Assessing the Curriculum Intended Curriculum vs. Implemented Curriculum vs. Achieved Curriculum This lesson will make you: 1.The meaning and purpose of Assessment as they apply to curriculum. 2. Three types of curriculum. Purpose of Curriculum Assessment Curriculum Assessment- it is the process of collecting information for use in evaluation. It is an important part of the systems approach to curriculum development. Curriculum assessment may achieve the following purposes: 1. 2. 3. 4. 5. 6. Highlight curriculum expectations Gather information about what students know and can do Motivate students to learn better Motivate and encourage teachers to meet the identified needs of students Provide evidence to tell how well the students have learned Obtain feedback that helps teachers, students and parents make good decisions to guide instruction The parameters of assessment in this lesson will include the three types of curriculum. Intended curriculum refers to a set of objectives set at the beginning of any curricular plan. It establishes the goal, the specific purposes and the immediate objectives to be accomplished. It answers what a curriculum maker wants to do. Certain indicators to measure intended curriculum: 1. 2. 3. 4. Are the objectives achievable within the learner’s 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? 7. 10. 8. Do the learning outcomes achieved by the learners approximate the level of performance set at the beginning of the curriculum? 2. attitudes and skills intended to be developed? 4. 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 Refers to the various learning activities or experiences of the students in order to achieve the intended curriculum outcomes. skills. It is considered as the product. 7. 4. Do the achieved learning outcomes reflect the knowledge. To assess the implemented curriculum the following questions can be addressed: 1. Are the learning outcomes achieved higher or lower than the objectives set? 3. 6. 3. Are the learning activities congruent with the stated objectives? Can the objectives be accomplished within the time frame? 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. How many percent of the learners in the same class perform higher than the level set at the beginning? . the intended and the implemented. 6. 8.5. 9. 2. 9. 5. Any achieved curriculum must fit with the objectives and the activities that were conducted To measure achieved curriculum the following questions should be addressed: 1. 3. To make values development integral to all learning areas in high school. The Basic Education Curriculum (BEC) and the Three Types of Curriculum: Intended. 2. .5. To increase time for tasks in order to gain mastery of competencies of the basic tool subjects. interdisciplinary and integrative modes of instructional delivery whenever possible and appropriate 4. Implemented and Achieved Question 1. To decongest the curriculum in order that the teachers and leaners will be able to contextualize it. Any gap along the line will make the connection weak and will lead to obstacles in the accomplishment of the overall purpose of the curriculum. To use innovative. To raise the quality of Filipino learners and graduates who will become lifelong learners. Curriculum Achieved the relationships of the three types of curriculum Each type of curriculum should be linked to one another. 5. Do the curricular outcomes reflect the goals and the aspirations of the community where the curriculum was implemented? The figure below summarizes the relations among the three kinds of curriculum.What does the BEC aim to accomplish? (Intended Curriculum) Goals of the basic education curriculum (DepEd BEC primer) 1. Science. The BEC decongested the overcrowded the old curriculum into five learning areas. and 6) b. Musika. Makabayan is composed of a. thematic. 3rd Year and Economics. Araling Panlipunan (AP) or Social Studies is composed of Philippine History and Government. For the High School. 3. For the elementary level. b. The teachers in basic education were trained to use innovative. Physical Education. World History. 4th Year. Araling Panlipunan or Social Studies (Sibika at Kultura for Grades 1 and 2 and Heograpiya. interdisciplinary. Mathematics. Science. 5. Teachers consider learner as an active partner.Question 2—how was the BEC implemented to accomplish the goals? ( Implemented Curriculum) Activities or actions to be implemented in accomplishing goals: 1. 2. Edukasyong Pantahanan at Pangkabuhayan (EPP) for Grades 5 and 6 c. Technology and Home Economics c. There is open communication between teachers and learners and among learners themselves. Mathematics and Filipino are the basic tool subjects. namely.What has the BEC achieved? (Achieved Curriculum) The National Educational Testing and Research Center (NETRC). 2nd Year. Private basic education schools are encouraged to join in the implementation of the BEC in the later years. Makabayan entails the use of integrated units of learning areas composed of several subjects in the elementary and in secondary levels. 5. Good Manners and Right Conduct (GMRC) is integrated in all learning areas. . Filipino and Makabayan. Question 3--. Health. Asian Studies. and integrative modes of instructional delivery. The school year 2002-2003 was declared as the pilot year in the public schools. Sining at Edukasyong Pangkatawan (MSEP) for Grades 4-6 while for grades 1-3. 4. Kasaysayan at Sibika (HeKaSi) for grades 4. the components of Makabayan learning are as follows: a. 1st Year. Teaching-learning processes are interactive to enhance learning. Instructional materials and multimedia are fully utilized to support interactions. while Makabayan develops healthy personal and national self-identity. Music and Arts (PEHMA) d. English. Edukasyon sa Pagpapahalaga (EP) or Values Education 6. English. MSEP is integrated in Sibika and Kultura d. the Bureau of Elementary Education (BEE) and the Bureau of Secondary Education (BSE) were tasked to do the evaluation of the BEC. Change in teacher’s paradigm from a dispenser of knowledge to facilitators of learning. parents and students are the following: 1. 5. 8. 2. 7. Use of varied teaching strategies to complement the learning styles of the students. They are set of leaning outcomes specifically designed for students. Increased instructional materials support for teaching and learning. 3. More involvement of the school principals in decision making that relate to curriculum implementation. More opportunities of learners to learn on their own. 4. Objectives Tell us what students will learn after instruction has taken place. 9. More involvement of other stakeholders in the education of the children. To have focus on curriculum and instruction which give direction to where students need to go. Increased interest and motivation of students to go to school.Continuous monitoring was done by the school principals and supervisors in the schools. Criteria for Curriculum Assessment Criteria for Curriculum Assessment Defined Criteria are set of standards upon which the different elements of the curriculum are being tested it will determine the different levels of competencies or proficiency of acceptable task performance. Increased level of performance in the tool subject areas. Increase in the in-service training of teachers. 6. Among the initial achievements of the BEC as expressed by teachers. 10. Criteria for Goals and Objectives Goals and objectives are statements of curricular expectations. Empowered teachers and school official. . district and divisions. Goals and instructional objectives are formulated and specified for the following purposes: 1. although it is the knowledge that that we are most often trying to transmit. 4. o 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. To provide the students’ the best possible education and describe the students’ level of performance.What level of performance should the students have to master the behaviour? Condition.2. 2.Under what circumstances should the students work in order to master that behaviour? Writing effective goals and objectives should also use the following general criteria: 1. To meet the requirements specified in the policies and standards of curriculum and instruction.“The Stranger Test” Goals and objectives must be measureable so that their status can be monitored. 1. 3. Statement of behaviour must be in an objective to provide a measureable indicator of learning. 3. what content should students learn? Behavior. Content. o The objectives should describe a sequence of intermediate steps between a child’s present level of educational performance and the annual goals that are established.Syntactic Correctness 2. Do the objectives pass the stranger test?--. Are the objectives synthetically correct?--. 5. 3. Do they pass the “so-what” test?—The “So-What” Test o . 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 student’s present levels of educational performance.What will students do to indicate that they learned? Criterion. Basic measurement principles such as reliability do apply. we need to see behaviours to know if we had succeeded. To motivate students to learn and the teachers to be able to feel a sense of competence when goals are attained. Do the objectives address both knowledge and behaviour?—Both knowledge and behaviour are addressed It is the confusion of knowledge and behavior. For goals and objectives to be formulated criteria on certain elements should be included according to Howell and Nolet in 2000. The annual goals should describe what the learners can reasonably be expected to accomplish within a given period and gives appropriate instructional resources. To monitor the progress of students based on the goals set 5. 4.from the objectives. 4. Good objectives specify outcomes that will benefit students by teaching them things that are socially significant and not simply make life easier for parents and teachers To pass the so-what test. and trying to make them do so can be very confusing. behaviour. Objectives should tell what the students will learn. Checklist for Goals and Objectives Status Yes No Question 1. Supplantive Approach Referred to as “direct” instruction (Adams & Englemann. They must be aligned with the student’s goals. Are the goals and instructional objectives useful for planning and evaluating instructional programs? Criteria for Assessment of Instruction Instruction. It is concerned with the methodologies of the strategies of teaching. It involves the value judgments about the curriculum and speculation on about the child’s long term needs. Are the goals realistic in the sense that they can be accomplished in one year? Are the goals and objectives easily measured? Are there multiple objectives representing intermediate steps to each goal? Are there goals and instructional objectives appropriately calibrated (sliced neither too broad nor too narrowly)? 7. Is there a goal written for each area of need stated in the present level of performance? 3. not descriptions of what the teacher will do or what process the student will follow to learn. Because the purpose of education is to prepare people to be socially competent. 7. rather than to supress. 1996) . It speaks of validity. Two approaches of Instruction 1. the so-what test asks whether the goals and instructional objectives are important. 4. Are the objectives aligned? Individualization Appropriate goals and instructional objectives are derived from assessment data . Do the goals and/or objectives represent an important learning outcome that is a priority for this student? 2. and objective should act to develop. 6. 6.refers to the implementation of the objectives. 5. Do they make common sense?—Common Sense Instructional objective don’t have to fit into one sentence. Generative Approach Referred to as “constructivist” or “developmental”. students linked new information to prior knowledge when provided opportunities to observe or experience Learning is developmental and occurs much the way early language is acquired. The teacher assumes primary responsibility for linking new information with the student’s prior knowledge and ultimately whatever the students learn. In here. When learning does not occur. In here the teachers function as a facilitator who takes a less central role in learning process that is student-oriented (Ensminger & Dangel. it can be facilitated by building it from the “bottom-up” through teaching of prerequisite sub-skills. The teacher provides opportunities for the students to make own linkages to prior knowledge and to devise her own strategies for work. information is presented on a schedule determined by students’ interest and goals. What proponents call the other Underlying beliefs about what is taught Underlying beliefs about how learning occurs Underlying beliefs about how to teach . Sub-skill may not be taught explicitly. Supplantive Approach Direct instruction Teacher-directed Mastery learning Task analytic Competency based Effective teaching Reductionist Drill-and-kill Dogmatic Unauthentic The skills that the students need to learn can be derived from an analysis of the social demands placed on them. 1992). 2. Learning can be induced through instruction that builds explicit links between new information and prior knowledge. With this approach. Comparison of the Teaching Approaches Attribute Buzz words used by proponent Generative Approach Constructivist Developmental Top Down Holistic Authentic Meaning-based Romantics Fuzzy Postmodernist Unrealistic Students construct their own understanding When learning is contextualized. teachers attempts to promote learning by providing explicit directions and explanations regarding how to do a tank. students will identify what they are ready to learn Learning is “socially constructed’. By focusing on specific learning outcomes. Creating interesting classroom activities but failure to link these activities to learning outcomes Too much emphasis on larger ideas. not enough emphasis on the components Teachers take a “handson” approach by structuring lessons and providing explicit direction. Common error made by proponents Teachers take a “handsoff” approach and seek to provide a meaningful context in which learning will occur naturally. what is learned Allows plenty of time to accomplish outcomes Places priority on experiences and activities Select the Supplanative Approach when: Has little prior knowledge of the task Has non. The Student The Task The setting What are Curriculum Criteria? . Guidelines for Selecting an Instructional Approach Select the Generative Approach When: Has considerable prior knowledge Has adaptive motivational patterns Experiences consistent successes on the task It is simple for the student Is well defined Can be completed using a general problemsolving strategy Is to understand.adaptive motivational patterns Experiences repeated failure on the task Is complex Is ill defined Has missing information Requires the use of taskspecific strategy Is pivotal to the learning of subsequent tasks Must be used with a high level of proficiency Time allowed to accomplish outcomes is limited Places priority on task mastery. not enough emphasis on larger ideas. they may fail to attend to other equally important interests and topics Too much emphasis on the components. but not necessarily apply. transfer. evaluation and development. 3. interest and abilities? Are the planned goals used as criteria in selecting and developing learning materials for instruction? Are the planned goals used as criteria in evaluating learning achievement and in the further planning of leaning sub-goals and activities? According to Hass and Parkay (1993. imitation. 4. Have the goals of the curriculum or teaching plan clearly stated. it is a product of many minds and energies. meaningfulness of the whole. individual differences. 4. advance organizers.1. material and activities for learning? Have teacher and students engaged in student-teacher planning in defining the goals and in determining how they will be implemented? 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? Do some of the planned goals relate to the individual learner and his or her needs. Guidelines on standard for curriculum decision making. It is continuously evolving Product of a long and tedious process of evaluation and change Must have a continuous monitoring and evaluation A good curriculum is a progressive curriculum. generalization. selfconcept. 2. It is the result of a long-term effort It takes a long period of time in the planning. 2. purposes. and are they used by teachers and students in choosing content. It is based on the needs of the people It must reflect the needs of the individual and the society as a whole 3. It is democratically conceived It is developed through the efforts of a group of individuals from different sectors in the society who are knowledgeable about the interests. It is a complex of details . 5. personal meaning. management. 6. 5. identification and socialization been considered in the planning? What are the Characteristics of a Good Curriculum? 1. The criterion questions are as follows: Does the curriculum or teaching plan include alternative approaches and alternative activities for learning? Have the different learning theories been considered in planning alternative learning approaches and activities? Has the significance of rewards responses. needs and resources of the learner and the society as a whole. flexibility and systematic planning are criteria that depend in part on knowledge of the different approaches to learning. A good curriculum reflects adequately the aims of the school. There is a smooth transition and continuing achievement of learners from one subject matter. 2000) Entails a reasoning process that is based on influence. 6. What is Evaluation? Evaluation is the process of determining the value of something or the extent to which goals are being achieved. or school to another. open to revision and development to meet the demands of globalization and the digital age. (Howell and Nolet. A good curriculum is systematically planned and evaluated. A good curriculum provides the proper instructional the proper instructional equipment and meeting places that are often most conducive to learning. What are Marks of a Good Curriculum? 1. Directly to the learner for guidance b. A good curriculum utilizes the most effective learning experiences and resources available. classroom. 2. 1977) Is the judgement we make about the assessment of student learning based on established criteria.6. A good curriculum arranges learning opportunities flexibly for adaptation to particular situations and individuals. Directly to the teacher for orientation of the next instruction activities . Process of using information collected through assessment. grade. 5. It complements and cooperates with other programs of the community It must respond to the needs of the community It has educational quality It comes through the situation of the individual’s intellectual and creative capacity for social welfare and development. Is a thoughtful process (Deno. A good curriculum promotes continuity of experience. 8. Curriculum provides for the logical sequence of subject matter It is an accepted fact that learning is developmental. 9. Winkin. A good curriculum makes a maximum provision for the development of each learner. Evaluation provides information— a. 7. It has administrative flexibility It must be ready to incorporate changes whenever necessary. 4. A good curriculum maintains balance among all aims of the school. 7. Yavorsky. A good curriculum provides continuity of experience. 3. Focusses on determining whether the curriculum as recorded in the master plan has been carried out in the classroom. On-going and yields information that can be used to modify the program prior to termination (Howell and Nolet. Are the objectives being addressed>? Are the contents presented in the recommended sequence? Are students being involved in the suggested instructional experiences? Are students reacting to the contents? Formative and Summative Evaluation Summative Evaluation is evaluation that takes place at the end of a unit or section of instruction It takes place at the end of a lesson or project and tells the evaluator what has happened. Agno Pangasinan Course: Bachelor of Elementary Education E-mail Address: rejoicemayraquel@yahoo. 1996 Address: Bangan Oda. Directly to external agencies for their assessment of schools functioning in the light of national purpose.c. procedure and educational objectives of the potential utility of alternative approaches designed to attain specified objectives (Glass and Worthem. It is after-the-fact. Name: Rejoice May S. 4. Formative Evaluation Takes place during the lesson or project and tells the evaluator what is happening. 2000). Raquel . - Key questions in evaluating curriculum: 1. 1997). 3. What is the curriculum Evaluation? Process of obtaining information for judging the worth of an educational program. 2. Raquel Age: 17 B-day: May 17. like end-of-the-year testing. product. “Sums up” the learning.com Mother: Josiphine S. Raquel Occupation: Businesswoman Father: Revel P. grey. Musni Age: 18 B-day: October 6. make God your inspiration. Binmaley Course: BSED major in Biological Science E-mail Address: Mother: Sonia Gabatero Occupation: housewife Father: Arnel Navidad Occupation: waiter Favorites: Color: blue Movie: twilight saga series . 1995 Address: #330 San Isidro Norte.Occupation: Businessman Favorites: Color: Black Movie: Titanic Book: Twilight Idol: Angel Locsin Motto in life: Struggle your education. Educational Background: Elementary: Gen Gregorio Del Pilar Elementary School High School: Bonuan Boquig National High School College: University of Luzon Name: Christian Joy Navidad Age: 18 B-day: November 14. fight for your ambition. Musni Occupation: Vendor Favorites: Color: Green. 1995 Address: Bonuan Gueset. Dagupan City Course: BSED major in Matj E-mail Address: none Mother: Ma. Luisa U. Misna Occupation: none Father: Jose T. orange and chocolate brown Movie: Book: Tuesdays with Morrie Idol: Motto in life: A life live for others is a life WORTHWHILE. Educational Background: Elementary: Don Aurelio Evangelista Memorial Elementary School---Agno Pangasinan High School: Marg the Queen Education Foundation—Alaminos City Pangasinan College: Universty of Luzon—Dagupan City Pangasinan Name:Jamaica Marie U. Guieb Age: B-day: Address: Course: E-mail Address: Mother: Occupation: Father: Occupation: Favorites: Color: Movie: Book: Idol: Motto in life: Educational Background: Elementary: High School: College: Name: Kolleen Vania L. Dear John.Book: Harry Potter Idol: Mariah Carey Motto in life: the fruit of bitterness is sweet Educational Background: Elementary: Placido Del Mundo elemnentary school High School: Pangasinan National High School College: University of Luzon Name: Jezyl V. De Sola Age: 20 B-day: September 30. De Sola Occupation: Nutritionist Father: Teodulo Q. but I am tougher Educational Background: . 1993 Address: #240 Bonuan Sabangan Dagupan City Course: Ab PSychology E-mail Address: [email protected] Mother: Remy L. 50 first date Book: kira-kira Idol: Motto in life: life is tough. the notebook. De Sola Occupation: none Favorites: Color: blue Movie: a walk to remember. Sangalang Age: 20 B-day: March 19.com Mother: Christina A. Amanoaoac Mapandan Pangasinan Course: AB Psychology E-mail Address: [email protected] Address: #002 Parrot st. miracle in cell number 7 Book: lovely bones. Sangalang Occupation: none Father: Jesus V. Sangalang Occupation: none Favorites: Color: Movie: life of pi.eat pray love Idol: my parents Motto in life: for what is a man pofitted if he shall gain the whole world yet loses his own soul.Elementary: Ednas High School: University of Luzon College: University of Luzon Name: Kriselda A. what can he do in exchange for his life Educational Background: Elementary: Amanoaoac Elementary School High School: Mapandan Academy College: University of Luzon .