Assessing Curriculum Lec 3

ASSESSING THE
CURRICULUM
PURPOSE OF CURRICULUM ASSESSMENT
process of collecting
information for use in
evaluation
data collected or obtained
through various processes will
be analyzed for important
decision making process
HENCE,
Assessing the curriculum

focuses on the
continuous process of
assessment from the
intended to the
implemented and the
achieved curriculum.
INTENDED CURRICULUM
planned objectives,
goals and purposes
answers what the
curriculum maker
wants to do
INDICATORS
Are the objectives achievable
within the learners’
developmental levels?
Can the objectives be
accomplished within the time
frame?
Are the resources adequate to
accomplish the objectives?
Are the objectives specific and
clear?
Are there ways of measuring
the outcomes of the
objectives?
Are the objectives
observable?
Are the objectives doable?
Are the objectives relevant?
Overall, are the objectives
SMART?
IMPLEMENTED CURRICULUM
various learning
activities
experiences of the
students in order to
achieve the intended
curricular outcomes
lotsof activities are done but
these do not accomplish the
stated objectives
there are extra activities
made but are not specified in
the activities set at the
beginning of the term.
TO ASSESS THE IMPLEMENTED CURRICULUM, THE
FOLLOWING QUESTIONS CAN BE ADDRESSED:
 Are the learning activities congruent with the

stated objectives?
 Are the materials and methods appropriate for
the objective set?
 Does the teacher have the skill to implement the
activities or use the strategy?
 Does the teacher utilize the various ways of doing
to complement the learning styles of the
students?
 Are there alternative activities for the learners to
do to accomplish the same objectives?
Are there activities provided to
address individual differences?
Do the activities provide maximum
learning experiences?
Do the activities motivate the
learners to do more and harness
their potentials?
Do the activities utilize multiple
sensory abilities of the learners?
Do the activities address multiple
intelligences of the learners?
ACHIEVED CURRICULUM
 curriculum outcomes based on the first

two types of curriculum, the intended
and the implemented.
 The product
 It can be the learning outcomes
 material product itself
 It is usually described by test scores or

other performance indicators measured
by evaluation tools.
INDICATORS
 Do the learning outcomes achieved by the
learners approximate the level of
performance set at the beginning of the
curriculum?
 Are the learning outcomes achieved
higher or lower than the objectives set?
 Do the achieved learning outcomes reflect
the knowledge, skills, attitudes and skills
intended to be developed?
How many percent of the
learners in the same class
perform higher than the level set
at the beginning?
Do the curricular outcomes
reflect the goals and the
aspirations of the community
where the curriculum was
implemented?
Criteria for Curriculum
Assessment
CRITERIA
are set of standards upon
which the different
elements of the curriculum
are being tested
Goals/Objectives and
Instruction
GOALS AND OBJECTIVES : PURPOSES
Give direction (where to go?)

To meet the requirements
(policies and standards)
Best possible education
Monitor progress of students
To motivate students to learn
Feel a sense of competence
(when goals are attained)
ELEMENTS OF GOALS AND OBJECTIVES
1. CONTENT
2. BEHAVIOR
3. CRITERION
4. CONDITION
GENERAL CRITERIA FOR WRITING EFFECTIVE
GOALS/OBJECTIVES
 Are the objectives syntactically correct?
 Do the objectives comply with the legal
requirements?
 Do the objectives past the stranger test?
(reliability)
 Do the objectives address both knowledge and
behavior?
 Do they pass the “so-what” test? (speaks of
validity)
 Are the objectives aligned? (Individualization)
 Do they make common sense? (not descriptions of

what the teacher will do or the processes to follow)
THEREFORE,
PURPOSE
The criteria will
determine the different
levels of competencies or
proficiency of acceptable
task performance.
Items Yes No
1. Do the goals/objectives represent an important

learning outcome that is a priority for this student?
2. Is there a goal written for each area of need
stated in the present level of performance?
3. Are the goals realistic in the sense that they can
be accomplished in one year?
4. Are the goals and objectives easily measured?
5. Are there multiple objectives representing
intermediate steps to each goal?
6. Are the goals and instructional objectives
appropriately calibrated ?
7. Are the goals and instructional objectives useful
for planning and evaluating instructional
programs?
CRITERIA: INSTRUCTION
Supplantive Approach Generative Approach
Direct instruction Constructivist or
developmental
Explicit directions and Facilitator
explanations
Linking information Helping students to
construct their own
ideas
Learning can be Learning is socially
induced through constructed
instruction
LET’S DISCUSS
Underlying beliefs about how to

teach
Underlying beliefs about what is
taught
The student
The task
The setting
What are Marks of a
Good Curriculum?
Characteristics of a good curriculum
Criteria for Evaluation Purposes by J. Galen
Saylor
1. A good curriculum is
systematically planned and
evaluated.
 A definite organization is responsible
for coordinating planning and
evaluation.
 Steps in planning and evaluation are
logically defines 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 interests
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 pupil’s
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 situations.
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 and teacher-pupil interactions.
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.
 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 school attempts to follow up its former students
both as a service to them and for evaluative data.
IN SUM, A GOOD CURRICULUM…
 Is Continuously evolving
 Is Based on the needs of the people
 Is Democratically conceived
 Is The result of long-term effort
 Is Complex of details
 Provides for the logical sequence of subject

matter
 Complements and cooperates with other
programs
 Has educational quality
 Has administrative flexibility

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ASSESSING THE

Assessing the curriculum

 Are the learning activities congruent with the

 curriculum outcomes based on the first

 It is usually described by test scores or

Give direction (where to go?)

 Do they make common sense? (not descriptions of

1. Do the goals/objectives represent an important

Underlying beliefs about how to

 The faculty has defined comprehensive

 Curriculum guides encourage teachers to

 Is The result of long-term effort

 Provides for the logical sequence of subject

 Has administrative flexibility

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