Professional Documents
Culture Documents
PART 5: PART 3:
AUTHENTIC CURRICULUM
ASSESSMENT CONTENT
PART 4: The relationship
Allowing for CURRICULUM between generic
relevant skills ,learning
assessment
APPLICATIONS
outcomes &
content skills
Planning
instruction
• Graphic shows it is part of a process.
6. Identifying Techniques
5. Identifying established
standards and criteria
4. Identifying techniques
for collecting data
3. Identifying data
source
2. Identifying critical
issues
1.Identifying Primary
Audiences
Steps What to Consider
1. Identifying primary audiences •Curriculum Program Sponsors, managers and
administrators. School heads, participants (teachers&
students) content specialist; and other stake holders.
- however, any evaluator can only take any of the four stages
as the focus of evaluation
STAKE’S COUNTENANCE MODEL
-model emphasizes the importance of both description
and observation in evaluation.
-distinguishes between the evaluators description and
judgment at the different stages of implementing a
curriculum or program; antecedents’, transactions’ and
outcomes’.
LEVEL
Of
H PERFORMANCE
I
E
R
A UNDERSTANDING
R
C
PROCESS
H
Y
KNOWLEDGE
Expected Outcome for the STRATEGIES/ TOOLS TO ASSESS THE
CURRICULUM
Select Performance Observational
Response Task Exhibition/
Strategy
Demonstration
Essay
Performance Conference
Paper-and-Pencil Based Strategy
Strategy Personal
Communication
Portfolio Strategy
Strategies/Tools
to Assess the
Interview
Curriculum
Combination of
Strategies
Oral Strategy
Response Reflective
Journal Questions &
Strategy
Self- Classroom Answers
Assessment Presentation
CLOSURE
We have gone a long way in understanding, interpreting
and applying the concept of curriculum development. We will
continue to understand that curriculum can be evaluated right in the
teacher’s classroom. Finding out if the planned, written,
implemented curriculum are functioning as intended in the
assessment of learning is very crucial.
how does a teacher know, that the students have learned
from what is been taught? Many educational practitioners agree that
the measure of one’s teaching is indicated by what the children
have learned. The teacher cannot claim that he/she has taught if the
students have not learned anything.
Assessment of learning is an evaluation process that tells
whether the intended learning outcomes, through the teaching-
learning process, have been converted into achieved learning
outcomes. Learning outcomes can be measured through the use of
different assessment tools.
ACHIEVED LEARNING
OUTCOMES
Achieved learning outcomes is an outcomes based
education as a product of what are have been intended in the
beginning of the teaching-learning process. Indicators of the
learning outcomes which are accomplished are called achieved
learning outcomes. Standards and competencies are used as the
indicators and measures of these outcomes.
ACHIEVED
LEARNING
LEVEL OUTCOMES
Of PERFORMANCE
Products or
H performance
I which can be used as
E an evidence of learning.
R UNDERSTANDING
A Big concepts or ideas.
R
C PROCESS
H Skills that students use based on facts and
Y information for making meaning and understanding.
KNOWLEDGE
Factual knowledge, conceptual knowledge,
procedural knowledge and metacognition.
Knowledge, Process, and Understanding are learning
outcomes. Students who can show that they have gained
knowledge, can apply such knowledge and have achieved several
meaning on the particular knowledge have achieved the learning
outcomes.
Level IV of the learning outcomes can be assessed through
Performance or Product. These learning outcomes can best be done
through the use of authentic evaluation.
STRATEGIES/TOOLS TO ASSESS
THE CURRICULUM
Assessment Strategies are the structures through which
student knowledge and skills are assessed.
Finding out what students know and can do requires
multiple sources of information and differing types of assessment.
The key is to match the learning and the assessment tool. The
selection of a strategy is determined both by what is to be assessed
and the reasons or purposes for the assessment. The phase of the
learning process at which the teacher and the students are working
affects the selection of the assessment strategy and the tools used
as one tool maybe unsuitable for different purposes.
STRATEGIES/ TOOLS TO ASSESS THE
CURRICULUM
EXAMPLES OF ASSESSMENT STRATEGIES:
1.) PAPER-and-PENCIL-STRATEGY
2.) PERFORMANCE BASED STRATEGY
3.) OBSERVATIONAL STRATEGY
4.) PERSONAL COMMUNICATION STRATEGY
5.) ORAL STRATEGY
6.) REFLECTIVE STRATEGY
7.) COMBINATION OF STRATEGIES
PAPER-AND-PENCIL
STRATEGY
THE ESSAY
-Is a writing sample used to assess student understanding and/ or how
well students can analyse and synthesize information.
-A student constructs a response to a question, topic or a brief statement.
-Provides the student with the opportunity to communicate his/her
reasoning in a written response.
THE SELECT RESPONSE
-An assessment in which the student is used to identify the correct one
answer;
-Is a commonly used procedure for gathering formal evidence about
student learning, specifically in memory, recall and comprehension.
PERFORMANCE BASED STRETEGY
THE PERFORMANCE TASK
- Is the assessment which is requires students to demonstrate a skill
or proficiency by asking them to create, produce, or perform.
-May be an observation of a student or group of students performing
a specific task to demonstrate skills and or knowledge through
open-ended, “hands-on” activities.
THE EXHIBITION/DEMONSTRATION
- Is a performance in which a student demonstrates individual
achievement through application of specific skills and knowledge.
-Is used to assess progress in task that require students to be
actively engaged in an activity. (e.g. performing an experiment)
OBSERVATIONAL
STRATEGY
OBSERVATION
- Is a process of systematically viewing and recording
student behaviour for the purpose of making
programming decisions; permeates the entire teaching
process by assisting the teacher in making the
decisions required in effective teaching.
PERSONAL COMMUNICATION
STRATEGY
THE CONFERENCE
- Is a formal or informal meeting
between/among the teacher and student
and/or parent;
- Has a clear focus on learning for discussion.
THE INTERVIEW
-Is a form of conversation in which all parties (teacher, student and
parent) increase their knowledge and understanding.
ORAL STRATEGY
THE QUESTIONS AND ANSWERS
Questions:
-Are posed by the teacher to determine if the students understand what
is being/has been presented or to extend thinking, generate ideas or
problem- solved.
Answers:
-To provide opportunities for oral assessment when the student
responds to a question by speaking rather than writing.
THE CLASSROOM PRESENTATION
-Is an assessment which requires students to verbalized their
knowledge, select and present samples of finished work and organize
thoughts, in order to present a summary of learning about topic.
REFLECTIVE
STRATEGY
SELF ASSESSMENT
-Is the process of gathering information and reflecting on one’s
own learning;
-Is the student’s own assessment of personal progress in
knowledge, skills, processes, or attitudes;
-Leads a student to a greater awareness and understanding of
himself or herself as a learner.
THE RESPONSE JOURNAL
-Provides frequent written reflective responses to a material that
a student is reading, viewing, listening to, or discussing.
COMBINATION OF
STRATEGIES
THE PORTFOLIO
-Is a purposeful collection of samples of a student’s work that is
selective, reflective, and collaborative;
-Demonstrates the range and depth of a student’s achievement,
knowledge, and skills overtime and across a variety of contexts;
-Has student involvement in selection of portfolio materials as part of
the process;
-Is a visual presentation of a student’s accomplishments, capabilities,
strengths, weakness, and progress over a specified time.
RECORDING
DEVICES/ TOOLS
Checklist
Anecdotal
Record Rating
Scale
Recording
Devices Tools
Rubric Learning
Log
RECORDING DEVICES/
TOOLS
1. Anecdotal Record
2. Checklist
3. Rating Scale
4. Rubric
5. Learning Log
THE ANECDOTAL
RECORD
Oral
and Journal Games
written Debates
reports
Organize
note
sheets and
study Non-Test Checklist
guides
Monitoring
Discus-
sions
and Test Cartooning
Problem
Daily Models
solving Learning Assign-
centers ments
Demons-
tration Notes
Anec-
Panel dotal
Record
Non- Test Monitoring and
Assessment
2.Teacher Observation- The teacher observes student while they work to make
certain the students understand the assignment and are on task. Example:
Cooperative Learning.
Evaluation
strategies
Regional
Identifying
technology
target
Training
population
Centres
Implementing
the evaluation
design
Understanding the
Connections
Planning
Implementing
Evaluating
PLANNING
• Planning is an initial process in curriculum development. It
includes determining the needs through an assessment. Needs
would include those of the learners, the teachers , the community
and the society as these relate to curriculum. After the needs have
been identified the intended outcomes should be SMART.
Intended outcomes should be double, achievable and desired.
• After establishing these, then a curricularist should find out
in planning the ways of achieving the desired outcomes
.These are ways and means and the strategies to achieve
outcomes .Together with the methods and strategies are the
identification the support materials. All of these should be
written, and should to include the means of evaluation.
IMPLEMENTING
• What should be implemented ? The planned curriculum
which was written should be implemented. It has to be put
into action or used by a curriculum implementer who is the
teacher, curriculum plans should not remain as a written
document.
• A curriculum planner can also be a curriculum
implementor. In fact a, curriculum planner who implements
the curriculum must have a full grasp of what is to be done.
• With the well written curriculum plan a teacher can
execute this with the help of instructional materials,
equipment, resources materials and enough time. The
curriculum implementor must also see to it that the
plan which serves as guide is extended correctly. The
skill and the ability of the teacher to impart guide
learning are necessary in the curriculum
implementation
EVALUATING
• Curriculum evaluation as a big idea may follow evaluation models
which can be used for programs and projects. These models
discussed in the previous lesson guide the process and the
corresponding tools that will be used to measure outcomes.
• However when used for assessment of learning, which is also
evaluation more attention is given to levels of assessment for the
levels of learning outcomes.
• As defined by the Department of Education , the use of the
description for the proficiency the learner described by the
qualified values of the weighted test scores in an interval scale.
EVALUATING
• That broader perspective mentioned above requires a less constricting
view of both the Purposes and foci of curriculum evaluation.
• In reviewing the literature and acquiring a Broader understanding of
purpose, two concepts delineated by Guba and Lincoln (1981)
• Seem especially useful: merit and worth. Merit, as they use the term,
refers to the intrinsic
• Value of an entity—value that is implicit, inherent, and independent of any
applications.
• Merit is established without reference to a context. Worth, on the other
hand, is the value Of an entity in reference to a particular context or a
specific application.
• It is the “pay off” Value for a given institution or group of people.
• The same course, however may have relatively little
worth for a teacher instructing unmotivated working-
class
• Youth in an urban school: It may require teaching
skills that the teacher has not mastered And learning
materials that the students cannot read.
• In this sense, then, curriculum evaluation should be
concerned with assessing both merit and worth.
EVALUATION
STRATEGIES