Curriculum

Development
 Curriculum from Traditional Points of
View
Robert M. • He views curriculum as
Hutchins permanent studies
• 3Rs for Basic Education
• Liberal Education for College

Arthur Bestor • Intellectual training

• Fundamental disciplines of
grammar, literature and writing.
• It includes Math, Science,
History, and Language
Curriculum from Traditional Points of View
Joseph Schwab • Sole source of curriculum is
discipline, thus the subject
areas such as Science,
Mathematics, Social Studies,
English, and many more.
• He coined the word discipline
as a ruling doctrine for
curriculum development
Phillip Phenix • Curriculum should consist
entirely of knowledge which
comes from various
disciplines.
Curriculum from Progressive Points of
View
John Dewey • Education is
experiencing
• Reflective thinking is a
means that unifies
curricular elements
tested by application
Holin Caswell and Kenn • Viewed curriculum as all
Campbell experiences children
have under the guidance
of teachers
Curriculum from Progressive Points of View
Othaniel Smith, • Sequence of
William Stanley, and potential experiences
Harlan Shore
Collin Marsh and • Viewed curriculum as
George Willis all the experiences in
the classroom which
are planned and
enacted by the
teacher and also
learned by the
teachers.
 What is curriculum?
• It is what is taught in school, a set of subjects,
a content, a program of studies, a set of
materials, a sequence of courses, a set of
performance objectives, everything that goes
within the school.
 What is curriculum?
• It is what is taught inside and outside of
school directed by the teacher, everything
planned by school, a series of experiences
undergone by leaners in school, or what
individual learner experiences as a result of
school.
 What is curriculum?
• Curriculum is the total learning
experiences of the learner, under
the guidance of the teacher.
 Approaches to School Curriculum
1. Curriculum as a CONTENT.
2. Curriculum as a PROCESS.
3. Curriculum as a PRODUCT.
 Approaches to School Curriculum
Curriculum as a CONTENT • The focus is the body of
knowledge.
• Teaching will be limited
to the acquisition of
facts, concepts, and
principles of the subject
matter.
Curriculum as a PROCESS • Practice of teaching.
• Instruction,
implementation, and
teaching
Curriculum as a PRODUCT • Achieved learning
outcomes
 Ways of Presenting Content in
Curriculum
• Topical Approach
• Concept Approach
• Thematic Approach
• Modular Approach
Criteria in the Selection of Content
1. Significance Means of developing cognitive, affective,
and psychomotor skills of the learner
2. Validity Authenticity. Content which may be valid in
its original form may not continue to be valid
in the current times.
3. Utility Usefulness.
4. Learnability Based on psychological principles of learning
5. Feasibility Can the content be learned within the time
allowed, resources available, expertise of the
teachers, and the nature of the learners?
6. Interest
GUIDE in the Selection of Content
1. Commonly used in the daily life.
2. Appropriate to the maturity levels and
abilities of the learners.
3. Related to other subject fields or
discipline for complementation and
integration.
4. Important in the transfer of learning to
other disciplines.
 Principles of Curriculum Content
Balance Not too much or too little within the
time allocation.
Fair distribution of the content across
subjects
Articulation Seamless flow of content vertically or
horizontally in the curriculum.
Sequence Arrangement of the content. From
easy to complex, known to unknown.
 Principles of Curriculum Content
Integration Relatedness or connectedness to
other contents.
Allowing the transfer of content to
other fields.
Continuity Constant repetition, reinforcement and
enhancement of the content.

Enduring and perennial content, from

past to future.
Curriculum Development Process
Curriculum • Vision/Mission/Goals
• Philosophy of the school
Planning

Curriculum •
•
Content
Learning Experiences/Activities
Designing • Procedure
• Assessment

Curriculum • The action takes place.

Implementing • Activities that transpire inside the classroom

Curriculum • Assessment
• Evaluation
Evaluating
 Foundations of Curriculum
• Philosophical
• Historical
• Psychological
• Social
 Philosophical Foundation
• What are schools for?
• What subjects are important?
• How should students learn?
• What methods should be used?
• What outcomes should be achieved? Why?
 Philosophical Foundation

Perennialism • Cultivate intellect

• HOTS
• Use of great books
(Bible, Koran,
Classics) and
Liberal Arts
 Philosophical Foundation

Essentialism • Intellectual growth

• Teachers are sole
authorities
• 3Rs
• Back to basic
 Philosophical Foundation

Progressivism • Democratic social

living
• Learner-centered;
outcomes-based
 Philosophical Foundation
Reconstructionism • Improve and
reconstruct society
• Teachers as agent
of change
• The focus is on the
present and future
educational
landscape
 Historical Foundation

• Chronological development
 Historical Foundation
Franklin Bobbit • He started the curriculum
development movement.
• Curriculum is a science
• Learners for adult life
• Objectives and activities
should group together
when tasks are clarified
 Historical Foundation
Werret Charters • Emphasizes
students’ needs
• Objectives and
activities should
match.
 Historical Foundation
Harold Rugg  Emphasized
Social Studies
and suggested
that the teacher
plans curriculum
in advance.
 Historical Foundation
Harold Rugg  Emphasized
Social Studies
and suggested
that the teacher
plans curriculum
in advance.
 Historical Foundation
Hollis Caswell  Curriculum is a
set of
experiences
 Curriculum,
instruction and
learning are
interrelated.
 Historical Foundation
Ralph Tyler  Educate
generalists not
specialists
 Historical Foundation
Hilda Taba  Concept
development
and critical
thinking in Social
Studies
curriculum
 Historical Foundation
Peter Oliva • Group activity
• Cooperative
endeavor
 Psychological Foundation
• Basis to understand the teaching and learning
process.
 Psychological Foundation
Ivan Pavlov • S-R Theory
• The father of
classical conditioning
 Psychological Foundation
Edward Thorndike • Laws of learning
• Connectionism
Theory
 Psychological Foundation
Jean Piaget • Cognitive development
• Assimilation-
incorporation of new
experience
• Accommodation-
learning modification
and adaptation
• Equilibration-balance
bet. Previous and later
learning
 Psychological Foundation
Lev Vygotsky • Learning precedes
development
• The child is an active
agent in the
educational process.
 Psychological Foundation
Howard Gardner • Multiple intelligences

Daniel Goleman • EQ
 Humanistic Psychology
Gestalt • Learners will perceive
something in relation
to the whole.
 Social Foundations of Curriculum
John Dewey • Theory of human needs

Alvin Toffler • Home Schooling

• Knowledge should
prepare students for
the future.
Peter Oliva’s 10 Axioms for Curriculum
Designers
1. Curriculum change is inevitable, necessary,
and desirable.
2. Curriculum is a product of its time.
3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes.
4. Curriculum change depends on people who
will implement the change.
5. Curriculum Development is a cooperative
group activity.
Peter Oliva’s 10 Axioms for Curriculum
Designers
6. Curriculum development is a decision-making
process made from choices of alternatives.
7. Curriculum Development is an on-going process.
8. Curriculum Development is more effective if it is
a comprehensive process, rather than a
“piecemeal”.
9. Curriculum Development is more effective when
it follows a systematic process.
10. Curriculum Development starts from where the
curriculum is.
 Curriculum Design
• Syllabus
• Lesson Plan
• Unit Plan
• Course Design
Components of Curriculum Design
1. Behavioral Objectives or Intended Learning
Outcomes
2. Content/Subject Matter
3. References
4. Teaching and Learning Methods
5. Assessment/Evaluation
 Behavioral Objectives or Intended
Learning Outcomes
• These are the reasons for undertaking the
learning lesson from the student’s point of
view; it is the desired learning outcomes to be
accomplished in a particular learning episode,
engaged in by the learners under the guidance
of the teacher.
 Content/Subject Matter
• It should be relevant to the outcomes of the
curriculum
• It should be appropriate to the level of the
lesson or unit.
• It should be up to date.
 References

• References tell the source or where the

subject matter has been taken.
• It must bear the name of the author/s and the
publication/s.
 Teaching and Learning Methods
• These are the activities where learners derive
experiences.
 Assessment/Evaluation
• Self assessment- students learn to monitor
and evaluate their own learning.
• Peer assessment – students provide feedbacks
on each other’s learning.
• Teacher assessment – the teacher prepares
and administers the test and gives feedbacks
on the performance of the learners.
Types of Curriculum Design Models
Subject-Centered Learner-Centered Problem-Centered
Design Design Design
1. Subject Design 1. Child-Centered 1. Life-Situation
2. Discipline Design Design Design
3. Correlation 2. Experience- 2. Core=Problem
Design Centered Design Design
4. Broad Field 3. Humanistic
Design/Interdisci Design
plinary
 Lesson 3
Curriculum Mapping
Learning Objectives:
– Define curriculum mapping as part of curriculum
designing.
– Identify the purposes of curriculum maps.
– Familiarize oneself of some examples of
curriculum maps.
 Sharing Time
• Share about your most significant experience
during your field observation in school
assigned to you.
• Does the experience contribute to your
understanding of the K to 12 curriculum?
 Curriculum Mapping
• Curriculum Mapping • Curriculum Map
– A process or procedure. – Visual timeline that
– It is done before outlines the desired
curriculum learning outcomes.
implementation. – It reflects the content,
– It is an on-going process skills, values, duration,
or “work-in-progress” and assessment.
– Introduced by Heidi – It is geared towards the
Hayes Jacobs in 2004. School Calendar.
 Activity

Curriculum Mapping
 The
Curriculum
Guide and
Its Parts
What is a Curriculum Guide?
• summarizes what learning should be achieved
in what grades or over certain grade spans. It
plots the road map that each learner must
follow.
 follows a spiral progression where
content, content standards, performance
standards are given emphasis based on the
learning styles.
 covers competencies where strategies and
activities are concretized and actualized
in the TGs and LMs
CONTENT • Refers to the topical coverage of a particular
subject in a grade level in a given period
(vertical logic)
 CONTENT • Identifies and set the essential
STANDARDS understandings that should be
learned in a specific period
• Covers specified scope of
sequential topics within each
learning strand, domain, theme,
or component.
• Content standards answer the
question:
What should the learners know,
do and understand?
 • Describe the abilities and
PERFORMANC skills that learners are
ESTANDARDS expected to demonstrate
in relation to the content
standards and integration
of 21st century skills
• The integration of
knowledge,
understanding, and skills
is expressed through
creation, innovation and
adding value to
products/performance
during independent work
or in collaboration with
others.
PERFORMANC • What can learners do
ESTANDARDS with what they know?
• How well must learner do
their work?
• How well do learners use
their learning or
understanding in
different situations?
• How do learners apply
their learning or
understanding in real-life
contexts?
• What tools and measures
should learners used to
demonstrate what they
know?
• Refer to the knowledge, LEARNING
COMPETENCY
understanding, skills and
attitudes that students need
to demonstrate in every
lesson or learning activity
 Coding Legend
LEGEND SAMPLE
Learning Area and
Strand/ Subject or Mathematics
First Entry M2
Specialization
Grade Level Grade 2
Domain/Content/
Uppercase Letter/s Patterns and Algebra NS
Component/ Topic

Roman Numeral
*Zero if no specific Quarter Second Quarter I
quarter
Lowercase Letter/s
*Put a hyphen (-) in
between letters to Week Week one a
indicate more than a
specific week

Arabic Number Competency 2

Value of Spiral Curriculum

• Reinforcement
• A move from simple to
complex
• Integration
• Logical sequence
• High level objectives
• Flexibility
 •Creativity and curiosity
Learning and •Critical thiking, problem solving and risk taking
Innovation Skills •Adaptability, managing complexity and self direction
•Higher order thinking and sounding reasoning

Information, •Visual and information literacies

•Media literacy
Media and •Basic, scientific, economic and technological literacies
Technology Skills •Multicultural literacy and global awareness

Effective •Teaming, collaboration, and interpersonal skills

•Personal, social, and civic responsibility
Communication •Interactive communication
Skills •Life and Career Skills

•Initiative and self-direction

Flexibility and •Social and cross cultural skills
Adaptability •Productivity and accountability
•Leadership and responsibility
 Chapter 3
• Implementing the Curriculum
– Lesson 1
• Implementing the Designed Curriculum as a Change
Process
– Lesson 2
• Implementing a Curriculum Daily in the Classroom
– Lesson 3
• The Role of Technology in Delivering the Curriculum
– Lesson 4
• Stakeholders in the Curriculum
 Lesson 1

Implementing the Designed Curriculum as a

Change Process

• Define curriculum implementation.

• Analyze what is change process in curriculum
implementation.
• Explain the process of curriculum
implementation
 Curriculum Implementation
• Putting into practice the written curriculum.
• Putting the curriculum into operation with the
different implementing agents.
 Curriculum Implementation as a
change process
• Process that ensures that the curriculum
brings about something different and better
than before in the desired learning outcomes.

-In the change model of Kurt Levin’s Force Field

Theory, change occurs when the driving force
overpowers the restraining force.
 Categories of Curriculum Change
1. Substitution Complete overhaul; changing old with
entirely new one
2. Alteration Minor change to the current curriculum

3. Restructuring Major change like the K to 12

4. Perturbations Changes that are disruptive ;example :

change in class schedule to catch with the
Test Schedule.
5. Value Shift in the emphasis.
Orientation
 Elements of Curriculum Change
1. Developmental Develop perspectives, increase
integration and make learning
autonomous, create a climate of
openness and trust, and appreciate
and affirm strengths of teachers.
2. Participatory Involvement of the stakeholders.

3. Supportive Material support; human support;

institutional support
Lesson 2
Implementing a Curriculum Daily in the Classroom

• Review the components of the daily lesson

plan for teaching.
• Identify intended learning outcomes.
• Match learning outcomes with appropriate
teaching methods.
Taxonomies of the Cognitive Domain
Levels of Knowledge – The first three of these levels
were identified in the original work, but rarely
discussed or introduced when initially discussing uses
for the taxonomy. Metacognition was added in the
revised version.
1. Factual Knowledge – The basic elements students must
know to be acquainted with a discipline or solve problems.
2. Conceptual Knowledge – The interrelationships among the
basic elements within a larger structure that enable them to
function together.
3. Procedural Knowledge – How to do something, methods of
inquiry, and criteria for using skills, algorithms, techniques,
and methods.
4. Metacognitive Knowledge – Knowledge of cognition in
general, as well as awareness and knowledge of one’s own
cognition
 Why, Oh why…
• Planning Lessons is fundamental
in ensuring the delivery of quality
teaching and learning in schools.
• It is the Hallmark of Effective
Teaching.

79
 Let’s agree on the terms
• A lesson is a unified set of
activities that focuses on one
teaching objective at a time.
• A teaching objective states what
the learners will be able to do at
the end of the lesson.”
80
 Let’s agree on the terms
• Instruction refers to the methods of
processes used to direct learning
• Instructional Planning is the process of
systematically planning, developing
evaluating and managing the
instructional process by using
principles of teaching and learning.
81
 Let’s agree on the terms
• Daily Lesson Log (DLL) is a template teachers use
to log parts of their daily lesson. The DLL covers a
week’s worth of lessons and contains the
following parts:
 Weekly Objectives
 Topics
 Materials
 Procedures
 Remarks

82
 Let’s agree on the terms
• Detailed Lesson Plan (DLP) is a
teacher’s roadmap for a
lesson. It contains the
description of the steps a
teacher will take to teach a
particular topic.
83
 Detailed Lesson Plan
•Objectives
•Topic
•Materials
•Procedures
84
 What’s in it?
• content of instruction
• selecting teaching materials
• designing the learning activities
and grouping methods
• deciding on the pacing and
allocation of instructional time
85
 When shall we start ?
• Teachers can plan students’ learning
for a year, a semester, a unit, or a
lesson and secure the coverage of
the curriculum.
• Daily Lesson Preparation is part of
the teacher’s core function as a
facilitator of learning inside the
classroom
86
 Starting it right
• Stating the objectives up front, telling
students and parents how students will be
assessed on those objectives, and then
teaching those objectives, we become more
accountable for student learning.
• Our objectives, assessment instruments, and
teaching strategies become a SYSTEM leading
to quality learning. (Tileston, 2004)

87
 Three-step Process in Instructional Planning (Wiggins
and McTighe ,1998)
• We need to ask what it is that we want students
to know and be able to do as a result of the
learning.
• We must examine how we will know that our
students are learning and that they can perform
tasks as a result of the learning.
• We must identify which instructional practices
will assure us that students learn and that they
can use the information provided.
88
 Instructional Process
Airaisian (1994)

Planning

Assessment of Delivery of
Learning instruction

89
 Why, Oh Why 2....
• Increases a teacher’s chances of
carrying a lesson/teaching a course
successfully.
• Allows teachers to be more confident
before starting a lesson.
• Inculcates reflectve practice as it allows
teachers to think about their teaching.
90
 Why, Oh Why 2....
• Gives opportunities for teachers to reflect on
different strategies that work inside the
classroom including research-based strategies.
• Ensures that teachers truly facilitate learning
and respond to learners’ needs inside the
classroom.
• Helps teachers master learning area content
and helps them teach what students need to
learn.
91
 Plan with the end in mind
Wiggins and McTighe (1998)
suggest a backward design
model for planning that begins
NOT with the lesson, but with
our expectations for the END
RESULT.
92
 Elements Instructional Planning for Effective
Teaching (Stronge, 2007)

• Identify clear lesson and learning

objectives while carefully linking
activities to them.
• Create quality assignments, which is
positively associated with quality
instruction and quality student work.

93
Elements Instructional Planning for Effective
Teaching (Stronge, 2007)
• Plan lessons that have clear goals,
are logically structured, and
progress through the content step-
by-step.
• Plan the instructional strategies to
be used in the classroom and the
timing of these strategies.
94
 Elements Instructional Planning for Effective
Teaching (Stronge, 2007)
• Use advance organizers, graphic organizers,
and the outlines to plan for effective
instructional delivery.
• Consider student attention spans and learning
styles when designing lessons.
• Systematically develop objectives, questions,
and activities that reflect higher-level and
lower-level cognitive skills as appropriate for
the content and the student.
95
 What should be taught?
• Content Standards are the essential
knowledge that students need to learn
• Performance Standards are the abilities and
skills learners need to demonstrate in relation
to the knowledge they have learned
• Learning Competencies are knowledge, skills,
and attitudes learners need to demonstrate in
every lesson

96
 HOW should it be taught?
• Utilize instructional strategies that consider
learners’ varying characteristics such as
o Cognitive ability
o Learning style
o Readiness level
o Socio-economic background
o Ethnicity

97
 HOW should it be taught?
oCulture
oPhysical ability
oPersonality
oSpecial needs
oDifferent ways learners master the
content of a particular learning
area
98
 How should it be assessed?
• Effective teachers do not only prepare lesson
plans, they also prepare an Assessment Plan.
(Formative Assessment Plan)
• Formative Assessment refers to the on-going
forms of assessment that are closely linked to
the learning process. It is characteristically
informal and is intended to help students
identify strengths and weaknesses.

99
 How should it be assessed?
• Assessment should be
integrated into the lesson and
aligned with the lesson
objectives.
• A lesson plan should embody
the unity of instruction and
assessment. 100
 How should it be assessed?
• Teachers need to communicate to the
learners what they are expected to
learn, involve them in assessing their
own learning at the beginning, during
and end of every lesson.
• They need to use data from the
assessment to continually adjust
instruction to ensure attainment of
learning. 101
 BEFORE
• Warm-up/Review—encourages
learners to use what they have
been taught in previous lessons
• Introduction to a new lesson—
focuses the learners’ attention
on the objective of the new
lesson and relates the objective
to their lives
102
 DURING
• Presentation – introduces new information,
checks learner comprehension of the new
material, and models the tasks that the
learners will do in the practice stage.
• Practice – provides opportunities to practice
and apply the new language or information.
• Evaluation – enables the instructor and
learners to assess how well they have
grasped the lesson
103
Instructional Models, Strategies, and Methods

• Direct Instruction
• Indirect Instruction
• Interactive Instruction
• Experiential Instruction
• Independent Study
104
 ICT Integration
ICTs are basically
information –handling tools
that are used to produce,
store, process, distribute
and exchange information
(UNDP 2010)
105
 AFTER
•Wrap up
•Summarize
•Reinforce
106
 Consider these Qs...
• Sequencing—Do the activities
move logically so learners are
progressively building on what
they already know? Do the
activities flow well? Are transitions
between activities smooth?
• Pacing – Are activities the right
length and varied so that learners
remain engaged and enthused? 107
 Consider these Qs...
• Gauging difficulty – Do the learners have
enough skill and knowledge to do the
planned activities? Are the instructions clear?
• Accounting for individual differences – Do the
activities allow for learners of varying proficiency
levels to receive extra attention they might need,
whether below or above the norm? Are all
students actively involved?
108
 Consider these Qs...
• Monitoring learner versus teacher talk – What
is the balance between learner talk and
teacher talk? Does the lesson allow a time for
learners to interact, producing and initiating
language?
• Timing – Was the amount of time allotted
for each part of the lesson sufficient? If the
planned lesson finishes early, is there a
backup activity ready? If the lesson wasn’t
completed as planned, how can the next
class be adjusted to finish the material?”
109
 True or False
1. Assessment is an
integral part of
the Lesson Plan.

110
 True or False
2.DepEd Order No. 42, s 2016
states that teachers who have
worked in the public schools
for two years are not required
to make detailed lesson plans
(DLP).
111
 True or False
3.Writing lesson plans is
an integral part of the
instructional process.

112
 True or False
4.“Research everything
about literature” is a
good example of a good
homework.
113
 True or False

5.Veteran teachers are

only required to make
daily lesson logs
(DLL).
114
 True or False

6.Results of activities
and quizzes should be
graded and recorded.

115
 True or False
7. An assessment
plan is part of
instructional
planning.
116
 True or False
8. Performance and content
standards and learning
competencies are distinct
concepts that should be
treated independently.

117
 True or False

9. Knowing how the 21 st

century learners think

can aid in creating good
lessons and activities.
118
 True or False
10.Customizing the lessons
based on what the
students need to learn is
a good example of
contextualization.
119
Lesson 3
The Role of Technology in Delivering
the Curriculum
• Discuss the role of technology in curriculum
application.
• Enhance the application of outcomes-based
learning with technology both as an aid and a
platform for learning.
• Analyze the significance of systematic lesson
planning with appropriate media.
 Factors in technology selection
• Practicality – cost and availability
• Appropriateness- Is it for learning?
• Suitability – Is it fit to the setting?
• Objective-matching. Does it help in
the achievement of learning?
 The Role of Technology in
Curriculum Delivery
• Upgrade the quality if teaching and learning.
• Increase the capability of the teacher to
deliver instruction.
• Broaden the modes of learning delivery.
• Boost paradigm shift
Lesson 4
Stakeholders in Curriculum
Implementation
• Identify the stakeholders of the curriculum.
• Discuss the roles of the stakeholders of the
curriculum.
 Stakeholders in Curriculum
Implementation
Learners are the core of the curriculum Leaners make the curriculum alive.
Teachers are curricularists Teachers plan, design, teach, implement,
and evaluate the curriculum.
School Leaders are the curriculum School leaders assist teachers and
mangers students and they take the lead in
communicating the progress of the
implementation
Parents They are formidable partners in
curriculum implementation.
Community The community is the reflection of the
school’s influence.
Other Stakeholders Agencies and organizations that are
involved in planning, designing,
implementing, and evaluating the school
curriculum.
 Chapter 4

Evaluating the Curriculum

 Lesson 1

What, Why and How to

Evaluate a Curriculum
 What, Why and How to Evaluate a
Curriculum
• Acquire clear understanding of what is
curriculum evaluation.
• Explain the need to evaluate the curriculum
and how it is being done.
• Expand knowledge about the different
curriculum evaluation models.
 Curriculum Evaluation
Ornstein, A. & A process to gather data
Hunkins. F.(1998) whether to accept, change,
eliminate the whole curriculum
McNeil, J. (1997) Desired results; best
improvement
Gay, L. (1985) To identify weakness and
strengths. To determine the
effectiveness.
Olive, P. (1988) Process of delineating ,
obtaining, and providing useful
information to modify or
eliminate the curriculum.
Reasons for Curriculum Evaluation
• As basis for the intended plan, design and
implementation( needs assessment)
• To tell if it produces the desired results
( monitoring)
• As guide whether it equalled or exceeded the
standards( terminal assessment)
• To provide information for policy
recommendation( decision making)s
 Curriculum Evaluation Models
1. Bradley Effectiveness Model
2. Tyler Objectives Centered Model
3. Daniel Stufflebeam’s CIPP Model
4. Stake Responsive Model
5. Scriven Consumer Oriented Evaluation
 Stake Responsive Model
1. Meets the stakeholders to identify their
perspectives and intentions regarding
curriculum evaluation.
2. Determines the scope of evaluation
3. Observes the curriculum closely to identify
unintended sense and any deviations.
4. Identifies real purposes and various
audiences.
 Lesson 2

Curriculum Evaluation
Through Learning
Assessment
http://activelearner.ca/assessment-as-
learning
 Guide Questions
1. What task is being given for the animals to do?
2. Which animal will require less or more preparation for the task?
Why?
3. Would (some) animals be able to do the task if they are given the
proper training and enough time? Why?
4. What do you think is being assessed here?
5. Is the goal of the assessment clear?
6. Are the criteria for assessment clear?
7. Is the assessment method chosen by the assessor appropriate in this
case?
8. Who else can help determine what assessment method or strategy
can be used?
What is
Classroom
Assessment?
 Classroom Assessment

is an ongoing process of
identifying,
gathering, organizing, &
interpreting information
about what the
learners know and can do.

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 Classroom Assessment

Assessment is a process
used to keep track of the
learners’ progress in
relation to standards
and the development of
21st century skills.

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Principles
of
Classroom
Assessment
 Kinds of Learning Targets
• Knowledge – The facts and concepts we want
students to know and understand.
• Reasoning – Students use what they know to
reason and solve problems
• Skills – Students use their knowledge and
reasoning to act skillfully
• Products – Students use their knowledge,
reasoning, and skills to create something new.
• Dispositions – Students’ display attitudes about
school and learning.

Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom
Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004,
p.75 .
Principle 2: Assessment should be more like instruction

Unity of instruction and assessment

Skills too difficult to master for a

child on his or her own, but can be
done with guidance and
encouragement from a
What is knowledgeable person What is
known LEARNING not known

Source: Magno, 2015

 Kinds of Learning Targets
• Knowledge – The facts and concepts we want
students to know and understand.
• Reasoning – Students use what they know to
reason and solve problems
• Skills – Students use their knowledge and
reasoning to act skillfully
• Products – Students use their knowledge,
reasoning, and skills to create something new.
• Dispositions – Students’ display attitudes about
school and learning.
Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom
Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004,
p.75 .
 Features of the K to 12 Classroom
Assessment

Sources Content Learning Competencies

standards standards

Standards-based
Types Diagnostic Formative Summative
Purpose Assessment for Assessment for Assessment of Learning
Learning Learning

When Before During After

How Written Work Drill & Practice Quarterly Assessment

Taxonomy Before: KPUP Cognitive Process Revised Bloom’s

Dimension Taxonomy
 Types of Classroom Assessment:
Assessment for, of, as Learning

Assessment as Learning
• Assessment as learning focuses on students and
emphasizes assessment as a process of
metacognition (knowledge of one’s own thought
processes) for students.
 Students reflect on their work on a regular basis,
usually through self and peer assessment and
decide what their next learning will be.
 Helps students to take more responsibility for their
own learning and monitoring future directions.
Principle 5: Assessment results should be used by teachers
to help students learn better
• Think about these...
 Are our current approaches to assessment
improving student learning?
 How can we use assessment to help all our
students want to learn?
 How can we help them feel that they are able to
learn?
 How can we be sure that our assessment
instruments, procedures, and scores serve to help
learners want to learn and feel able to learn?
Principle 6: Assessment is a joint process that involves both
teacher and learners

Think about this:

• Do teacher and learners share
agreements about how success is
determined and measured?
1. Assessment should be aligned with objectives,
learning standards, and competencies.
2. Assessment should be more like instruction.
3. Assessment should recognize the diversity of
learners.
4. The Formative Assessment should scaffold the
learners in Summative Assessment.
5. Assessment results should be used by teachers to
help students learn better.
6. Assessment involves both teachers and learners.
 • Standards and competency-
based
What is the • Based on the learner’s

Grading weighted score on summative

assessments

System? • Minimum grade to pass a

learning area is 60, which is
transmuted to 75 in the Report
card
• The lowest mark that can
appear in the RC is 60 for
quarterly Grades and Final
Grades
• Learners from Grades 1 to 12
are graded on
– Written Work
– Performance Tasks
– Quarterly Assessment
 How is the learner’s progress recorded and
computed?
For Kindergarten For Grades 1 to 12
– Specific guidelines to be issued • No required number of
– Checklists and anecdotal written work and
performance task but these
records to be used instead of
must be spread out over
numerical grades the Quarter and used to
– Compilation of learner’s assess learner’s skills after
output: writing samples, each unit has been taught
accomplished activity sheets
and artwork to be kept in a
portfolio
 Steps in Computing the Final Grades
 Step 1: Grades from all student work are added up, resulting to a total
score for each component: Written Work, Performance Tasks, and
Quarterly Assessment. Raw score from each component have to be
converted to a percentage (%) Score.

 Step 2: The sum for each component is converted to percentage

score.
% Score (PS) = Learner’s Total Raw Score X 100%
Highest Possible Score

 Step 3: % Scores are converted to Weighted Scores

Weighted Score (WS) = % Score X Weight of the Component
Weights of the Components for Grades 1 to 10
Weights of the Components for SHS
 Steps in Computing the Final Grades

 Step 4: The sum of the weighted scores in each

component is the Initial Grade, This will be
transmuted using the given transmutation table
(Appendix B)
 Step 5: The Quarterly Grade for each learning
area is written in the Report Card of the student.
 Computation of Grades by the
End of the SY
Final Grade by = 1st Q G + 2nd QG + 3rd QG + 4th QG
Learning Area 4

General Average = Sum of Final Grades of all Learning Areas

Total Number of Learning Areas in a grade level

How is the Learner’s Progress

Reported?
Descriptor Grading Scale Remarks
Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did not Meet Below 75 Failed
Expectations
 Sample Class Record for
English
WRITTEN WORK (30%) PERFORMANCE TASKS (50%)
1 2 3 4 5 6 7 Total PS WS 1 2 3 4 5 6 Total PS WS

Highest 20 25 20 20 25 30 20 160 100 30% 15 15 25 20 20 25 120 100 50%

Possible
Score

Learner A 18 22 20 17 23 26 19 145 90.63 27.19 12 13 19 15 16 25 100 83.33 41.67

Learner B 19 15 15 9 13 14 9 94 58.75 17.63 15 15 23 15 18 23 109 90.83 45.42

Learner C 9 11 5 8 8 9 4 54 33.75 10.13 10 6 7 12 10 18 63 52.50 26.25

Quarterly
Assessment INITIAL QUARTE
GRADE RLY
(20%)
GRADE
1 PS WS

Highest 50 10 20% 100 100

Possible
0
Score

Learner A 40 80 16 84.86 90

Learner B 48 96 19.20 82.25 88

Learner C 29 58 11.60 47.98 71

 Learner Promotion and
Retention
Requirements Decision
v Final grade of at least 75 in all learning q Promoted to the next grade level
areas
v Did not Meet Expectations in not more q Must pass remedial classes for
than two learning areas learning areas with failing mark to be
promoted to the next grade level;
q otherwise the learner is retained in the
same grade level

v Did not meet Expectations in three or q Retained in the same grade level
more learning areas
v Must pass all learning areas in the q Earn the elementary certificate
elementary q Promoted to Junior High School

v Must pass all learning areas in the q Earn the Junior High School
Junior High School Certificate
q Promoted to Senior High School
Sample Certificate of Recomputed Final
Grade

Certificate of Recomputed Final Grade

Name of Student: ____________________
Grade Level: ________________________
School Year: ________________________

Learning Area Final Grade Remedial Class Recomputed

Mark Final Grade

Prepared by: ________________________ Date: _____________

Remedial Class Teacher
Noted by: __________________________ Date: _____________
School Principal
Received by: ________________________ Date: _____________
Division Office
 Sample E-Class Record Grade 10 Science

Quarterly Grade
G10-EINSTEIN

ASSESSMENT
QUARTERLY

Initial Grade
TOTAL

TOTAL

(1st)
BOYS WRITTEN WORK PS WS PERFORMANCE TASKS PS WS PS WS

1 1 1 1 1 1 1 1 1 1 2 100. 40 1 1 1 1 1 1 1 1 1 1 2 100. 40 100. 20 100.

1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 00 % 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 00 % PT 00 % 00 100

2 2
HIGHEST 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 100. 40. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 100. 40. 100. 20. 100.
POSSIBLE SCORE 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 00 60 00 00 00 100
0.0 0.0 0.0
1 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
2 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
3 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
4 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
5 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
6 0 0.00 0 0 0.00 0 0.00 0 0.00 60
 Grading Sheet
Subject Teacher:
Grade and Section
Subject:

NAMES 1st 2nd 3rd 4th

FINAL
QUARTE QUARTE QUARTE QUARTE
GRADE
BOYS R R R R
10 60.00 60.00 60.00 60.00 60.00
20 60.00 60.00 60.00 60.00 60.00
30 60.00 60.00 60.00 60.00 60.00
40 60.00 60.00 60.00 60.00 60.00
50 60.00 60.00 60.00 60.00 60.00
60 60.00 60.00 60.00 60.00 60.00
70 60.00 60.00 60.00 60.00 60.00