculum implementation is the teacher. Teachers' influence upon
learners cannot be measured. Better teachers foster better
learning. But teachers need to continue with their professional
development to contribute to the success of curriculum
implementation. Teachers should have full knowledge of the
program philosophy, content and components of curriculum and
ways of teaching,

A teacher designs, enriches and modifies the curriculum to suit the

learners' characteristics. As curriculum developers, teachers are
part of textbook committees, teacher selection, school evaluation
committee or textbooks and module writers themselves.

When a curriculum has already been written, the teacher's role is to

implement like a technician, however, teachers are reflective
persons. They put their hearts into what they do. They are very
mindful that in the center of everything they do, is the learner.

Some of the roles that the teachers do in curriculum

implementation are:
1. guiding, facilitating and directing the activities of the learners,
2. choosing the activities and the methods to be utilized;
3. choosing the materials that are necessary for the activity; 4.
evaluating the whole implementation process, and
5. making a decision whether to continue, modify or terminate the
curriculum.
All these roles are very crucial to achieve success in the
implementation. Unsuccessful implementation may even lead to
educational failure.

Let us read how the teachers are viewed as curriculum

implementer.

Student:
I believe my teachers know very well our curriculum. She knows
what to teach and how to teach it well. I do not miss my class
everyday because she guides us in all our lesson activities.
Without our teacher, I am not sure if we can learn more than what
we are achieving now.

Teacher:

As a classroom teacher, it is my responsibility to make my

students learn. I have to give action to the written curriculum. I
have to see to it that my students are provided experiences to learn
from. I keep in my mind, how I can sustain the interest of my
students by using teaching strategies that are effective. At the end
of the day. I am very happy to know that my students have
achieved the intended learning outcomes. I do this because as a
teacher. I am a curriculum implementer.

Truly, the teacher has a great stake in the curriculum.

Curriculum planning, designing and implementing are in the hands
of a good teacher. In the educational setting, it is clear that the
teacher has a very significant role in curriculum development.

3. School leaders are curriculum managers.

Principals and school heads, too, have important roles in

curriculum implementation process in schools. They should
understand fully the need for change and the implementation
process. They should be ready to assist the teachers and the
students in the implementation. Communication line should be
open to all concerned should the school leaders lead in curriculum
teamwork.

Convincing the parents on the merits of the new curriculum is the

job of the school heads. They should be committed to change and
should employ strategies to meet the needs of the teachers, and
the learners like buildings, books, library, and other needed
resources.
Let us listen to the two school heads on how they understand
their stakes on the curriculum.

Principal: I am a principal of a big central elementary school. It is

part of my function to lead my school in any curriculum Innovation.
First of all. I make sure that my teachers understand the
restructuring or alteration of our school curriculum that is
forthcoming. I also call on the parents to participate in the change
that will happen by keeping them informed. I have to make sure
that materials needed are available for the teachers and students
to me I always keep in mind my role as an instructional leader.

Head Teacher: Leading a small school in a far-flung barrio has its

pros and cons. First, there are few teachers 10 supervise and
fewer students to support. As a proactive school head, I always
see to it that we keep pace with the changes in the school
curriculum. While preparing for the implementation of K to 12. I
realize that change process is inevitable. My teachers have to be
retrained to and their attitudes should be changed I am responsible
in seeing to it that the curriculum is implemented as t should be
and at the end of the yean our school can show evidence that
learning has taken place as designed by the K to 12 recommended
curriculum.

4. Parents

Parents are significant school partners. Besides the students,

teachers and school administrators, play an important role in
curriculum implementation. When children bring home a homework
from school, some parents ents are unable to help. Schools need
to listen to parents' concerns about school curriculum like
textbooks, school activities, grading systems and others. Schools
have one way of engaging parents' cooperation through Brigada
Eskwela. In this event, parents will be able to know the situation in
the school. Most often parents volunteer to help. They can also be
tapped in various co-curricular activities as chaperones to children
in Boy and Girl Scouting, Science Camping and the like. Parents
may not directly be involved in curriculum implementation, but they
are formidable partners for the success of any curriculum
development endeavor.
How do parents help shape the curriculum in schools? Here are
some observations.

• The school composed of parents who are positively involved in

school activities have better achievement than schools with
uninvolved parents. Disciplinary problems are minimal, and
students are highly motivated. When parents take interest in their
child's learning, they become closer to the school.

• The home is the extended school environment. In lifelong

learning, the achieved learning in schools is transferred at home.
Thus, the home becomes the laboratory of learning. Parents see to
it that what children learn in school are practiced at home. They
follow up lessons, they make available materials for learning and
they give permission for the participation of their children.
• In most schools, parent associations are organized. This is being
encouraged in School Based Management. In some cases, this
organization also includes teachers to expand the school learning
community. Many school projects and activities are supported by
this organization. This is considered as the best practice in most
performing schools.

5. Community as the Curriculum Resources and a Learning

Environment

"It takes the whole village to educate the child" goes the statement
of former First Lady Hillary Clinton. What do you think of this
statement?
Yes, it is true that the school is in the community, hence the
community is the extended school ground, a learning environment.
All the barangay leaders, the elders, others citizens and residents
of the community have a stake in the curriculum. It is the bigger
school community that becomes the venue of learning. The rich
natural and human resources of the community can assist in
educating the children. The community is the reflection of the
school's influence and the school is a reflection of the community
support.

6.Other Stakeholders in Curriculum Implementation and

Development

Some stakeholders may not have direct influence on the school

curriculum. These are agencies and organizations that are involved
in the planning, design, implementation and evaluation of the
school curriculum. To name a few, the list follows.

6.1 Government Agencies

DepEd, TESDA, CHED- trifocalized agencies that have regulatory

and mandatory authorities over the implementation of the curricula.
Professional Regulation Commission (PRC) and Civil Service
Commission (CSC)- the agency that certifies and issues teacher
licenses to qualify one to teach and affirms and confirms the
appointment of teachers in the public schools.

Local Government Units (LGU) include the municipal government

officials and the barangay officials. Some of the teachers are paid
through the budget of the LGUs. They also construct school
buildings, provide equipment, support the professional
development teachers and provide school supplies and books.
They are the big supporters in the implementation of a school
curriculum

6.2 Non-Government Agencies

Non-government agencies are organizations and foundations that

have the main function to support education. To name a few, this
includes the following:
-Gawad Kalinga (GK) to build communities means to include
education. The full support of GK in early childhood education is
very significant. In each village, a school for pre-school children
and out-of-school youth have been established.
-Synergia an organization/foundation that supports basic education
to elevate education through Reading, Science, Mathematics and
English.
-Metrobank Foundation - supports continuing teacher development
programs

Professional Organizations like Philippine Association For

Teachers and Educators (PAFTE), State Universities and Colleges
Teacher Educators Association (SUCTEA), National Organization
of Science Teachers and Educators (NOSTE), Mathematics
Teachers Association of the Philippines (MTAP) and many more.
 A school curriculum, whether big or small is influenced by many
stakeholders. Each one has a contribution and influence in what
should replace, modify and substitute the current curriculum. Each
one has a significant mark in specific development and change
process of curriculum development.

Make an interview protocol on the Roles of Stakeholders.

Category: Student and Teacher
Name of interviewer:_______________
Name of interviewee:_______________
Name of School___________________

Lead Questions:

1. What do you know about the curriculum that is taught in the

school?
2. Are you involved in the activities in the school? How?
Application 3. Why do you get involved in the school activities?
4. Do the activities contribute to the learning achievement of the
students?
5. What is your most important involvement that contributed to the
learning of students? Give specific example
6. Would you like to continue what you are doing for the school
curriculum? Why?

Note to interviewers:
1. You may use tape recorder of write on your field notebook their
answers.

2. Consolidate the answers and write in paragraph form your report

for the individual samples.
Closure Good job. You are done with all the lesson in this module. I am
expecting that you will use all the knowledge you learn from this
module to the next lesson.