Name: Princess Jean G.

Delos Reyes
Course Title: The Teacher and the School Curriculum- EDUC 106
Course Code: 2806
Time: 9:00-10:00 A.M.
Course Teacher: Mr. Phyll Jhann E. Gildore

Activity 1

Question: There are two relevant schools of thought relevant to curriculum coherence or
alignment, first: the alignment should start from learning outcomes (LO), then assessment
(As) and instruction (Ins) (LO-As-Ins), second is that it should start from learning outcomes,
then instruction and last is the assessment (LO-Ins-As). If you are to choose one school of
thought, which do you prefer? (Explain your answer in 300 words)

In curriculum coherence, both the alignments LO-As-Ins and LO-Ins-As are relevant;
however, I believe that the way of curriculum alignment of LO-Ins-As is more preferable for
the following reasons.

First, it provides a more effective hierarchy of educative process. Setting the

learning outcomes (LO) for a lesson will provide an overview to the students of the
competencies expected of them at the conclusion of the instruction. In the instruction (Ins),
learners will obtain knowledge, develop skills, and improve attitudes through the teaching
methods and learning activities which are aligned to the learning outcomes. An assessment
(As) will then be given to measure the extent to which the learners are able to achieve the
learning outcomes through the instruction and examine the learning progress. In this
approach, the teaching-learning process takes a straightforward manner; thus, the flow of
learning is smooth and free from or lessens the emergence of learning gaps.

Second, it generates a more valid result of assessment. The approach of LO-As-Ins

is also effective as it would test the learners’ ability to create links of prior knowledge and
provides teachers with a baseline. However, giving assessments at the end of the instruction
will generate a more valid and comprehensive information as reference for teachers to gauge
students’ educational needs. As the instruction is given first before the assessment, teachers
can now have a valid interpretation of the results as evidence that may confirm or invalidate
the effectiveness of the instructional process. In this way, efforts for improvements and
adjustments can be imparted by the teachers. Also, the results will serve as information for
students to reflect on their performance, have self-assessment, and monitor their academic
standing. Importantly, for the educational institution to assess the worth of the curriculum
and make modifications or revisions if necessary.

Lastly, it considers the different learning capacities of students. It is important to

take into consideration the fact that not all students are capable of self-directed learning. The
method of giving an assessment first before the instruction is not a one-size-fits-all approach.
Therefore, it is more practical and all-encompassing to adopt the method of giving the lessons
first before the assessment.

To conclude, both schools of thought applies curriculum coherence or alignment, but

the Lo-Ins-As approach is better. It provides a more effective hierarchy of educative process;
it generates a more valid result of assessment, and it considers the different learning
capacities of students.