Eastern Mindoro College

Bongabong, Oriental Mindoro

Tel. No.(043)-283-5479; email_1945@yahoo.com

PRELIM Examination in CURRICULUM DEVELOPMENT

Name: _____________________________________ Date: ______________________ Score:___________
Course/Major : _______________________________ Instructor:__________________________________

I. TRUE/ FALSE
Directions: Read each statement below carefully. Write TRUE on the line if you think a statement is correct, and
FALSE on the line if you think the statement is incorrect. NO ERASURES.

__________1. Curriculum is a list of subjects.

__________2. Curriculum as learning experiences.
__________3. Curriculum as intended learning outcomes.
__________4. Curriculum as planned learning experiences.
__________5. Curriculum is not a discipline.
__________6. Curriculum as content or subject matter.
__________7. Ideal curriculum may also develop as an alternative response to various curricular
problems and issues.
__________8. Intended, official, or written curriculum refers to the official curriculum embodied in
approved state curriculum guides (Glatthorn, et al. 2006)
__________9. Implemented curriculum is a type of curriculum refers to the result of the curriculum
or what students actually learned in school (Print 1993).
__________10. Tested curriculum is a type of curriculum refers to the actual implementation of the
curriculum or what teachers in the school teach.

II. IDENTIFICATION
Directions: Identify what is being described in the following questions and write the answer on the space provided
before the number.

____________________11. This refers to various curriculum contents or topics that must not be
taught to the students. (Tanner & Tanner 2007).
____________________12. This refers to the curriculum that is reflected on and shaped by the
resources allocated to support or deliver the official curriculum.
( Glatthorn et al.2006).
____________________13. This refers to what the people or the general society believes learners
should expect to learn in the educational system for them to become
good members of the society.
____________________14. This is a set of learning that is assessed in teacher-made classroom tests,
curriculum –referenced tests, and in standardized tests.
____________________15. This refers to the result of the curriculum or what students actually
learned in school.
____________________16. This type of curriculum refers to the actual implementation of the
curriculum or what teachers in the school teach.
____________________17. This refers to various skills, knowledge, and attitudes that students learn
in school as a result of their interaction with other students, staff, and
faculty members.
____________________18. It is considered as the oldest among the curriculum conceptions.
____________________19. It seeks to develop a repertoire of cognitive skills that are applicable to a
wide range of intellectual problems.
____________________20. This curriculum conceptions stresses the idea that curriculum or
education is an instrument for developing the full potentials of individuals.
____________________21. This views the school or schooling as an agency for social change.
____________________22. It is where curriculum workers find themselves aligning their ideas with two or
more curriculum conceptions.
____________________23. This is preoccupied with the development of means to achieve curriculum or
educational goals.
__________________24. It is a broad statements of social or educational expectations.
__________________25. It is more specific than the aims. These are general statements of what concepts,
skills, and values should be learned in the curriculum.
__________________26. It is specific learning outcomes. It includes specific concepts, skills and values should
be learned by the students.
__________________27. This includes the different topics to be learned or covered in a curriculum.
__________________28. It includes all instructional strategies that are useful for the implementation of the
curriculum.
__________________29. This includes the different ways and tools used for evaluating whether or not the
curriculum intent was realized.
__________________30. She observed that all curricula, no matter what their particular design are
composed of certain elements.
__________________31. They are considered as the most influential among the different curriculum
influences especially in designing the implemented curriculum.
__________________32. These are very influential factors in developing the curriculum.
__________________33. The influence of ______________ is also considered important, and they bring with
them their educational background, experiences, expertise, and personal,
professional, and political views on the institution.
__________________34. These are agencies that are equally influential in basic education and in higher
education.
__________________35. These are also considered as one of the external influences on curriculum
development.
__________________36. This helps in the spiritual nourishment of the students in sectarian schools.
__________________37. It provides professional help to students with various personal and psychological
concerns.
__________________38. It responds to various health-related concerns of the student through a clinic with
full-time health workers.
__________________39. It guides the students in organizing activities and provides all forms of support for
academic and personal development of the students in the school.
__________________40. It refers to the arrangement of the elements of a curriculum.

III. ENUMERATION

41 - 44 (4) Different Curriculum Designs

45- 47 (3) Types of Integration
48 -49 (2) Two major forces considered in designing a curriculum
50 -54 (5) The existing student services
55- 59 (4) Elements of a Curriculum
60- 65 (6) Curriculum Conceptions
66- 74 (9) Different Types of Curriculum
75- 80 (6) Definitions of Curriculum

Prepared by:

MR. JAYMAR B. MAGTIBAY

Instructor