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Assessment Learning 2

The document discusses the fundamentals of curriculum design, including 10 axioms for curriculum design and the elements or components of a curriculum design. It covers topics such as intended learning outcomes, subject matter, teaching methods, and assessment as key components of curriculum design that can be applied broadly across different learning contexts.

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Cassy Casey
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62 views24 pages

Assessment Learning 2

The document discusses the fundamentals of curriculum design, including 10 axioms for curriculum design and the elements or components of a curriculum design. It covers topics such as intended learning outcomes, subject matter, teaching methods, and assessment as key components of curriculum design that can be applied broadly across different learning contexts.

Uploaded by

Cassy Casey
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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EDUC 8 ASSESSMENT LEARNING 2

CRAFTING THE
CURRICULUM
MODULE 7

ANGELY ROSARIO
TOPIC 1
THE FOUNDAMENTALS OF
CURRICULUM DESIGNING 10
AXIOMS FOR CURRICULUM
DESIGN
Introduction
Curriculum design refers to the structure
or organization of the curriculum, and
curriculum development includes the
planning, implementation, and evaluation
processes of the curriculum. Curriculum
models guide these processes.
One of the characteristics of curriculum is
its being dynamic. Societal development
and knowledge revolution come so fast that
1. Curriculum change is
the need to address the changing condition
inevitable, necessary and
requires new curriculum designs.
desirable.
2. Curriculum reflects as a
product of its time.

• A relevant curriculum should


respond to changes brought about
by current social forces,
philosophical positions,
psychological principles.
3.Curriculum changes made earlier
can exist concurrently with newer
curriculum changes.

A revision in a curriculum starts and ends


slowly.
4. Curriculum change
depends on people who
will implement the
change.
Teachers who will implement the
curriculum should be involved in its
development, hence should know how to
design a curriculum. This will assure an
effective and long lasting change.
5. Curriculum development is a
cooperative group activity.

Group decisions in some aspects of


curriculum development are
suggested. Consultations with
stakeholders when possible will add
to sense of ownership.
6. Curriculum development is a
decision-making process made from
choices of alternatives.

A curriculum developer or designer must


decide what contents what teach, philosophy
or point of view to support, how to provide
multicultural groups, what methods or
strategies and what type of evaluation to use.
7. Curriculum
development is an
ongoing process.
Continuous monitoring,
examination, evaluation and
improvement of curricula are to
be considered in the design of the
curriculum.
8. Curriculum development
is more effective if it is a
comprehensive process,
rather than a “piecemeal”.

A curriculum design should be based on a


careful plan, intended outcomes clearly
established, support resources and needed
time available and teaching staff
pedagogically equipped.
9. Curriculum development
is more effective when it
follows a systematic
process.

A curriculum design is composed of desired


outcomes, subject matter content
complemented with references, set of
procedures, needed materials and resources
and evaluation procedure which can be placed
in a matrix.
10. Curriculum
development starts from
where the curriculum is.

Curriculum planners and


designers should begin with
existing curriculum. An existing
design is a good starting point
for any teacher who plans to
enhance and enrich a curriculum.
Elements or
Components of a
Curriculum Design
There are many labels or names
for curriculum design. Some
What is would call it a syllabus, or a
Elements of lesson plan. Lesson plan as a
curriculum? miniscule curriculum.
For a Lesson Plan includes:

• Intended Learning Outcomes (ILO) or the


Desired Learning Outcomes (DLO), known as
behavioral objectives
• Subject Matter or Content
• Teaching and Learning Methods
• Assessment Evaluation
I. Behavioral Objectives or
Intended Learning
Outcomes

The objectives or intended learning outcomes are


the reasons for the undertaking the learning lesson
from the student’s point of view. As a curriculum
designer, the beginning of the learning journey is
the learning outcomes to be achieved.
II. Content/ Subject Matter

• Subject matter should be relevant to the


outcomes of the curriculum.
• Subject matter should be appropriate to the
level of the lesson or unit.
• Subject matter should be up to date and , if
possible, should reflect current knowledge
and concepts.
III. Teaching and Learning
Methods
These are the activities where the learners
derive experiences. The teaching-learning
methods should allow cooperation,
competition as well as individualism or
independent learning among the students.
IV. Assessment/ Evaluation

a.) Self assessment, through which a


student learns to monitor and evaluate
their own learning.
b.) Peer assessment
C.) Teacher assessment
TOPIC 3

APPLICATION OF THE
FUNDAMENTAL
COMPONENTS IN
OTHER CURRICULUM
DESIGN
Major Components of a Course
Design/Syllabus

1. Intended Outcomes (Objectives)


2. Content/Subject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluation (means of assessment)
Overall, the fundamental components of curriculum
design can be applied in a variety of curriculum
designs beyond traditional academic settings.
Curriculum designers can use these components as a
framework for designing effective and tailored
curriculums for learners.
thank you

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