MODULE IV

Assessing the Curriculum

Criteria for Curriculum Assessment

CRITERIA FOR
CURRICULUM
ASSESSMENT DEFINED

Criteria
A set of standards to be
followed in assessment.
As they apply to curriculum,
criteria are set of standards
upon which the different
elements of the curriculum
are being tested.

Criteria
will determine the different
levels of competencies or
proficiency of acceptable
task performance

CRITERIA FOR GOALS

AND OBJECTIVES

Goals and objectives

are statements of
curricular expectations.
are sets of learning
outcomes specifically
designed for students.

Objectives
indicate clearly what the
students will learn after
instruction
has
taken
place.

Goals and objectives are

formulated and specified for the
following purposes:

1. To have focus on
curriculum and instruction
which give direction to
where students need to go.

Goals and objectives are

formulated and specified for the
following purposes:

2. To meet the requirements

specified in the policies and
standards of curriculum
instruction.

Goals and objectives are

formulated and specified for the
following purposes:

3. To provide the students the

best possible education
and describe the students
level of performance

Goals and objectives are

formulated and specified for the
following purposes:

4. To monitor the progress

of students based on the
goals set.

Goals and objectives are

formulated and specified for the
following purposes:

5. To motivate the students

to learn and the teachers to
be able to feel a sense of
competence when goals are
attained.

CRITERIA FOR GOALS AND

OBJECTIVES
For goals and objectives to be
formulated, criteria on certain
elements should be included
according to Howell in Nolet in
2000.

1. Content- From the objectives,

what content should students
learn?

2. Behavior- What will students do to

indicate that they have learned?

3. Criterion- What level of

performance should the students have
to master the behavior?

4. Condition- Under what

circumstance should the students
work in order to master that behavior?

Writing effective goals and

objectives should also use the
following general criteria.
1. Are the general objectives
syntactically correct?Syntactic Correctness
See if it has all its parts
Teachers need to include logically
the elements: content, behavior,
criteria and conditions

2. Do the objectives comply with

the legal requirements of the
course of subjects?- Compliance
with legal requirements
There should be a direct relationship
between the annual goals and the
students present levels of
educational performance.

The annual goals should describe

what the learners can reasonably
be expected to accomplish within a
given appropriate instructional
resources.
Short term instructional objectives
should be stated so clearly so that
it is obvious how we would measure
to see if the objectives are met.

The objectives should describe a

sequence of intermediate steps
between a childs present level of
educational performance and the
annual goals that are established.

4. Do the objectives address both

knowledge and behavior?- Both
knowledge and behavior are
addressed
The confusion between knowledge
and behavior: although it is knowledge
that we are most often trying to
transmit, we need to see behavior to
know if we have succeeded.

3. Do the objectives pass the

stranger test?- The Stranger
Test
Goals and instructional objectives
must be measurable so that their
status can be monitored.
The simplest way to judge if a goal or
objective can be reliably measured is
to apply the stranger test (Kaplan,
1995).

The statement of behavior

must be in an objective to provide
a measurable indicator of learning.
But it is the learning, not the
behavior, that is of primary
importance to most teachers.

5. Do they pass the so-what

test?- The So-What Test
(validity)
Because the purpose of education is
to prepare people to be socially
competent, the so-what test asks
whether the goals and instructional
objectives are important.

Good objectives specify outcomes

that will benefit students by
teaching them things that are
socially significant (Ensminger
& Dangel, 1992) and not simply
make life easier for parents and
teachers.

To pass the so-what test, an

objective should act to develop,
rather than to suppress,
behavior. In cases where behaviors
need to be suppressed, goals and
objectives should include alternate
positive behaviors (Kaplan, 200;
Martin & Pear, 1996; Sulzer-Azaroff
& Mayer, 1991).

6. Are the objectives aligned?Individualization

Appropriate goals and instructional
objectives are derived from
assessment data. They must be
aligned with the students present
level of educational performance
and students goals.

7. Do they make common sense?Common Sense

Instructional objectives dont have to
fit into one sentence and trying to
make them do so can be very
confusing. Objectives tell what the
students will learn, not descriptions
of what the students will follow to
learn.

CRITERIA FOR ASSESSMENT

OF INSTRUCTIONS

Instruction refers to the

implementation of the
objectives. It is concerned with
the methodologies and
strategies of teaching.

The two approaches to

instruction:
1. Supplantive Approachreferred to as direct
instruction (Adams &
Englemann,1996).
2. Generative Approachreferred to as constructivist
or developmental.

Supplantive Approach
The teacher attempts to promote
learning by providing explicit
directions and explanations
regarding hw to do a task.

Supplantive Approach
The teacher assumes primary
responsibility for linking new
information with the students
prior knowledge and ultimately
whatever the students learn.

Supplantive Approach
Information is presented in an
ordered sequence in which
component subskills are taught
directly or a foundation for later
tasks.
This approach to instruction is
highly teacher-directed.

Generative Approach
The teacher functions as a
facilitator who takes a less central
role in a learning process that is
student-directed (Ensminger &
Dangel, 1992).

Generative Approach
The teacher provides opportunities
for the students to make own
linkages to prior knowledge and to
devise her own strategies for work.

Generative Approach
It is constructivist because much
of its emphasis is on helping
students to construct their own
educational goals and experiences as
well as the knowledge that results.
Information is presented on a
schedule determined by students
interests and goals.

Generative Approach
Subskills may not be taught
explicitly
Pre-requisites for more complex
information are expected to be
learned as a consequence of the
larger understanding students
would be guided to construct.

Generative Approach
Learning is assumed to be socially
constructed out of the interaction
between the students innate and
predisposition and the social
context in which the student lives.

Generative Approach
But advocates of the generative
approach sometimes take a restrictive
view of social context In which the
student lives (Stone, 1996). Often, they
do not seem to view teachers and
classrooms as part of the social context.
Therefore they see intentional
instruction by teachers (or parents) as
unnatural or meaningful.

WHAT ARE CURRICULUM

CRITERIA?

WHAT ARE CURRICULUM

CRITERIA?
Curriculum criteria are
guidelines on standard for
curriculum decision making.

The objectives of a curriculum

or teaching plan are the
most important curriculum
criteria, since they should be
used in selecting learning
experiences and in evaluating
learning achievement.

The criteria are stated in the

form of questions as follows:
1. Have the goals of the curriculum
or teaching plan been clearly
stated; and are they used by
teachers and students in choosing
content, materials and activities
for learning?

2. Have teacher and students

engaged in student-teacher
planning in defining the goals and
in determining how they will be
implemented?

3. Do some of the planned goals

relate to the society or the
community in which the
curriculum will be implemented or
the teaching will be done?

4. Do some of the planned goals

relate to the individual learner and
his or her needs, purposes,
interest and abilities?

5. Are the planned goals used as

criteria in selecting and developing
learning materials for instruction?
6. Are the planned goals used as
criteria in evaluating learning
achievement and in the further
planning of learning sub goals and
activities?

According to Hass and Parkay (1993),

individual differences, flexibility and
systematic planning are criteria that
depend in part on knowledge of the
different approaches to learning. The
criterion are as follows:

Does the curriculum or teaching

plan include alternative
approaches and alternative
activities for learning?

Have the different learning theories

have been considered in planning
alternative activities for learning?
Has the significance of rewarded
responses, transfer, generalization,
advance organizers, self-concept,
meaningfulness of the whole, personal
meaning, imitation, identification and
socialization been considered in the
following?

WHAT ARE CHARACTERISTICS

OF A GOOD CURRICULUM?
A good curriculum must possess specific
characteristics in the pursuit of the
aims of education the schools are to
pursue. A good curriculum includes
the following:

1.The curriculum is continuously

evolving.

2. The curriculum is based on the

needs of the people.
3. The curriculum is democratically
conceived.
4. The curriculum is the result of
long-term effort.
5. The curriculum is a complex of
details.

6. The curriculum provides for the

logical sequence of subject matter.
7. The curriculum complements and
cooperates with other program of the
community.
8. The curriculum has educational
quality.
9. The curriculum has administrative
flexibility.

WHAT ARE MARKS OF A GOOD

CURRICULUM?
Some marks of a good curriculum
which may be used as criteria for
evaluation purposes given by J.
Galen Saylor:

1. A good curriculum is systematically

planned and evaluated.
A definite organization is
responsible for coordinating and
planning and evaluation.
Steps in planning and evaluation
are logically defined and taken.
Ways or workings utilize the
contributions of all concerned.

2. A good curriculum reflects

adequately the aims of the school.
The faculty has defined
comprehensive educational aims.
The scope of the curriculum
includes areas related to all stated
aims.
Each curriculum opportunity is
planned with reference to one or
more aims.

 In planning curriculum
opportunities from year to year
and in each area, teachers
consider the total scope of aims.

3. A good curriculum maintains

balance among all aims of the school.
The curriculum gives attention to
each aim commensurate with its
importance.
The total plan of curriculum
opportunities in basic areas, school
activities and special interest reflects
careful planning with respect to all
aims.

 The total plan of curriculum

opportunities in basic areas,
school activities and special
interest reflects careful planning
with respect to all aims.
Guidance of each individual helps
provide him with a program which
is well-balanced in terms of his
needs and capacities.

 The school organization, schedule,

and facilities help in giving
appropriate attention to each aim.
Classroom activities and
schedules are arranged so as to
provide a balanced program of
varied learning activities.

4. A good curriculum promotes

continuity of experience.
Provisions are made for the smooth
transition and continuing
achievement of pupils from one
classroom, grade or school to
another.

Curriculum plan in areas which

extend over several years are
developed vertically.
Classroom practices give attention
to the maturity and learning
problems of each pupil.

Cooperative planning and teaching

provide for exchange of information
about pupils learning experiences.

5.A good curriculum arranges learning

opportunities flexibly for adaptation to
particular situations and individuals.
Curriculum guides encourage
teachers to make their own plans for
specific learning situations.
Cooperative teaching and planning
utilize many opportunities as they
arise to share learning resources and
special talents.

Time allotments and schedules are

modified as need justifies.
In accordance with their maturity,
pupils participate in the planning of
learning experiences.
The selection of learning
experiences reflects careful
attention to the demands of the
learning situation.

6. A good curriculum utilizes the

most effective learning experiences
and resources available.
Learning experiences are developed
so that pupils see purpose, meaning
and significance in each activity.
Needed available resources are
utilized at the time they are relevant
and helpful.

Use of the right learning resource

for each pupil is encouraged.
Teachers discriminate wisely
between activities which pupils
carry on independently and those
in which teacher-pupil interaction
is desirable.

7. A good curriculum makes maximum

provision for the development of each
learner.
The program provides a wide range of
opportunities for individuals of
varying abilities, needs, and
interests.
Extensive arrangements are made for
the educational diagnosis of
individual learners.

Extensive arrangements are made for

the educational diagnosis of individual
learners.
Self-directed, independent study is
encouraged wherever possible and
advisable.
Self-motivation and self-evaluation are
stimulated and emphasized
throughout the learning opportunities
of the school.

The curriculum promotes

individual development rather
conformity to some hypothetical
standard.

The school attempts to follow

up its former students both as
a service to them and for
evaluative data.

WHAT IS EVALUATION?
Evaluation is the process of
determining the value of something
or the extent to which goals are
being achieved.

EVALUATION
a process of making a decision or
reading a conclusion. It involves
decision-making about a student
performance based on information
obtained from an assessment
process.

Assessment is the process of

collecting information by reviewing
the products of student work,
interviewing, observing, or testing.

Evaluation is the process of using

information that is collected
through assessment. The ultimate
purpose of any evaluation process
that takes place in schools is to
improve student learning.

EVALUATION
entails a reasoning process ,that is
based on influence.

 Inference is the process of arriving

at a logical conclusion from a body
of evidence. It usually refers to the
process of developing a conclusion
on the basis of some phenomenon
that is not experienced or observed
directly by the person drawing the
inference.

Evaluation
is the judgment we make about the
assessment of student learning
based on established criteria. It
involves a process of integrating
assessment information from
various sources and using this
information to make inferences
about how well students have
achieved curriculum expectations.

Evaluation
involves placing a value on and
determining the worth of student
assessment.
usually made so that the progress
can be communicated to students
and parents. (www.cals_ncsu.edu)

Evaluation provides informationa) Directly to the learner for

guidance
b) Directly to the teacher for
orientation of the next
instruction activities
c) Directly to external agencies for
their assessment of schools
functioning in the light of the
national purpose.

WHAT IS
CURRICULUM EVALUATION?
Curriculum Evaluation focuses on
determining
whether
the
curriculum as recorded in the
master plan has been carried out
in the classroom.

WHAT IS
CURRICULUM EVALUATION?
Curriculum Evaluation is the process
of obtaining information for judging
the
worth
of
an
educational
program,
product,
procedure,
educational
objectives
or
the
potential
utility
of
alternative
approaches
designed
to
attain
specific
objectives
(Glass
and
Worthem, 1997).

In evaluating a curriculum, the

following key questions are usually
asked:
1. Are the objectives being
addressed?
2. Are the contents being presented
in the recommended sequence?

3. Are the students being involved in

the
suggested
instructional
experiences?
4. Are the students reacting to the
contents?

FORMATIVE AND SUMMATIVE

EVALUATION
Summative evaluation is
evaluation that takes place at the
end of the unit or section of
instruction. It takes place at the
end of the lesson or project and
tells the evaluator what has
happened. It sums-up the
learning.

Formative evaluation takes place

during the lesson or project and
tells the evaluator what is
happening. It is ongoing and yields
information that can be used to
modify the program prior to
termination. (Howel & Nolet, 2000).

Thank you for

listening!

REFERENCES
www.google.com
Bilbao, P. P., Lucido, P. I., Iringan, T. C.
& Javier, R.B. Curriculum
development (2008). Quezon City,
Philippines: Lorimar Publishing Inc.