Republic of the Philippines

BASILAN STATE COLLEGE

COLLEGE OF EDUCATION
Main Campus Sumagdang, Isabela City, Basilan

Module 4

Course Code PED 106 WEEK 10-12

Course
The Teacher and the School Curriculum DURATION and
3 weeks
Descriptions SCHEDULE
Chapter 4: Evaluating the Curriculum
5. Curriculum Evaluation and Teacher
Lesson 5.1: What, Why and How to Evaluate a
Curriculum Chapter 4
Lesson/Topic Lesson No.
Lesson 5.2: Curriculum Evaluation Through (Module 5)
Learning Assessment
Lesson 5.3: Planning, Implementing and
Evaluating: Understanding the Connections
a. Acquire clear understanding of what curriculum evaluation is.
b. Explain the need to evaluate the curriculum and how it’s being done.
c. Expand knowledge about different curriculum evaluation models.
d. Explain how curriculum can be evaluated through the assessment of learning outcomes.
Learning e. Identify the levels of learning outcomes vis a vis levels of assessment.
f. Interpret the value of assessment in terms of grades assigned
Outcomes
g. Analyze the relationship between planning and implementing in curriculum development.
h. Explain the connection of curriculum implementation an evaluation.
i. Discuss the interrelatedness of curriculum evaluation and curriculum planning.
j. Interpret the overall relationships of planning, implementing, and evaluating in curriculum
development.
Value Integration Honesty, Perseverance and Cooperation
Purita P. Bilbao, Ed.D., Brenda B. Corpuz, Ph.D., and Felomina T. Dayagbil, Ph.D. (2020).
References
The Teacher and The School Curriculum. Lorimar Publishing, INC.
Course Coach JEZKA A. TAYONGTONG, LPT
Consultation Follow given schedule and as a need arises.

REMINDERS!
 Read the learning materials below and do the activities given to you and answer the following questions for
your assessment in your Activity/Answer sheet in every WORKSHEET given at the end of this module.
 Worksheet will be returned to the course coach for record purposes.
 NOTE: DO NOT WRITE ANYTHING ON THE MODULE!

55
 A - Activation of Prior Knowledge

Before we dive into the topic, let us test your understanding about these headlines.. Have fun
and enjoy answering the activity. Kindly use the activity sheet in ANNEX A for this activity and do not
write anything on the module. Do your activity with utmost sincerity.

Activity 1:

Direction/s: List down the types of test you have encountered and experienced that measures your understanding on
the lesson. Explain ways on how to answer those tests or the directions. (Use Annex A)
TYPES OF TESTS DIRECTIONS on how to answer the Type of Test

Take a Break, You need to recharge to fully absorb the informations on the next step! Then continue
reading…
56
 A - Engagement in Relevant Content and Appropriate
Learning Activities

Chapter 4: Implementing the Curriculum

4. The Teacher as a Curriculum Implementor and Manager

Lesson 5.1 – What, Why and How to Evaluate a

Curriculum

Take Off

Curriculum evaluation is a new idea for many teachers, not knowing that everyday, the teacher is involved in several
components of evaluation. There are two ways of looking at curriculum evaluation:

1. Curriculum Program Evaluation. Refers to the overall aspects of a curriculum as a subject, degree program,
curriculum reform program and the like. Some examples are: The Curriculum Development as a Subject,
Bachelor of Education as a degree, K to 12 as a curricular reform, Outcomes-Based Education as a Process,
Mother Tongue Based Multi-lingual Education as a program.

Program evaluation will be using program evaluation models like Bradley Effectiveness Model, Tyler's
Objective Centered Model, Stufflebeam's CIPP Model, and Scriven's Consumer Oriented Model among others.

2. Components of a Curricular Program. This will cover separate evaluation for a curriculum component such as
(1) Achieved Learning Outcomes (2) Teaching Learning Process (3) Instruction Materials (4) ASsessment of
the Learning Outcomes.

3. Curricular program component evaluation refers directly to the assessment of curriculum contents and
processes as implemented everyday in view of the learning outcomes as either formative or summative.

The first lesson will attempt to teach us how to look into curriculum evaluation from two examples which are curriculum
program evaluation using the curriculum evaluation models and curriculum evaluation of the specific component of
curriculum program as in instructional materials evaluation (Books or Modules)

Lesson 2 will be all about curriculum evaluation in the classroom for the formative and summative assessment of the
achieved learning outcomes.

Content Focus

Curriculum Evaluation: A Process and a Tool

Do you have a clear understanding of what curriculum evaluation is all about? Is it synonymous to assessment of
learning? An analysis of the various definitions reveals that evaluation is both a process and a tool. As a process follows
a procedure based on models and frameworks to get to the desired results. As a tool, it will help teachers and program
implementers to judge the worth and merit of the program and innovation or curricular change. For both process and a
tool, the results if evaluation will be the basis to IMPROVE curriculum.

Let's look at how curricularists define curriculum evaluation. Read what each of them say.

57
 Persons Definition
Ornstein, A. & Hunkins, Curriculum evaluation is a process done in order to gather data that enables
F , (1998) one to decide whether to accept, change, and eliminate the whole curriculum
of a textbook.
McNeil, J. (1977) Evaluation answers two questions: 1. Do planned learning opportunities,
programmes, courses and activities as developed and organized actually
produce desired results? 2. How can a curriculum best be improved?
Gay, L. (1985) Evaluation is to identify the weaknesses and strengths as well as problems
encountered in the implementation, to improve the curriculum development
process. It is to determine the effectiveness of and the returns on allocated
finance.
Oliva, P. (1988) It is a process of delineating, obtaining and providing useful information for
judging alternatives for purposes of modifying, or eliminating the curriculum.

Reasons for Curriculum Evaluation

Why is there a need to evaluate a curriculum? The curriculum processes presented by Tyler, Taba and others at
the end of the line or cycle undergo an evaluation. All of thèm agree that planning, designing and implementing are less
useful unless there is evaluation. Here are some of the specific reasons.

 Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum that will be the basis of
the intended plan, design or implementation. This is referred to as the needs assessment.

 When evaluation is done in the middle of the curriculum development, it will tell if the designed or implemented
curriculum can produce or is producing the desired results. This is related to monitoring.

 Based on some standards, curriculum evaluation will guide whether the results have equalled or exceeded the
standards, thus can be labelled as success. This is sometimes called terminal assessment.

 Curriculum evaluation provides information necessary for teachers, school managers, curriculum specialist for
policy recommendations that will enhance achieved learning outcomes This is the basis of decision making.

In curriculum evaluation, important processes were evolved such as (a.) needs assessment, (b) monitoring, (c)
terminal assessment and (d) decision making.

Curriculum Evaluation Models

Curriculum models by Ralph Tyler and Hilda Taba end with evaluation. Evaluation is a big idea that collectively
tells about the value or worth of something that was done.

How can a merit or worth of an aspect of a curriculum be determined? Curriculum specialists have proposed an
array of models which are useful for classroom teachers and practitioners. Let us look at some of these.

1. Bradley Effectiveness Model

In 1985, L.H. Bradley wrote a hand book on Curriculum Leadership and Development. This book provides
indicators that can help measure the effectiveness of a developed or written curriculum. For purposes of the
classroom teachers, some of the statements were simplified.

First, you have to identify what curriculum you will evaluate. Example: Elementary Science Curriculum,
Teacher Education Curriculum, Student Teaching Curriculum, Field Study Curriculum. Then find out if the
curriculum you are evaluation answers Yes or No. Answering Yes to all the questions means, good curriculum
as described by Bradley.

Bradley's Effectiveness Model for Curriculum Development Indicators

58
 Indicators Descriptive Questions Yes or No
 Does the curriculum reflect the format (1.e K to 12, OBE, Inquiry,
etc.) that enables teachers to quickly access what is being taught
Vertical Curriculum
in the grade/year levels below or above the current level?
Continuity
(Example: If you are looking at Science 5, below means Science
4 and above means, Science 6)
Horizontal Curriculum  Does the curriculum provide content and objectives that are
Continuity common to all classes of the same grade level? (Example: All
English 101 for all Ist year college students)

Instruction Based on  Are lesson plans/ syllabi course design derived from the
Curriculum curriculum and strategies? Are materials used correlated with the
content, objectives and activities?
Broad Involvement  Is there evidence of involvement of the different curriculum
stakeholders in the planning, designing and implementation and
review of the Curriculum?
Long Range Planning  Is review cycle followed within the period of planning and
implementation of the curriculum?
Positive Human  Did the initial thoughts about the curriculum come from teachers,
Relations principals, curriculum leaders and other stakeholders?
Theory-Into Practice  Is there clarity of vision, mission, graduation outcomes, program
philosophy, and learning outcomes in the curriculum?
Planned Change  Are there tangible evidence to show that the internal and external
publics accept the developed program?
If any of the indicators is answered with a "No, actions should be made to make it Yes.

2. Tyler Objectives-Centered Model

Ralph Tyler in 1950 proposed a curriculum evaluation model which until now continues to influence many
curriculum assessment processes. His monograph was entitled Basic Principles of Curriculum and Instruction.

In using the Tyler's model, the following curriculum components and processes are identified in
curriculum evaluation.

Curriculum Elements Evaluation Process

1. Objectives/Intended
Learning outcomes
2. Situation or Context
3. Evaluation 3. Select, modify and construct evaluation instruments or
Instruments/Tools
4. Utilization of Tool
5. Analysis of Results
6. Utilization of Results
Action Taken:
Yes or No
1. Pre-determine intended learning intended Learning
outcomes or objectives
2. Identify the situation/context that gives opportunity to
develop behavior or achieve objective.
tools. Check its objectivity, reliability and validity.
4. Utilize the tools to obtain results.
5. Compare the results obtained from several instruments
before and after to determine the change.
5. Analyze the results obtained to determine strength and
weaknesses.
Identify possible explanation about the reasons for the
particular pattern.
6. Use the results to make the necessary modifications.
59
 Using all the steps to evaluate the curriculum and obtaining all YES answer would mean the curriculum
has PASSED the standards. Tyler's model of evaluating the curriculum is relatively easy to understand which
many teachers can follow.

3. Daniel Stufflebeam's Context, Input, Process, Product Model (CIPP)

The CIPP Model of Curriculum Evaluation was a product of the Phi Delta Kappa committee chaired by
Daniel Stufilebeam. The model emphasized that the result of evaluation should provide data for decision making.
There are four stages of program operation. These include (1) CONTEXT EVALUATION, (2) INPUT
EVALUATION, (3) PROCESS EVALUATION and (4) PRODUCT EVALUATION. However, any evaluator can
take only any of the four stages as the focus of evaluation.

 Context Evaluation- assesses needs and problems in the context for decision makers to determine the goals
and objectives of the program/curriculum.

 Input Evaluation- assesses alternative means based on the' inputs for the achievement of objectives to help
decision makers to choose options for optimal means.

 Process Evaluation- monitors the processes both to ensure that the means are actually being implemented
and make necessary modifications.

 Product evaluation- compares actual ends with intended ends and leads to a series of recycling decisions.

For all the four stages, the six steps are suggested.

Stages of the CIPP Model Steps Taken in All the Stages

1. Context Evaluation Step 1: Identify the kind of decision to be made.
Step 2: Identify the kinds of data to make that
2. Input Evaluation decision.
Step 3: Collect the data needed.
3. Process Evaluation Step 4: Establish the criteria to determine quality of
data.
4. Product Evaluation Step 5: Analyze data based on the criteria.
Step 6: Organize needed information needed for
decision makers.

4. Stake Responsive Model. Responsive model is oriented more directly to program activities than program
intents. Evaluation focuses more on the activities rather than intent or purposes.

Robert Stake (1975) recommends the following steps to the curriculum evaluator.

The curriculum evaluator follows the steps below.

Step 1 Meets with stakeholders to identify their perspectives and intentions regarding curriculum
evaluation.
Step 2 Draws from Step 1 documents to determine the scope of the evaluation.
Step 3 Observes the curriculum closely to identify the unintended sense of implementation and any
deviations from announced intents.
Step 4 Identifies the stated real purposes of the program and the various audiences.

60
 Step 5 Identifies the problems of the curriculum evaluation at hand and identifies an evaluation
design with needed data.
Step 6 Selects the means needed to collect data or information.
Step 7 Implements the data collection procedure.
Step 8 Organizes the information into themes.
Step 9 Decides with stakeholders the most appropriate formats for the report.

5. Scriven Consumer Oriented Evaluation. Michael Scriven, in 1967 introduced this evaluation among many
others when education products flooded the market. Consumers of educational products which are needed
to support an implemented curriculum often use consumer-oriented evaluation. These products are used in
schools which require a purchasing decision. These products include textbooks, modules, educational
technology like softwares and other instructional materials. Even teachers and schools themselves nowadays
write and produce these materials for their own purposes.

Consumer-oriented evaluation uses criteria and checklist as a tool for either formative or summative
evaluation purposes. The use of criteria and checklist was proposed by Scriven for adoption by educational
evaluators.

An example of an Instructional Material Review Form by Marvin Patterson of Florida State University is
adapted for better understanding.

Instructional Materials Review Form

Adapted from Patterson, Marvin, FSU, USA
Preliminary Information Recommendation
Title:
Author(s) Retain for further review
Publisher: Reject (Comments)
Copyright date:
Material Evaluator:
Use the following codes to rate the material

+ means yes or good quality - means no or poor quality

o means all right but not of good quality NA means not applicable

+ o - NA
yes or all right no or not
Criteria
good but not so poor applicable
good
1. Content covers a significant portion of the course
competencies.
2. Contents are up-to-date.
3. Reading level is appropriate for most students who will use
the material.
4. Intended learning outcomes, competencies are stated.
5. Formative and summative assessments are included.
6. Activities are varied to meet the needs of students.
7. Teacher’s guide is included with management suggestions.
8. Materials are presented in logical order.
9. Learning outcomes, competencies and/or tasks.
10. Degree of match between learning activities and intended
learning outcomes.

61
 11. Quality of test items and degree of match with intended
learning outcomes.
12. Quality of direction on how students will process through the
materials.
13. Quality of drawing, photographs, and/or other materials.
14. Overall design of the learning activities for individual
instruction.
15. Quality of management procedures for teachers (TGs).
16. Optional (List course map competencies covered by the
instructional material).

Using the checklist for instructional material review or evaluation may help any curricularist make a decision as
to which textbook, modules or any instructional support material will be used, revised, modified or rejected.

A Simple Way of Curriculum Evaluation Process

For a very simple and practical way of curriculum evaluation, responding to the following questions will provide
an evaluation data for curriculum decision. Just ask the following questions and any NO answer evaluation to an item will
indicate a need for a serious curriculum process.

1. Does the curriculum emphasize learning outcomes?

2. Does the implemented curriculum require less demands?
3. Can this curriculum be applied to any particular level? (kindergarten, elementary, secondary, tertiary levels)
4. 4 Can the curriculum aspects be assessed as (a) written (6) taught (c) supported (d) tested and (e) learned?
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide for qualitative methods of assessment?
9. Can the curriculum provide the data needed for decision making?
10. Are the findings of evaluation available to stakeholders?

In summary, whatever models of curriculum evaluation to be used, ASCD, 1983 suggests the following steps.
Steps in Conducting a Curriculum Evaluation

Steps What to Consider

1. Identifying primary audiences
2. Identifying critical issues/problems
3. Identifying data source
4. Identifying techniques for collecting
data
 Curriculum Program Sponsors, Managers and Administrators,
School Heads, Participants (Teachers and Students) Content
Specialist, other stakeholders.
 Outcomes (expected, desired, intended) Process
(Implementation) Resources (Inputs)
 People (teachers, students, parents, curriculum developers)
Existing documents; Available records; Evaluation Studies.
 Standardized Test, Informal tests; Samples of Students Work;
Interviews; Participant Observations, Checklist, Anecdotal
records,

5. Identifying established standards  Standards previously set by agency (DepEd, CHED, Professional
and criteria Organization,

6. Identifying techniques in data  Content Analysis, Process Analysis, Statistics, Comparison,

analysis Evaluation Process

62
  Written; Oral; Progress; Final; Summary; Descriptive, Graphic,
7. Preparing evaluation report Evaluative and Judgmental; List of Recommendations Case
studies; Test Scores Summary;

8. Preparing modes of display  Testimonies; Multimedia representation; Product Display

(exhibits); Technical Report

The steps are easy to follow. Begin thinking of how curriculum evaluators will proceed in finding out if there is a
need to modify, enhance or continue with the implementation of the curriculum. After all, the main purpose of evaluation
is to improve the existing condition, so that it would benefit the students.

Lesson 5.2 – Curriculum Evaluation through

Learning Assessment

Content Focus
1. Philippines Qualification Framework (PQF)
PQF is a reference system of national standards of what qualifications one has earned by education and
training in the Philippines. It specifies what an individual has learned in and out of formal schooling (lifelong learning)
based on qualification, levels and degree of competencies on knowledge, skills, applications, values, and degree of
independence. A person is deemed qualified if he or she achieved the specific learning outcomes necessary for the
academic, work and community requirements for which an official qualification recognition shall be conferred. (RA
10968, s. 2018)
Below is the diagram of the Philippine Qualification Framework, detailing the levels from basic education to
higher education in the Philippine Educational System.

Figure 2 – The Philippine Qualifications Framework

The PQF is divided into eight levels, Level 1 to Level 8. The first level L1 is to be achieved by Grade 12 graduates,
who can be awarded a National Certification 1 (NC 1) if qualified by the TESDA. The other levels of qualifications progress
63
along the educational ladder in the Philippine Educational System from Grade 12 in Basic Education to Higher Education
from Baccalaureate to Doctoral and Post-Doctoral Levels.
In all the eight levels, the individual is expected to achieve specific standards and competencies as evidenced in
the learning outcomes. The competencies are clustered into three domains, which are:
1. Knowledge, Skills and Values
2. Application
3. Degree of Independence in Responsibility

Table 3 – Levels and Competency Descriptors Required for Each level for Basic and Higher Education Levels
Domains PQF 1 PQG 6 PQF 7 PQF 8

Grade 12 Baccalaureate Master's Degree Doctoral, Post-

Degree Doctoral Degree

Knowledge, 1. Possess functional 1. Possess broad Possess broad 1. Generate new

Skills, Values knowledge across range of and coherent and deep knowledge, skills
learning areas and technical knowledge in the knowledge in the with established
skills in chosen career tracks field of discipline field of discipline values in the
with advanced competencies or profession. of profession. discipline or
in communication, scientific, profession.
critical and creative thinking;
and use of technologies.
2. Understanding of right or
wrong; one's history and
cultural heritage,; deep
respect of self and others.

Application Apply functional knowledge, 2. Apply 2. Apply deep 2. Apply in

technical skills and values in
academic and real life
situations through sound
reasoning, informed decision-
making and judicious use of
resources.
knowledge, skills, knowledge, skills professional work
and values in the and values in the and research as a
professional professional leader or initiator.
work. work and
reserch.

Degree of Apply skills in varied situations 3. Work 3. Work 3. Highly

Independence with minimal supervision independently independently, independent in
alone or in teams. work, initiate and
lead and initiate
others.

Note: Levels 1 – NC, Level 2 – NC 2, Level 3 – NC 3, Level 4-NC 4 and Level 5- will be certified by the TESDA
while Level 5-Diploma may either be awarded by TESDA or CHED in their respective programs.

The ASEAN Qualification Framework (AQRF) is the ASEAN framework upon which the PQF and the other
ASEAN member countries are referencing so that there will be ease in the mobility of professional, students
among others.

2. Matching the Competencies and Outcomes with the PQF by Doing Learning Assessment
The mastery of the learning outcomes in terms of knowledge, process, and understanding performances are
measured in formal education starting with basic education. The measurement is often referred to as assessment.
In 2012, DepEd issued Department Order No. 73 which the K to 12 Grading system.

64
 It was known as the KPUP Grading System. It stands for Knowledge, Process, Understanding, Performance. For
further understanding, let us look as how the KPUP is calibrated in the different levels, with Level 1 as the lowest
and Level 4 as the higher level for use in formative assessment.

Learning Level Description of Learning Outcomes Sample Guide Questions

Level 1 KNOWLEDGE - factual 1. What do you want your students to know in

knowledge; conceptual terms of facts, concepts, procedure and multiple
knowledge; procedural knowledge; thinking?
metacognition. Example: Parts of the body
Is the sky blue?
How to dissect a frog
Describe a typhoon
Level 2 PROCESSE - skills that the 1. What do you want your students to do, with
students use based on the facts that they know?
and information for making
meaning and understanding. Example: Dissect a frog and identify the
different major body parts.

Level 3 UNDERSTANDING - making 1. What do want students to understand?

meaning to big ideas and concepts
Example: How do the elements of weather
interact to produce climate change?

Level 4 PRODUCT/PERFORMANCE - 1. Does your portfolio display evidence to show

Products (material) or learning outcomes achieved?
performance (oral, visual, written)
or projects are evidences of 2. Can you create a one act play to show the
learning. principles of dramatization?

3. What research paper can you undergo to

report on the conservation of indigenous plants?

Assessment Tools for Each Level of Learning Outcomes

Knowledge, Process, Understanding (KPU) Learning Outcomes

Knowledge, process, and understanding are learning outcomes. Students who can show that they have gained
knowledge, can apply such knowledge and have achieved several meanings on the particular knowledge have achieved
the learning outcomes. The three types of learning outcomes and on the different levels can be assessed in many ways
with the use of appropriate tools.

Types of Tests to Measure Knowledge, Process and Understanding

1. Objective Tests. Tests that require only one and one correct answer. It is difficult to construct but easy to check.

1.1 Pencil-and-Paper Test. As the name suggests, the test is written on paper and requires a pencil to write.
However, in modern times, a pencil-and-paper test can also be translated to an electronic version, which makes
the test "paperless."

1.0.1 Simple Recall. This is the most common tool to measure knowledge. There are varieties of Simple Recall
to include:

 Fill-in-the-Blanks
 Enumeration
65
  Identification
 Simple recall
1.1.2 Alternative Response Test. This is the type of paper-and pencil test, where two options or choices are
provided. The items can be stated in a question or a statement form. Examples of this are:

 True or False- Example: The Philippine population has reached one million.
 Yes or No- Example: Has the Philippine population reached one million?

1.1.3 Multiple Choice Test. This is the type identified as the most versatile test type because it can measure a
variety of learning outcomes. It consists of a problem and a list of suggested solutions. The incomplete statement,
or direct question is called the STEM. The list of suggested solutions in words, numbers, symbols or phrases are
called ALTERNATIVES, OPTIONS or CHOICES. There should be three to five options in each item. The correct
alternative is called the ANSWER while the remaining options or choices are called DISTRACTERS,
DISTRACTORS, or DECOYS. Some multiple choice items are presented with a STIMULUS MATERIAL.

 Correct Answer Type. Other alternatives are clearly wrong and only one is the correct answer. This can be
constructed in either direct question or completion of the sentence:

Examples:
Direct Question:
What is NOT a member of ASEAN 2015 Economic Community?
A. Vietnam C. Malaysia
B. Korea D. Philippines

Incomplete Sentence:
A country in Southeast Asia which is not a member of the ASEAN 2015 economic community is
A. Vietnam C. Malaysia
B. Korea D. Philippines

 Best Answer Type. All the alternatives are correct but only one is the best.

Direct Question:

What do progressive educators consider as the most important factor in the teaching-learning process?
A. Teacher C. Books
B. Learner D. Principal

Incomplete Sentence-

According to progressive educators, the most important factor in the teaching-learning process is
A. Teacher C. Books
B. Learner D. Principal

1.1.4 Matching Type Test. The most common matching type test is made up of two parallel columns, the first
column (A) is the premise that presents the problem, and the second column (B) provides the answer. There are
many modified matching types as well.

Matching type test is useful in measuring factual information as well as relationships between two things,
ideas or concepts. It reduces guessing to the minimum as compared to alternative response test. Some of the
relationships that can be matched are found in the matrix below:

Relationships That Can Be Used in Matching Type Tests

66
 Persons Achievements

Dates Historical Events

Terms Definitions

Principles Illustrations

Parts Functions

Machines Uses

Diseases Causes

1.2.4.1 Perfect Matching Type. The number of premises in Column A is less than the number of responses in
Column B. The response can only be used once.

Example:
ln Column A are popular descriptions of Presidents during their term of office. Match then with the names or
Philippine Presidents in Column B.
Column A (Premise) Column B (Responses)
1. Ramon Magsaysay A. Man of the Masses
2. Carlos P. Garcia B. People Power President
3. Corazon Aquino C. Filipino First Policy
D. Champions of First Land Reform Law

1.2.4.2 Imperfect Matching Type. The number of premises in Column A is not equal to the number of the
responses in Column B, or the other way around. The response or the premise can be used more than once.

Example
In column A are names of well-known curriculum evaluators. Match them with the evaluation models they have
been identified with in Column B. You can use the letter once or more than once.
Column A (Premise) Column B (Responses)
1. Consumer Oriented Model A. Michael Scriven
2. Responsive Model B. Daniel Stufflebeam
3. CIIP Model C. Robert Stake
4. Goal Free Model D. Ralph Tyler
5. Phi Delta Kappa Model

1.2 Subjective Test. Learning outcomes which indicate learner's ability to originate and express ideas is difficult to test
through objective type test. Hence in subjective type test, answers through reflections, insights, and opinion can be given
through essay.

1.2.1 Essay test items allow students freedom of response. Students are free to select, relate and present ideas
in their own words. The type of answers would reflect the extent of the learner's knowledge of the subject matter,
ability to use higher order thinking skills and express 1deas in an accurate creative and appropriate language.

1.2.1.1 Restricted Response Item. This is like an expanded form of short answer type objective test. There is a
limit on both the 'content scope and the form of student response. It is most useful in measuring learning outcomes
that require the interpretation and application of data in a specific area.

Examples:
1. What are the main body parts of plant? Describe each part.
2. Why is the barometer one of the most useful instruments to forecast the weather?. Explain in one paragraph.

67
 1.2.1.2 Extended Response Item. The student is generally free to select any factual information that can help
in organizing the response. The contents of an extended essay will depend on the analysis, synthesis, evaluation
and other higher order thinking skills of the test takers.

Examples:
1. Evaluate the significance of the result of national referendum of Scotland to the global peace condition.
2. What can you say about NATO's position on the ISIS?
3. Comment on the term "new normal that refers to the environmental condition and climate change.

Types of Essay that Measure Complex Learning Outcomes

Type of Essay Test Item Examples of Complex Outcomes that can be Measured

Restricted Responses Essay Items Ability to

 Explain cause-effect relationships

 Describe application of principles
 Formulate valid conclusion
 Enumerate and explain
 Explain methods and procedures

Extended Response Essay Items Ability to:

 Organize ideas
 Integrate learning
 Design an experiment
 Evaluate the worth of ideas.

Assessment Tools to Measure Authentic Learning Performance and Products (KPUP)

Level IV of the learning outcomes in KPUP can be assessed through Performance or Product. These learning outcomes
can best done through the use of authentic evaluation. Authentic evaluation is a test that measures real life tasks,
performances, and actual products. The most common or the authentic assessments are the performance assessment
and the use of portfolio.

Performance Assessment Tools

1. Checklist is a tool that consists of a list of qualities that are expected to be observed as present or absent. The
presence 15 to marked and the absence is marked X.

Example: Checklist on the use of microscope (10 points)

Instruction: Observe the student in a laboratory activity with the use of microscope. Check () the items which you
have seen, which were done appropriately and mark X items which were not appropriately done.
1. Wipes the slide with lens paper
2. Places drop or two of culture on the slide
3. Adds few drops of water
4. Places slides on the stage
5. Turns to low power lens
6. Looks through eyepiece with one eye
7. Adjusts mirror
8. Turns high power lens
68
 9. Adjusts for maximum enlargement and resolution
10. Records results

2. Rating Scale is a tool that uses a scale in a number line as a basis to estimate the numerical value of a
performance or a product. The value is easier to score if the points are in whole numbers. The most popular
rating scale is called Likert Seale.

Example: Rating Scale for a Science Project (name/title)

Instruction: On a scale of 1 to 10, with 1l as the lowest, and 10 as the highest score, rate the projects on the
following elements. Circle the choice of your answer.

1. Have clear purpose/s 1 2 3 4 5 6 7 8 9 10

2. Are relevant to environment problem 1 2 3 4 5 6 7 8 9 10
3. Use local materials 1 2 3 4 5 6 7 8 9 10
4. Show collaborative work 1 2 3 4 5 6 7 8 9 10
5. Create an overall impact to humanity 1 2 3 4 5 6 7 8 9 10

3. Rubrics for Portfolio. A portfolio is a compilation of the experiences as authentic learning outcomes presented
with evidence and reflections. To assess the total learning experiences as presented in a wholistic package, an
assessment called a RUBRIC is utilized.

Example:
Suggested Rubric for a Field Study Course Portfolio
Description and Numerical Value
Criteria
1 2 3 4 5
Contents of the Less that 40% Less that 59% of Has 60-74% of Has 75-89% of Has 90-100%
Portfolio needed entries the needed the needed the needed needed entries
content content content

Objectives of the Most intended Some intended Intended learning Intended Intended learning
Portfolio learning outcomes earning NOT outcomes are Learning outcomes are
are NOT SMART SMART, do not SMART, and outcomes are SMART and cover
and cover only cover the whole cover only less SMART, and the whole course
minimum course 75% of the cover a least 75%
course of the course

Quality of Few entries are of Some entries are Entries are not of Entries are of Entries are best
Entries acceptable of acceptable better quality, better quality, quality, well
quality, not well quality, well many are well many are well selected and
selected, very selected and selected and selected and substantial
minimal substantial substantial substantial
substance

Presentation of Not creative, in Minimal Creative, neat Creative, neat Creative, neat, very
Entries disarrat, less creativity, neat and an average and has strong strong
impact, no appeal but with minimal impact/appeal. impact/appeal appeal/impact
impact

Promptness Submitted after Submitted 11 30 Submitted on Submitted on Submitted ahead of

the 30 days after days after schedule schedule schedule
the deadline schedule

Levels of Assessment for the Levels of Learning Outcomes

Levels of assessment describe levels of the learning outcomes which are (1) Knowledge, (2) Process or Skills,
(3) Understanding (4) Products or Performance. The levels of learning outcomes are also used to describe the levels of

69
assessment. Through the DepEd Order 73, s. 2012 levels of learning outcomes are also the levels of assessment. In
other words, the levels of assessment follow also the levels of thinking skills from lower level to higher level.

Percentage
Levels of Learning
What to Test/Assess? Type of Assessment Value in
Outcomes/Assessment
Assessment
Who, What, When, How, Why Pencil & Paper/ Non-paper-
Level 1 - Knowledge 15%
and-and Pencil
Constructed meaning from Pencil & Paper/ Non-paper-
Level 2 - Process Skills 25%
Knowledge and-Pencil
Explanations, Interpretations,
Applications, Empathy,
Level 3 - Understanding Perspective and Self Pencil & Paper 30%
Knowledge. Big ideas,
principles and generalization

Placing Value to Assessment Results from KPUP (D.O. 73. 2012) to Written Work, Performance Task, Quarterly
Exam (WW-PT-QE) D.O. 8. S. 2015

While the KPUP is still utilized in the grading system, however it has been slightly modified by WW-PT-QE.

A summative assessment is composed of Written Work (WW) Performance Task (PT) and Quarterly
Assessment (QA). This will be explained in the table below.

Table 4 - Components of Summative Assessment

Components Purposes When Given

1. Assess learners' understanding of concepts At the end of the topic or unit.
Written Work (WW) and application of skills in written form.
2. Prepare learners for quarterly assessments.
1. Involve students in the learning process At the end of the lesson focusing
individually or in collaboration with team mates on a topic/skill lesson.
over a period of time.
2. Give students opportunities to demonstrate Several times during the quarter.
and integrate their knowledge, understanding
and skills about topic or lessons learned in a
Performance Task (PT) specific real-life situation by performing and/or
producing evidence of their learning.
3. Give students the freedom to express their
learning in appropriate and diverse ways.
4. Encourage students inquiry, integration of
knowledge, understanding, and skills in various
contexts beyond the assessment period.
Synthesize all the learning skills, concepts, and Once, at the end of the quarter.
Quarterly Assessment (QA)
values learned in an entire quarter.

Grades at the End of the School Year and How These are Computed

 Kindergarten: Use of Checklist, anecdotal records and portfolios are used instead of numerical grades which are
based on Kindergarten Curriculum Guide.
 Grade 1 to Grade 10 (Junior High)
1. The average of the quarter grades produce the end of the year grade.
2. The general average is computed by dividing the sum of all final grades by the total numbers of learning
areas. Each learning area has equal weight has equal weight.

70
 Components Language, AP, ESP Science, Math MAPEH, EPP/TLE

Written work 30% 40% 20%

Performance Task 50% 40% 60%

Quarterly Assessment 20% 20% 20%

 Grade 11 and Grade 12 (Senior High)

1. The average of the Quarterly Grade produces the semester grade.
2. The general average is computed by dividing the sum of all semester Final Grades by the Total Number of
Learning Areas.
3. The Senior High School Grading Components.

Components Academic Track Tech Voc/TVL Sports/Arts/Design

Core
All other Work
Subject Work Immersion/
subject Immersion/Rese All other subject
Research
arch

Written work 25% 25% 35% 20% 20%

Performance 45% 40%

50% 60% 60%
Task

Quarterly 30% 25%

25% 20% 20%
Assessment

Reporting Summative Grades by Quarter/Semester or End of the Year

Interpretation of the numerical values for all subject areas is based on the minimum initial grade of 60, transmuted
into an equivalent of 75% in the report card. The numerical grades are described in the different levels of proficiency in
the different competencies set in the subject areas.

Level of Proficiency Descriptors Grading scale based on Transmuted values

Advanced 90% and above

Proficient 85-89%

Approaching proficiency 80-84%

Developing 75-79%

beginning Below up to 74%

71
 Lesson 5.23– Planning, Implementing and
Evaluating: Understanding the Connections

Take Off

Does curriculum development end with evaluation? Yes, according to some models presented by Hilda Taba and Ralph
Tyler. However, since curriculum development is a continuous process, it can also be viewed like a PIE. Planning,
Implementing, and Evaluating (PIE) is a cyclical process which means that after evaluating, the process of planning starts
again.

Content Focus
The Evaluation Cycle: The Connections

Evaluating Planning
Planning, implementing and assessing are three processes in curriculum development
that are taken separately but are connected to each other. The cycle continues as
each is embedded in a dynamic change that happens in curriculum development
Implementing

Key Idea: Planning is an initial step in curriculum development.

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 are set. Intended outcomes should be smart,
specific, measurable, attainable, with result, and within the frame of time. Intended outcomes should be doable,
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 of support materials. All of these should be written, and should include the means of
evaluation.

An example of a curriculum plan is a lesson plan. It is a written document. Many planners would say: "A good
plan is half of the work done. So, in curriculum development a well-written plan ensures a successful implementation.

The end product of planning is a written document. Some outputs of curriculum planning are lesson plans, unit
plan, syllabus, course design, modules, books, instructional guides, or even a new science curriculum plan.

72
Key Idea: Implementation continues after planning.

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 implementor who is the teacher. Curriculum plans should not remain as a written
document. It will become useless.

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. This is an important role of the teacher.

With a well-written curriculum plan, a teacher can execute this with the help of instructional materials, equipment,
resource materials and enough time. The curriculum implementor must also see to it that the plan which serves as a guide
is executed correctly. The skill and the ability of the teacher to impart and guide learning are necessary in the curriculum
implementation. It is necessary that the end in view or the intended outcomes will be achieved in the implementation

Key Idea: Evaluation follows implementation.

Evaluating

The focus of this chapter is evaluation after planning, and implementation was done. It is very necessary to find
out at this point, if the planned or written curriculum was implemented successfully and the desired learning outcomes
were achieved.

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 is described by the qualified values of the weighted test scores in a interval scale.

Key Idea: What has been planned, should be implemented and what has been implemented should be evaluated.

Finally the PIE. The cyclical flow of the three processes in curriculum development is very easy to remember and
follow. As a curricularist, these guiding ideas clarify our understanding that one cannot assess what was not taught, nor
implement

73
 C - Reflect/Response/Action

We are now on the next step where you my students can enhance more your understanding on the topic.
This is the moment where you can showcase your creativity and ability to analyze tasks. Have fun in doing the
activities and take your time. I know, it’s kind of challenging but I believe in you. No need to rush and do your best
as always.

Students use the activity sheets provided for the activities and do not write anything on the module. Answer your activity with
utmost sincerity.

Activity 2: What Can I Remember? (Use Annex B)

Refer to Lesson 5.1
Direction/s: In each person on the table, write the model and a short description of their model on the right side
of the table. (15 points)

Persons Evaluation/Model and Short Description

1. L.H. Bradley
2. Michael Scriven
3. Robert Stake
4. Daniel Stufflebeam
5. Ralph Tyler

Activity 3: Self-Reflect in Lesson 5.1 (Use Annex C) (10 points)

Direction/s: Reflect on your current and past experiences on the different curricula you went through from the
time you entered school up to the present.

Pause for some moments and read the “I wonder if . . . . “ incomplete sentences. Based on your reflection, choose
one number and write your answer on the box provided then based on your response on “I wonder if….”, complete
the sentence, “I think . . . . “

I wonder if . . . . . .

1. my teachers have reviewed the textbooks we used in high school.

2. the instructional materials we are using now will not be used in the future.
3. what i have learned now will still be relevant in the future.
4. evaluation of a curriculum will still be a task of a teacher.
5. there is really a need to evaluate the curriculum.

Please write your answer in the box.

1. I wonder if……….
2. I think…….

74
 Excellent Exceeds Standard Meet Standard
Approaching Below Standard
9-8 Standard
10 (99%-94%) 6-5 4-3 0-2
(100%) (93%-87%) (86%-81%) (80%-75%)
Can respond to Able to respond to Able to respond to Can respond but Have not
the topic with the topic beyond the the expected closely nearing the responded or have
above expectation average standard. expected responded below
and grammar is expectation. With standard. standard
eminently good. relatable examples, contribution.
logical jurisdiction
and good grammar.

Activity 4: Giving an Example 5.2 (Use Annex D)

Direction/s: Give two test items that are appropriate for each level of learning outcomes. You can choose the type of
test.

A. Knowledge
B. Process
C. Understanding

Knowledge Process Understanding

Tests Tests Tests

Activity 5: Self-Reflect in Lesson 5.2 (Use Annex D)

Direction/s: Reflect on the question: (10 points)
“Does the result of a periodical test reflect evaluation of a curriculum? Why?”

You are doing great. You did finish the activities, now it’s time for the next step.
75
 D - Summative Assessment

Now, it’s time to test how much you have understood the lesson by answering the
assessment. Kindly use the answer sheet in ANNEX E and do not write anything on the module.
Answer your assessment with utmost honesty and sincerity.
I. Enumeration
Direction/s: Enumerate the following:
1. What are the levels of learning outcomes?
2. What are the levels of assessment?
3. What are the levels of proficiency?
4. What the assessment tools to measure learning outcomes?

II. Matching type

Direction/s: Match the Concept with the PIE
( ) 1. Summative Testing
A. Planning
( ) 2. Course Designing
( ) 3. Cooperative Learning
B. Implementing
( ) 4. Determining Needs
( ) 5. Guiding Learners
C. Evaluating
( ) 6. Making Judgment

E - Feedback to Improve Learning and Teaching

(Use Annex F for your Feedback)

Your responses to the following statements are essential towards improving the content of this module so that
we can serve your needs better. Kindly answer the following statements with honesty. Rest assured that your
responses will be treated with strict confidentiality.

Thank you for your cooperation my beloved students. Learning has no end and it will continue no matter

what the circumstances are. Just enjoy and trust the process.

Weekly Output:
 Modules and Activities
Keep the modules in your Portfolio and submit to your Course Facilitator during the face-to-face session,
date of submission is To Be Arranged. As for the annexes, you will be submitting it to me. Submission is after the
duration every module. Your modules should be clean and intact as it will be one of your requirements.
End of Week 10-12
76
 ANNEXES
PED 106: THE TEACHER AND
THE SCHOOL CURRICULUM

MODULE 5

Name: ___________________________________
Course & Year: ____________________________
Mobile Number: __________________________ _

JEZKA A. TAYONGTONG
Course Coach

77
 COLLEGE OF EDUCATION
The Teacher and the School Curriculum

ANNEX A
Name:____________________________________________ Date: _________________
Course – Year & Section: _____________________ Score: ________________

Activity 1:

Direction/s: List down the types of test you have encountered and experienced that measures your understanding on
the lesson. Explain ways on how to answer those tests or the directions.
TYPES OF TESTS DIRECTIONS on how to answer the Type of Test

78
 COLLEGE OF EDUCATION
The Teacher and the School Curriculum

ANNEX B
Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

Activity 2: What Can I Remember?

Refer to Lesson 5.1
Direction/s: In each person on the table, write the model and a short description of their model on the right side
of the table. (15 points)

Persons Evaluation/Model and Short Description

1. L.H. Bradley

2. Michael Scriven

3. Robert Stake

4. Daniel Stufflebeam

5. Ralph Tyler

79
 COLLEGE OF EDUCATION
The Teacher and the School Curriculum
ANNEX C
Name: ____________________________________________ Date: _________________
Course – Year & Section: _____________________ Score: _______________

Activity 3: Self-Reflect in Lesson 5.1 (10 points)

Direction/s: Reflect on your current and past experiences on the different curricula you went through from the
time you entered school up to the present.
Pause for some moments and read the “I wonder if . . . . “ incomplete sentences. Based on your reflection, choose
one number and write your answer on the box provided then based on your response on “I wonder if….”, complete
the sentence, “I think . . . . “
I wonder if . . . . . .
1. my teachers have reviewed the textbooks we used in high school.
2. the instructional materials we are using now will not be used in the future.
3. what i have learned now will still be relevant in the future.
4. evaluation of a curriculum will still be a task of a teacher.
5. there is really a need to evaluate the curriculum.

1. I wonder if……….

2. I think…….

80
 COLLEGE OF EDUCATION
The Teacher and the School Curriculum

ANNEX D
Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: _______________

Activity 4: Giving an Example 5.2

Direction/s: Give two test items that are appropriate for each level of learning outcomes. You can choose
the type of test.
KNOWLEDGE PROCESS UNDERSTANDING
TESTS TESTS TESTS

1. 1. 1.

2. 2. 2.

Activity 5: Self-Reflect in Lesson 5.2

Direction/s: Reflect on the question: (10 points)
“Does the result of a periodical test reflect evaluation of a curriculum? Why?”

81
 COLLEGE OF EDUCATION
The Teacher and the School Curriculum
ANNEX E
Name: ____________________________________________ Date: _________________
Course – Year & Section: _____________________ Score: _______________
ASSESSMENT

I. Enumeration
Direction/s: Enumerate the following:
1. What are the levels of learning outcomes?

2. What are the levels of assessment?

3. What are the levels of proficiency?

4. What the assessment tools to measure learning outcomes?

II. Matching type

Direction/s: Match the Concept with the PIE
( ) 1. Summative Testing
A. Planning
( ) 2. Course Designing

( ) 3. Cooperative Learning
B. Implementing
( ) 4. Determining Needs

( ) 5. Guiding Learners
C. Evaluating
( ) 6. Making Judgment

82
 COLLEGE OF EDUCATION
The Teacher and the School Curriculum

ANNEX F
Name: ____________________________________________ Date: _________________

FEEDBACK

Your responses to the following statements are essential towards improving the content of this module so that we can serve your
needs better. Kindly answer the following statements with honesty. Rest assured that your responses will be treated with strict
confidentiality.
Strongly Strongly
agree Agree Disagree disagree

1. CONTENT

1.1 The module provides succinct information about the topics covered
and clear instruction on its assessment details.

1.2 The module content helps me to understand the subject better.

1.3 The module enhances my skills necessary for my future career

undertakings.

1.4 The module content is up to date.

1.5 The topics discussed are relevant to my course.

2. TEACHING AND LEARNING

2.1 The subject matter covered on the module is interesting.

2.2 Lessons are explicitly explained in the module.

2.3 The module is intellectually stimulating.

2.4 The teaching methods used in the module facilitate better

understanding of the lessons discussed.

2.5 The quality of teaching reflected in this module is good.

MODULE SUPPORT

3.1 The module is well-organized.

3. The learning resources as suggested in the module are helpful to my

learning.

3.3 The reading list is helpful.

3.4 The course coach is accessible and available anytime through any
available means of communication.

1.5 The course coach is approachable and helpful to all my module

related concerns.

4. MODULE ASSESSMENT AND FEEDBACK

4.1 The assessment requirements and marking criteria are clear.

83
 4.2 The assessment task and associated marking criteria are bearable
and manageable.

4.3 The balance between teachings (e.g. lectures, seminars, online) and
independent learning is appropriate.

4.4 The module prepares me thoroughly for the assessment tasks.

4.5 Feedback throughout the module helps me to develop and improve

all facets of my learning process (this may include feedback on
formative/summative assessments, Q&A sessions, tutorials, email
communications).

5. OVERALL SATISFACTION

5.1 In general, I am satisfied with the quality of this module.

The What do you like most about this module?

What are your suggestions to improve this module?

* Adopted but modified from https://www.worc.ac.uk/aqu/documents/Module_Evaluation_Questionnaire.docx

Thank you for your comments and feedback.

84