Carlos Hilado Memorial State College

Talisay City, Negros Occidental

COLLEGE OF EDUCATION – BTLED Home Economics
Topic: Intended vs. Implemented vs. Achieved Curriculum
Subject: EDCDTM2 – Curriculum Development & Evaluation w/ Emphasis on Trainers Methodology II
Reporter: Riena Jane Adriaga Program: BTLED – 2HE
Instructor: Prof. Aljaven Bruce C. Laganhon Sem and AY: 2nd sem. 2021 - 2022

I. Introduction:

One of the most important indicators of effective teaching and learning is how well you were able to
assess a piece of student’s work. Giving a well thought feedback can also create an opportunity for
students to improve their own learning and reflect on what they know, understand and what they can
do. Curriculum Assessment is the process of collecting information for use in evaluation. It is important
part of the systems approach to curriculum development. Any information, data collected or obtained
through various processes will be analyzed for important decision making processes.

II. Content:
Curriculum Assessment is the process of collecting information for use in evaluation. It is important part
of the systems approach to curriculum development. Any information, data collected or obtained
through various processes will be analyzed for important decision making processes.

Curriculum assessment may achieve the following purposes:

1. Highlight curriculum expectations
2. Gather information about what students know and can do.
3. Motivate students to learn better.
4. Motivate and encourage teachers to meet the identified needs of students.
5. Provide evidence to tell how well the students have learned.
6. Obtain feedback that helps teachers, students and parents make good decisions to guide
instructions.

INTENDED CURRICULUM:
 Refers to a set of objectives at the beginning of any particular plan. It establishes the goal, the
specific purposes, and the immediate objectives to be accomplished.
 The intended curriculum answers what the curriculum maker wants to do.
 Among the indicators are stated questions which can be answered.

There are certain indicators to measure intended curriculum:

1. Are the objectives achievable within the learners’ developmental levels?
2. Can the objectives be accomplished within the time frame?
3. Are the resources adequate to accomplish the objectives?
4. Are the objectives specific and clear?
5. Are there ways of measuring the outcomes of the objectives?
6. Are the objectives observable?
7. Are the objectives doable?
8. Are the objectives relevant?
9. Are the objectives SMART?
-Specific
-Measurable
-Achievable
-Relevant
- Time-bounded

IMPLEMENTED CURRICULUM:
 Refers to the various learning activities or experiences of the students in order to achieve the
intended curricular outcomes.
  Many times in our curriculum, lots of activities are done but these do not accomplish the stated
objectives.

To assess the implemented Curriculum the following questions can be addressed:

1. Are the learning activities congruent with the stated objectives?
2. Are the materials and methods appropriate for the objectives set?
3. Does the teacher have the skill to implement the activities or use the strategy?
4. Does the teacher utilize the various ways of doing to complement the learning styles of the
students?
5. Are there alternative activities for the learners to do to accomplish the same objectives?
6. Do the activities motivate the learners to do more and harness their potentials?
7. Do the activities provide maximum learning experiences?
8. Do the activities utilize multiple sensory abilities of the learners?
9. Are there activities provided to address individual differences?
10. Do the activities address multiple intelligences of the learners?

ACHIEVED CURRICULUM:
 Refers to the curriculum outcomes based on the first two types of curriculum, the intended and
the implemented. It is now considered the product.
 It can be the learning outcomes, or a material product itself, like a book, module or instructional
material.
 Achieved curriculum is usually described by test scores or by other performance indicators
measured by evaluation tool.

To measure achieved curriculum the following questions should be addressed:

1. Do the learning outcomes achieved by the learners approximate the level of performance set at
the beginning of the curriculum?
2. Are the learning outcomes achieved higher or lower than the objectives set?
3. Do the achieved learning outcomes reflect knowledge, skills and attitudes and skills intended to
be developed?
4. How many percent of the learners in the same class perform higher that the level set at the
beginning?
5. Do the curricular outcomes reflect the goals and the aspirations of the community where
curriculum was implemented?

The Relationship of the Three Types of Curriculum

Each type of curriculum should be linked to one another. Any gap along the line will make the
connection weak and will lead to obstacles in the accomplishment of overall purposes of the
curriculum.
The Basic Education Curriculum (BEC) and the Three Types of Curriculum: Intended, Implemented and
Achieved

Question 1: What does the BEC aim to accomplish? (Intended curriculum) 

1. To raise the quality of Filipino learners and graduates who will become lifelong learners.
2. To decongest the curriculum in order that the teachers and learners will be able to contextualize
it.
3. To use innovative, interdisciplinary and integrative methods of instructional delivery whenever
possible and appropriate.
4. To make values development integral to all learning areas in high school.
5. To increase time for tasks in order to gain mastery of competencies of the basic tool subjects.

The curriculum objectives are expressed in terms of competencies: knowledge, skills, values, and
attitudes which the learners will develop or acquire.

Question 2: How was the BEC implemented to accomplish the goals?(Implemented curriculum)

1. The BEC decongested the overcrowded the old curriculum into five learning areas, namely,
English Mathematics, Science, Filipino, and Makabayan.
2. The teachers in basic education were trained to use innovative, interdisciplinary, thematic, and
integrative modes of instructional delivery.
3. Teaching-learning processes are interactive to enhance learning. There is open communication
between teachers and learners and among learners themselves. Instructional materials and
multimedia are fully utilized to support interactions thus teaching and learning become more
interesting
4. English, Science, Mathematics and Filipino are the basic tool subjects, while Makabayan
develops healthy personal and national self-identity.
5. Makabayan entails the use of integrated units of learning areas composed of several subjects in
the elementary and in the secondary levels.

For the elementary level, Makabayan is composed of:

a) Araling Panlipunan or Social Studies
b) Edukasyong Pantahanan at Pangkabuhayan EPP
c) Musika, Sining at Edukasyong Pangkatawan MSEP
d) Good Manners and Right Conduct GMRC

For the high school, Makabayan is composed of:

a) Araling Panlipunan or Social Studies
b) Technology and Home Economics
c) Physical Education, Health, Music and Arts (PEHMA)
d) Edukasyon sa Pagpapahalaga (EP) or Values Education

6. The school year 2002-2003 was declared as the pilot year in the public schools. Private basic
education schools were encouraged to join in the implementation of the BEC in the later years.

Question 3: What has the BEC achieved?(Achieved curriculum)

The National Educational Testing and Research Center (NETRC)

The Bureau of Elementary Education (BEE)
The Bureau of Secondary Education (BSE)

A continuous monitoring was done by the school principals and supervisors in the schools, district and
divisions. This is referred to as school-based monitoring, to allow curriculum managers to make
immediate adjustments and provide feedback to the national offices.
Among the initial achievements of the BEC as expressed by teachers, parents and students informally
are the following:

1. Increased interest and motivation of students to go to school.

2. Increased level of performance in the tool subject areas.
3. Change in teacher’s paradigm from a dispenser of knowledge to facilitators of learning
4. Increased instructional materials support for teaching and learning
5. Increase in the in-service training of teachers
6. More opportunities of learners to learn on their own.
7. Use of varied teaching strategies to complement the learning styles of the students.
8. More involvement of other stakeholders in the education of the children
9. More involvement of the school principals in decision making that relate to curriculum
implementation.
10. Empowered teachers and school officials.

III. Activity:
A.
Directions: Complete the table below by identifying and matching the implemented curriculum and
achieved curriculum based on the intended curriculum provided.

INTENDED CURRICULUM IMPLEMENTED CURRICULUM ACHIEVED CURRICULUM

 To define meaning of
primary and secondary
sources.
 To generalize the
importance of primary
and secondary sources
and apply it in daily life.
 To examine the primary
and secondary sources
using a graphic
organizer.

B.
Directions: Answer the following by writing the correct letter of answer on the space provided.
“A” for Intended “B” for Implemented “C” for Achieved
_______1. Children are going to a field trip in a zoo.
_______2. Determining the level of performance in a 50 item unit test.
_______3. To construct model that will represent the molecules of sugar.
_______4. Acting out in role play the responsibilities of barangay official.
_______5. Accomplished checklist in judging the project made.
_______6. To identify the chartered cities in the Philippines .
_______7. The scores in the test show that majority of the students got 80% correct answer.
_______8. Reading aloud the poem to pronounce correctly the vowel sounds.
_______9. To solve word problem that requires the four fundamental operations.
_______10. Collecting sample of rocks for closer identification and classification.

Answer Key:
A.
IMPLEMENTED CURRICULUM
 The teacher asks her students to make a research about the two types of sources, the primary
and secondary.
 The teacher makes a group activity and every group will cite some importance of primary and
secondary sources that any representative of the group will present.
 The group of students will make their own graphic organizer of primary and secondary sources.
ACHIEVED CURRICULUM
  The student can define the primary and secondary sources.
 The students realized and cite some importance of primary and secondary sources in study.
 The students made a graphic organizer of primary and secondary sources.

B.
1. B
2. C
3. A
4. B
5. C
6. A
7. C
8. B
9. A
10. B

IV. Evaluation:
Direction: Write your answer in 3 to 5 sentences only.

1. How is curriculum implemented in the classroom?

2. As a future educator, what is your role in the curriculum implementation?

V. References:
Assessing the Curriculum
https://www.slideshare.net/milcrez/assessing-the-curriculum-67159506?from_action=save

Prepared by:

RIENA JANE R. ADRIAGA

BTLED HE-2A