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MODULE III

Implementing the Curriculum

Lesson 3
Pilot Testing monitoring and Evaluating the Implementation of the Curriculum
Purita P. Bilbao, Ed. D.

TAKE OFF

In the implementation of curriculum, there are process it is after has been written and
before it is accepted for final implementation. Pilot testing or field try-out is one of the moon
practices of curriculum makers to determine the strength and the weaknesses of a written or
planned curriculum. Likewise monitoring and evaluation of the curriculum are also important in
the implementation. This lesson will explain the different process independently as they apply to
curriculum development and implementation

FOCUS

Pilot Testing or Field Try-out

Whenever a curriculum is written as in course manuals module or the whole curricular

program there is a need to have a try-out or field testing. This process will gathered empirical
data to support whether the material or the curriculum is useful, relevant reliable and valid.

Most of the field testing or try-out follow some form of research designs. Usually it
follows an experimental method, however an initial process can be done without any comparison
group. In this case only one group of the students will be used as try-out for the curriculum.

For the example, a group of curriculum specialist was commissioned to prepare

instructional materials on mangroves. The materials educational modules for the elementary
children in the public schools who live along the coastal areas written to better understand and
advocate the presentation of the mangroves in the country.

Using the principles of curriculum writing and backed up by the content specialization of
the writers and the consultants, the modules were written. The printed modules were reviewed by
the consultants and peers, however, there was a need to try out or pilot test the activities and the
field practicals by the users who are the students themselves.

The first try-out involved a small group of grade five students. They did the various
activities according to the procedure in the module and under the guidance of the module writers.
The students part of the were asked regarding the clarify of the instruction of the sufficiency of
the time lessons learned the accomplish the activity and their understanding of the first try-out
the results of the first try out guided the curriculum specialist to further continue writing the
others curriculum of the materials. These complete sets of lessons were ready for the next try-
out.

The second try-out was done by the students, using a complete set of written materials
from the advanced readings to the field work. each group again worked on the materials with the
guide of the module writers. Longer time was spent for the second try-out because the students
had to work on the whole lesson not merely on the practical. The module writers had to
determine the level of understanding of the words, instructions, technical terms and the concepts
being developed. Likewise, the time needed to complete the task was also determined and the
level of difficulty established. the try-out provided information for the final revision of the
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materials. the revised module from the second try-out was finally used by the whole class. The
final try-out validated the result of the first and second try-outs thus after the third try-out the
materials were ready for printing and distribution.

The try-out or pilot testing assures the teachers and the schools that indeed the curriculum
materials are ready to use.

You will notice that in the example only one group of students was utilized. This is what
we call a one group no control group designs. This is what we call a be done with two groups
one group being the experimental group in the other, the control group The group is using the
module is labeled as the experimental and the other kind of teaching methods excepts the
modules becomes the control group .At the end of the try-out , the results of their performance
will be compared. The design can be used in the third try-out of the example given above.

Do you remember the Basic Education Curriculum or the BEC? The department of
Education implement the basic Education curriculum (BEC) the original name of the curriculum
to the whole nationwide system in 2002. The year was labeled as the pilot year of
implementation during a year old Basic Education schools simultaneously implemented the ne
curriculum after one year of implementation of the (BEC) several changes were made the basic
Education Curriculum (BEC) was remain Revitalized the basic education curriculum (RBEC)
and in each subject some area modification re visions and enhancement from the original from
were made.

Modifications and revisions are inherent characteristics of a curriculum. The pilot or try-
out is a developmental process that gives the signals as to whether the particular curriculum can
already be implemented with confidence

However as the curriculum is being implemented, there is a needed to continuously

monitor process

 Curriculum Monitoring
Monitoring ask question: How are we doing? Is the curriculum accomplishments
its purpose? Monitoring is also important to determine if the curriculum is still relevant
and effective. Monitoring is a periodic assessment and adjustment during the try-out
period. It is like formative evaluation .It determines how the curriculum is working, such
that the monitoring report becomes the basis of a decision on that aspects have to be
retain improve or modify. Monitoring period decision that would even and or terminate
the program. Usually monitoring is done by the module writers, curriculum experts or
outside agencies. It is very important aspects of curriculum development.

 Curriculum Evaluation
Curriculum evaluation as part of total educational evaluation refers to a
systematic process of judging the value, effectiveness and adequacy of a curriculum, it is
process product and setting which will lead to inform to decision. Evaluation should be
useful and systematic. The information gathered should be important for the
improvement of and for final judgment of curriculum being evaluated.
In practice, two ways of curriculum evaluation will be presented here. These are
School-Based Evaluation (SBE) and Accreditation.
1. School-Based Evaluation is an approach to curriculum evaluation which place the
content, design, operations and maintenance of evaluation procedure of in the hands of
the school personal participate in the planning and conduct of school evaluation
activities.
The localized nature of the SBE ensures evaluation which is relevant, meaningful
and useful at the school level. It is important for evaluation process that all that are
affected and those who will implement the decision should play a great role.
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A range of evaluation activities may take place within the school. It can be
undertaken by the single teacher, small group of teachers or even the entire school. For
example, two teachers may wish to examine a science unit they are both teaching. They
will undertake an evaluation in order to improve their individual teaching activities. On
the other hand, the whole school may undertake curriculum evaluation of the
mathematics program across all levels in order to re-evaluate school policy and initiate
re-development of the mathematics curriculum.

Some of the advantages of the School-Based Evaluation include the following;

1. Accountability is shared by all, hence bias and conflict are minimized.

2. School personnel develop evaluation skills.
3. The real concerns of the school and community are addressed by the evaluation.
4. Broad participation of school personnel provides opportunities for building
school cohesiveness.
5. Provides reliable and valid information on curriculum, resources, and general
school functioning.
With these advantages the school administrators may opt for a regular evaluation of
its school curriculum. This practice will make all stakeholders alert and will be on their
toes the whole year round.

2. Accreditation- This is a voluntary process of submitting a curricular program to an

external accrediting body for review in any level of education: basic, tertiary or graduate
school to assure standard. Accreditation of the school and affirms a standard of
excellence.
Among the many purpose of accreditation are to foster excellence and improve
programs. The curricular accreditation will assure the academic community, other
agencies and the general public that the curriculum meets standards comparable to other
excellent institutions offering similar programs
Usually there are ten areas for program accreditation one of which is curriculum
and instruction. Quality instruction is a concern of curriculum. School administrators play
important leadership role in maintaining quality of the program of studies, classroom
management, and instructional processes, graduation requirements, academic
performances of the students and the administrative measures for effective instruction.

What are the areas for accreditation under Curriculum and Instruction?

1.Curriculum and Program of Studies

Program of studies includes the clusters of knowledge, skills, attitudes values and
experiences that will provide the students and any level with the necessary competencies
for effective learning. For basic education, program of studies includes the basic areas in
English, and Makabayan. The first here cluster aim for the development of
internationalism while the last two clusters develop Filipinism or nationalism. Any
program of studies should meet the department of Education requirements for basic
education. On the other hand, the Commission on Higher Education (CHED) mandates.
The courses or degree programs are composed of general education subjects. The degree
programs are also enriched by subjects which are called electives. All schools are
mandated by the specific government agencies to comply with the minimum
requirements of the curricular programs through the issuance of memoranda.

2. Classroom Management
For effective instruction the use of appropriate classroom management is
suggested. The teachers who implements the curriculum sees to it that management of
teaching and learning in the classroom follows procedure and guidelines to enhance and
create an environment conducive to learning an factors such as classroom physical
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arrangements, ventilation, lighting cleanliness while the human factors include the
teachers attitude students responses teachers-students relationship, students-students
relationship are interaction. A good classroom management provides opportunities to
develop independent learners who uphold and observe and observe democratic practices.
The teacher’s role is to act as manager of learners and learning

3. Instructional Processes or Methodologies

How to translate into the written and planned curriculum is a concern of
instruction. How should a lesson be taught? What teaching methodologies should be used
for a particular type of learners? Is there a fit or match between the lessons objectives
and the methods of teaching is a crucial factor in curriculum and instruction. There are
varied teaching methodologies that are compatible with the different learning style of the
students. These emerging strategies of teaching follow principles and theories that
enhance learning outcomes. As teachers, there as need to know not only the steps or
strategies of teaching but to understand the pedagogical content knowledge of each
strategy. Why such method is being utilized teacher should be known by the teachers for
effective teaching learning process. Further teachers are also guided, supported and
manage by their school officials.

4. Graduation Requirements
Graduation means successful accomplishments of the curricular program in
studies. A student has to accomplish its academic program as prescribed I the program of
studies mentioned earlier. These requirements are clearly understood upon enrolment in
college by the students and by the parents for students in the elementary or high schools.
The grade requirements of each subject should be known. Aside from the academic
subjects required, some curricula provide activities that are necessary and should be
accomplished as a graduation requirement. A good example is a research project, a field
work, a seminar or other related co-curricular activities which are prescribed in the
curriculum. There are also examinations that are given to fully complete the program of
studies. Some call these comprehensive examinations, or exit examinations. Because
students are also transfer schools within the country, schools have policies to address this.
Mobility or transfer of students will not lose the benefits of the earned credits in other
school because there are policies of accrediting subjects, uniform course description,
credit transfer or subjects substitution that are provided. There are schools or institutions
however that have additional requirements other than those prescribed by the Department
of Education or Commission on Higher Education. All of these graduation requirements
are written in the school’s bulletin of information.

5. Administrative Support for Effective Instruction

A curriculum can be best implemented if there is a support of the school
administration. In fact a school principal for example has a distinct responsibility of a
curricular manager or manager learning. The required physical facilities like good
classrooms, libraries, playground, laboratory, study areas are the primary responsibilities
of the school administrators. Procurement of books and equipment should be made
possible to facilitate instruction. The school class schedules should result to efficient and
effective teaching and learning. This would even include schedules for exams and short
vacations or school breaks. Policies should be provided for punctuality of teachers and
students in school attendance and submission of reports. Quality instructions should be
sustained by requiring needed instructional materials, high quality of examination
questions and other support for effective instruction. A school administration which can
provide high and quality support to instruction assures effective curricular outcomes.

6. Evaluation of Academic Performance of Students

In curriculum, it is necessary that learning outcomes be evaluated. After all the best
measure of a curriculum is the learning outcome of the students.
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The evaluation of students’ performance should make use valid and reliable tools
which are periodically reviewed and revised. Students should be informed and be
clarified about the grading system as well as the standards used. Schedules for
examinations, periodical tests, midterms, finals should be given in advance and the
results communicated to them as soon as possible. Students should receive information
about their school performance promptly and regularly. Likewise recognition like
scholarships, certificates, and merits should be given.
Success of the school curriculum is shown in the results of the evaluation of the
students’ performance.

In summary, this lesson tells us that curriculum undergoes a long and dynamic process
from its plan, to writing, to pilot testing, monitoring and evaluating. The last three processes
were discussed in this lesson which confirms that indeed a good curriculum is one that delivers
good results in the learning outcomes of the learners. These outcomes are measured against the
objectives set in the curriculum plan.

TAKE ACTION

There will three activities in this lesson. Activity 1 will done by all. Activity 2 will be
done by students enrolled in degree programs which are already accredited, while Activity 3 will
be performed by the students under a curricular program which are not yet accredited.

Activity 1- School-Based Evaluation

Go back to your school either in the elementary or high school. Interview the principal or
department head about the School-Based Evaluation. You may use the following questions or
you can make your own. Record or tape the answers of your informant (the school official who
provided the information).
1. What aspects of the curriculum have you conducted through a school-based evaluation?
Example: Math Program, co-curricular activities sports, program, textbooks, reference books,
others.
2. Who conducted the evaluation in your school?
3. What were the roles of each teacher who participated in the school-based evaluation?
4. What were the results of the school-based evaluation?
5. How were the results used in the improvement of the curriculum?

Activity 2- Curriculum Accreditation (for colleges with Accredited Programs)

Find out if the degree program (BEEd,BSEd) you are enrolled in has been accredited. Go
to the faculty in-charge of your accreditation and request where you can secure the following
information. Include these in your portfolio under the label: Accreditation.

1. Program of the studies

2. Graduation Requirements
3. Class program for the current semester of your class.
4. Observation guide for Teachers
5. Results of accreditation and the accrediting body.

Activity 3- Curriculum observation (if your degree program has not been accredited)
Choose one of your teachers in a particular class for observation. Record your
observations for six meetings by identifying the following:
1. The subject or course you have observed. Write the description of the course.
2. The different teaching in your class or subject during the six meetings.
3. The different kinds of tests or evaluation used in your lessons
4. The administrative support given to your class.
5. Classroom management utilized by your teacher.
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REFLECT
Based on the action you took in the activities above, reflect deeply and answer the
questions below.

1. Do you think there are advantages of doing a school- based evaluation of a curriculum?
Why?
2. We often see in school brochures the word ACCREDITED attached to the name. what
benefits will the school derive if its curricular programs are accredited?
3. Why is there a need to pilot test, monitor and evaluate curricular programs?

SELF-CHECK
Identify what concept or idea is being described by each statement in column A. Write
your answer on the blank provided in column B.

Column A- Statements Column B- Answers

1. A voluntary review of the curricular
program to determine its status in
terms of several areas that include
curriculum and instruction.
2. A formative evaluation of the
curriculum during its
implementation, to determine if
there are things to be modified or
corrected.
3. Putting into action the curriculum
which has been written to find out if
it works. There is a need for the
students to use the curriculum
materials.
4. The method of tryout that follows a
research design to collect empirical
data.
5. Curricular evaluation is initiated and
directed by the school principal with
the teachers in the school itself doing
the evaluation.
6. The nationwide implementation of
the Basic Education Curriculum or
the BEC for a year is an example.
7. In accreditation, the complete list of
subjects or courses to be taken.
8. The initial step in the
implementation of any proposed
curriculum which requires the use of
students or learners because they
will eventually become the user.
9. For the elementary level, the
subjects include English,
Mathematics, Science, Filipino and
Makabayan.
10. The best indicator of curricular
success.