Curriculum Quality Audit

Curriculum Quality Audit (CQA) is a form of curriculum mapping. It is a process of mapping the curricular
program or syllabus against established standards. This process is supported by Susan Rafe when she
said that the best practice in curriculum development and implementation require that discipline based
standards embody curricular and program scopes and sequences (Arafeh, 2016, p. 585) The curriculum
quality audit requires a written curriculum and the tested curriculum linked to both the taught and the
written curricula.

For those who want to engage in curriculum quality audit, the following questions are worth
considering:

1. Is the curriculum planned, executed and assessed in accordance with appropriate standards?

2. How does the school system conform to the standards of quality in instructional organization like
specificity, quality and scope for teaching, learning and assessment?

3. Are all students achieving success equally and effectively? If not, what can be done about it?

THE TEACHER AND THE SCHOOL CURRICULUM

Benefits of Curriculum Quality Audit

1. Identify gaps, under and overrepresentation of the curriculum based on the standards.

2.Ensures alignment of teaming outcomes, activities and assessment to the standards.

3.Achieves an internationally comparable curriculum as standard, become the basis of the curriculum
analysis.

The Philippine Professional Standards for Teachers (PPST) can be used as anchor in curriculum quality
audit. The PPST aims to set clear expectations of teachers along well. defined career stages of
professional development from beginning to distinguished practice. The Philippines has adopted and
implemented the PPST through the Department of Education Order (DO) 42s s, 2017. Teacher
educators, program heads, curriculum planners may refer to the PPS T to 'quality audit' the pre-service
teacher education curriculum as basis for quality assurance provision of teacher education.

The first CQA in teacher education curriculum in the Philippines was initiated by the Research Center for
Teacher Quality (RCTQ), the Philippine Normal University, Cebu Normal University, West Visayas
University, Western Mindanao State University and other member universities of the National Network
of Normal Schools (3Ns). Using the curriculum quality audit (CQA) process, pre- service syllabi were
mapped to the PPST to ensure that standards for beginning teachers (career stage 1) are addressed in
the pre-service curriculum. Using the CQA, teacher educators are assured that pre-service teachers
embody the competencies of beginning teachers as they practice their profession in the Department of
Education.
There are other standards that can used in the CQA aside from the PPST, CHED CMOs 74 to 83 are
standards set by the Commission on Higher Education, specific to the degree program being offered and
the teachers who are the outcomes of the programs. They have both the generic standards for all
teacher education degree programs and specific standards for each degree program. For example CMO
74. S. 2017 contain the standards for Bachelor of Elementary Education, or for teachers who will teach in
the elementary level and CMO 75. s. 2017 contain the standards for Bachelor of Secondary Education or
for teachers who will teach in the secondary level.

Aside from the national standards for teachers, there are also international standards for globalization
like the Competency Framework for Teachers in Southeast Asia (CFT-SEA) Of SEAMEO and SEAMES and
the European Tuning Asia Southeast (TASE) teacher competences.