GROUP 6

UNIT VI CURRICULUM
EVALUATION AND
INNOVATION OF THE
EXISTING CURRICULUM
CURRICULUM
EVALUATION
CURRICULUM
Elbertll, Ebert, and Bentley (2013) defines curriculum as the means and materials
with which students will interact for the purpose of achieving identified
educational outcomes

EVALUATION
According to the United Nations Office on Drugs and Crime, evalation is a
systematic and objective assessment of an ongoing or completed project,
program or policy, its design, implementation, and results with the aim of
determining its relevance and fulfillment of objectives, efficiency, effectiveness,
impact, and sustainability.

It can also be defined as the systematic process of collecting and analyzing data
in order to determine whether and to what degree objectives have been achieved.
(Boulmetis & Dutwin, 2005, p. 4)
 CURRICULUM EVALUATION
The process of measuring and judging the extent to which the planned courses, programs,
learning activities, and opportunities as expressed in the formal curriculum actually
produce the expected results.

1. Curriculum Program Evaluation - may focus on the overall aspects of curriculum or the
curriculum itself. More often, it refers to a big curriculum program. Examples of these
programs that may undergo evaluation are the K to 12 Curriculum, The Teacher Education
Program, the Mother Tongue Curriculum, Outcomes-Based Curriculum in Teacher
Education, and the like.

2. Curriculum Program Component Evaluation - A curriculum component may include

separate evaluation of :
a)Achieved learning outcomes
b)Curriculum process ( teaching-learning methods/strategies)
c)Instructional materials (i.e books, modules, models)
Curricularists define curriculum evaluation:

Marsh, 2004 - The process of examining the goals, rationale, and structure of any curriculum

Ornstein, A. & Hunkins F, 1998 - Is a process done in order to gather data that enables one to decide whether
to accept, change, or eliminate the whole curriculum of textbook.

Print1993 - The process of assessing the merit and worth of a program of studies, a course, or a field of study.

Doll, 1992 - The broad and continuous effort to inquire into the effects of utilizing content and process to meet
clearly defined goals

Oliva P, 1988 - It is a process of delineating, obtaining, and providing useful information for judging alternatives
for the purpose of modifying or eliminating the curriculum

Bruce Tuckman, 1985 - The means of determining whether the program is meeting its goals

Davis 1980 - The process of delineating, obtaining, and providing information useful for making decisions and
judgements about curricula

Stufflebeam, 1971 - The process of delineating, obtaining, and providing useful information for judging decision
alternatives
CURRICULUM
EVALUATION
MODELS
CURRICULUM EVALUATION MODELS
Curriculum scholars and curriculum workers have identified various models that can
be used for evaluating curriculum. 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 curriculum be determined? Curriculum

specialists have proposed an array of models which is trying to assess the value of a
particular curriculum.
 TYLER'S MODEL
Aligned to his model of curriculum development, Ralph Tyler proposed seven steps for
evaluating curriculum:

1. Establishment of goals and objectives

2. Classification of objectives
3. Definition of the objectives in behavioral terms
4. Identification of situations in which achievement of the objectives
could be shown
5. Selection of criterion of measurement procedures
6. Collection of data about pupil performance
7. Comparison of findings with the stated objectives
In using the Tyler’s model, the following curriculum components and processes are identified in
curriculum evaluation.
Curriculum Elements
Objectives/ Intended Learning Outcomes
Situation or Context
Evaluation Instruments/ Tools
Utilization of tools
Analysis of Results
Utilization of Results
Evaluation Process
1. Pre –determine intended learning outcomes or
objectives
2. Identify the situation/ context that gives opportunity
to develop behaviour or achieve objectives
3. Select, modify and construct evaluation instruments
or 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.
6. Analyze the results obtained to determine the
strength and weaknesses. Identify possible
explanation about the reasons for the particular
pattern,
7. Use the results to make the necessary modifications.
 CIPP MODEL
Daniel L. Stufflebeam, developed and published a curriculum evaluation model known
as the Context, Input, Process, Product (CIPP) model

Context Input Process Product

Context Evaluation is the most basic kind of evaluation that provides a strong rationale for determining
curriculum objectives. It also includes the problems, issues, and challenges that the curriculum seeks to
address.

Input Evaluation aims to provide information (such as the resources, and different designs for
implementation of the curriculum) for determining how this information is utilized to achieve curriculum
development

Process Evaluation focuses on providing periodic feedback while the curriculum is being implemented.
Aims to detect the problems in the implementation.

Product Evaluation aims to gather, interpret, and appraise curricular attainments not just the end of an
implementation of a curriculum
CIPP MODEL
 STAKE'S MODEL
Robert Stake designed the Stake's Model, also known as the Congruency-Contingency
Evaluation Model. This model approaches evaluation from a scientific standpoint. Stake
determined three critical areas of the curriculum that must be analyzed.

Antecedents - What is happening before the curriculum is implemented?

Transactions - What is happening during the curriculum implementation?
Outcomes - What has changed after the curriculum is implemented?

Using this model to evaluate a reading curriculum, an evaluator would first look at
students' reading levels before implementation, analyze what is happening during
implementation, and then look at the reading levels after to see if improvement was
made.
 STAKE'S MODEL

Congruency refers to the degree of alignment between what is desired and what was actually achieved

contingency refers to the relationship between one variable to the other

 PROVUS DISCREPANCY EVALUATION MODEL
Ronald Doll (1997) noted that Provus’ model has been called the discrepancy model
because it compares performance with standards to determine whether there is a
discrepancy between the two. The model enables the curriculum evaluators and
administrators of the school to collect or gather concrete evidence on how the
curriculum satisfied the set standards.
PROVUS DISCREPANCY EVALUATION MODEL
To use the Discrepancy Evaluation Model, one needs to follow these steps.

STEP 1: Decide which program to evaluate.

STEP 2: Determine objectives for the targeted program

STEP 3: Plan the evaluation

STEP 4: Follow through by implementing plans to collect information.

STEP 5: Identify discrepancies between program objectives and program accomplishments.

STEP 6: Plan what to do next.

At this point, the Discrepancy Evaluation Model says it’s time for remedial planning. Either

the basic program design standard or performance should be revised so that objectives and

accomplishments are consistent.

The Provus model is most effective under the following circumstances:
1. When the type of evaluation desired is formal, and the program is in the formative, rather than summative stages.

2. When evaluation is defined as continuous information management addressing program improvement and assessment, and

where evaluation is a component of program development.

3. Where the purpose of evaluation is to improve, maintain or terminate a program.

4. Where the key emphasis of evaluation is program definition and program installation.

5.Where the roles of the evaluator are those of facilitator, examiner of standards, observer of actual behaviors, and design expert.

6.When at each stage of evaluation program performance is compared with program objectives (standards) to determine

discrepancies.

7.Where the program evaluation procedure is designed to identify weaknesses and to make determinations about correction or

termination.

8.Where the theoretical construct is that all stages of programs continuously provide feedback to each other.

9. Where the criteria for judging programs includes carefully evaluating whether:

a. The program meets established program criteria

b. The actual course of action taken can be identified, and

c. A course of action can be taken to resolve all discrepancies (Gredler, 1996).

 EISNER’S EDUCATIONAL CONNOISSEURSHIP
MODEL
This model by Elliot Eisner (1985) provides a qualitative way of evaluating a curriculum.
It tries to capture every aspect of curriculum activities including the hidden curriculum.
The emphasis is always on the quality rather than on the measurable quantity of
learning and interaction.

Connoisseurship is the art of appreciation. It can be displayed in any realm in which the
character, import, or value of objects, situations, and performances is distributed and
variable, including educational practice (Eisner 1998:63)
PURPOSES OF CURRICULUM
EVALUATION
PURPOSES OF CURRICULUM EVALUATION
The primary purpose of curriculum evaluation is, of course, to determine
whether the curriculum goals and objectives are being carried out. These
goals and objectives are to be evaluated in the first place to determine if they
are the right kind of objective. It also determines whether the curriculum is
functioning while in operation, and using the best materials and the best
methods.

Curriculum evaluation also determines whether the products of our schools

are successful in higher education and in jobs, whether they can function in
daily life and contribute to our society. Curriculum evaluation also determines
whether educational program is cost- effective, that is to say whether the
people are getting the most of their money.
Print (1993) identified several important purposes and functions of evaluation
in the school setting:

Essential in providing feedbacking to learners – provides useful information

in helping the students improve their performance and helps teachers identify
the strengths and weaknesses of the learners.

Helpful in determining how well learners have achieved the objectives of the
curriculum – describe whether the students learned or mastered the desired
outcomes and objectives of the curriculum.

To improve curriculum- the result of evaluation serves as a basis for

improving curriculum and for suggesting innovations to improve learning.
 Curriculum evaluation is also useful to administrators and teachers in many
different ways such as:

Evaluation helps in making decision about improving teaching and learning

processes.

It helps in shaping academic policies.

It guides in initiating curricular changes and innovations.

It insures quality of any curricular program.

It helps schools align their curriculum to different curriculum sources and

influences.

It determines the level of success of the school’s vision and mission.

 CURRICULUM
EVALUATION IN
THE CLASSROOM
DOLL (1997) ASSERTED THAT THE
CLASSROOM IN FACT COULD BE THE
FIRST SITE OF GATHERING IMPORTANT
DATA THAT WILL LEAD TO CURRICULUM
EVALUATION. WITHIN THE CLASSROOM,
TEACHERS AND ADMINISTRATORS CAN
COLLECT DATA USING SEVERAL
INSTRUMENTS/TOOLS.
 STRATEGIES/TOOLS TO ASSESS THE
CURRICULUM
ASSESSMENT STRATEGIES
- ARE THE STRUCTURES THROUGH WHICH STUDENT KNOWLEDGE AND SKILLS
ARE ASSESSED.

EXAMPLES OF ASSESSMENT STRATEGIES

-PAPER-AND-PENCIL-STRATEGY
-PERFORMANCE BASED STRATEGY
-OBSERVATIONAL STRATEGY
-PERSONAL COMMUNICATION STRATEGY
-ORAL STRATEGY -REFLECTIVE STRATEGY
-COMBINATION OF STRATEGIES
 STRATEGIES/TOOLS TO ASSESS THE
CURRICULUM
ASSESSMENT STRATEGIES
- ARE THE STRUCTURES THROUGH WHICH STUDENT KNOWLEDGE AND SKILLS
ARE ASSESSED.

EXAMPLES OF ASSESSMENT STRATEGIES

-PAPER-AND-PENCIL-STRATEGY
-PERFORMANCE BASED STRATEGY
-OBSERVATIONAL STRATEGY
-PERSONAL COMMUNICATION STRATEGY
-ORAL STRATEGY -REFLECTIVE STRATEGY
-COMBINATION OF STRATEGIES
TEACHERS PLAY AN IMPORTANT ROLE IN
CONDUCTING CURRICULUM EVALUATION
IN THE CLASSROOM LEVEL. THEY MUST
BE GUIDED IN GATHERING DATA FROM
THESE INSTRUMENTS AND IN
INTERPRETING DATA. THE RESULTS OF
CLASSROOM-BASED EVALUATION MAY
HELP IN IMPROVING INSTRUCTION AND
IN THE EFFECTIVE IMPLEMENTATION OF
THE CURRICULUM.
 CURRICULUM EVALUATION AT THE
SCHOOL OR SCHOOL SYSTEM LEVEL
CURRICULUM EVALUATION IS DONE MOSTLY AT A SCHOOL OR SCHOOL SYSTEM
LEVEL. THIS IS USUALLY DONE TO EVALUATE HOW THE CURRICULUM GOALS ARE
ATTAINED IN THE MACRO LEVEL. THE FOLLOWING INSTRUMENTS CAN BE USED TO
GATHER DATA FOR THE EVALUATION OF THE CURRICULUM:

ONLINE POLL
SURVEYS
FOCUS GROUP DISCUSSION
FOLLOW-UP STUDIES
STANDARD EVALUATION INSTRUMENT
RESULTS OF DISTRICT OR NATIONAL TEST
ONLINE POLL
SURVEYS
FOCUS GROUP DISCUSSION
FOLLOW-UP STUDIES
STANDARD EVALUATION
INSTRUMENT
 CURRICULUM
EVALUATION THROUGH
LEARNING ASSESSMENT
TYPES OF TEST
CURRICULUM EVALUATION THROUGH LEARNING
ASSESSMENT TYPES OF TEST
1. PHILIPPINES QUALIFICATION FRAMEWORK (PQF)
PQF IS A REFERENCE SYSTEM OF NATIONAL STANDARDS OF WHAT
QUALIFICATIONS ONE HAS EARNED THROUGH 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 OF DEGREE OF COMPETENCIES OF 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 10768, S. 2018)
 3 DOMAINS

-KNOWLEDGE, SKILLS, AND VALUES

-APPLICATION
-DEGREE OF INDEPENDENCE
(RESPONSIBILITY)
 ASEAN REFERENCE QUALIFICATION
FRAMEWORK (ARQF)

ARQF IS A TOOL OR DEVICE THAT

ENABLES COMPARISONS OF
QUALIFICATION ACROSS ASEAN
MEMBER STATES.
KNOWLEDGE, PROCESS, UNDERSTANDING,
PERFORMANCE (KPUP)

KNOWLEDGE, PROCESS, UNDERSTANDING,

AND PERFORMANCE REFLECT DIFFERENT
LEARNING OUTCOMES THAT ARE AR-
RANGED IN HIERARCHY OR COMPLEXITY.
 TYPES OF TESTS TO MEASURE
KNOWLEDGE, PROCESS, AND
UNDERSTANDING
*OBJECTIVE TEST
-TESTS THAT REQUIRE ONLY ONE
CORRECT ANSWER.
-IT IS DIFFICULT TO CONSTRUCT
BUT EASY TO CHECK.
1.1 PENCIL AND PAPER TEST THE TEST IS WRITTEN ON
PAPER AND REQUIRES A PENCIL TO WRITE.

A. SIMPLE RECALL This is the most common tool to

measure knowledge. There are varieties of simple recall
tests to include;
Fill in the blanks
Enumeration
Identification
Simple recall
1.1 PENCIL AND PAPER TEST THE TEST IS WRITTEN ON
PAPER AND REQUIRES A PENCIL TO WRITE.
B. ALTERNATIVE RESPONSE TEST - This is the type of
pencil and paper test where two options are provided.
The item can be stated in question or a statement.

TRUE or FALSE
e.g. The Philippine population has reached one million.

YES or NO
e.g. Has the Philippine population reached one million?
1.1 PENCIL AND PAPER TEST THE TEST IS WRITTEN ON
PAPER AND REQUIRES A PENCIL TO WRITE.
C. MULTIPLE CHOICE TEST This is the type identified as the most
versatile test type because it can measure a variety of learning
outcomes.

The incomplete statements or direct question is called STEM. The list

of suggested solutions in words, numbers, symbols, or phrases is called
ALTERNATIVES, OPTIONS, or CHOICES.

The correct alternative is called the ANSWER while the remaining

options or choices are called DISTRACTERS, DISTRACTORS or
DECOYS.
C. MULTIPLE CHOICE TEST
*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:
1. What is NOT a member of ASEAN 2015 economic community?
a. Vietnam b. Korea c. Malaysia d. Philippines

INCOMPLETE SENTENCE:
A country in southeast Asia which is not a member of the ASEAN 2015 economic
community is:
a. Vietnam b. Korea c. Malaysia d. Philippines
C. MULTIPLE CHOICE TEST
*BEST ANSWER TYPE
All the alternatives are correct but only one is the best.
Example:
DIRECT QUESTION:
What do progressive educators consider the most important factor in the
teaching-learning process?
a. Teacher b. Books c. Learner d. Principal

INCOMPLETE SENTENCE:
According to progressive educators, the most important factor in the
teaching-learning process is.
a. Teacher b. Books c. Learner d. Principal
1.1 PENCIL AND PAPER TEST THE TEST IS WRITTEN ON
PAPER AND REQUIRES A PENCIL TO WRITE.

D. MATCHING TYPE TEST - The most common matching

type is made up of two parallel columns, the first column
(A) as the premise that presents the problem, and the
second column (B) provides the answer. A matching Type
test is useful in measuring factual information as well as
relationships between two things, ideas, or concepts.
D. MATCHING TYPE TEST
D. MATCHING TYPE TEST
*Perfect Matching Type Is 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: IN COLUMN A ARE POPULAR DESCRIPTION OF PRESIDENTS DURING THEIR TERM
OF OFFICE. MATCH THEM WITH THE NAMES OF 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
3. Corazon Aquino C. Filipino First Policy
D. Champions of First Land
Reform Law
 D. MATCHING TYPE TEST
*Imperfect type Match - 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 .
 1.2. SUBJECTIVE TEST LEARNING OUTCOMES WHICH INDICATE
LEARNER'S ABILITY TO ORIGINATE, AND EXPRESS IDEAS IS
DIFFICULT TO TEST THROUGH OBJECTIVE TYPE TEST.

A. Essay Test Items allow students freedom of response.

Students are free to select, relate and present ideas in
their own words.
EXAMPLES:
-Evaluate the significance of the result of the national referendum of
Scotland to the global peace condition.
-What can you say about NATO's position on ISIS?
-Comment on the term "new normal" that refers to the environmental
condition and climate change.
B. RESTRICTED RESPONSE ITEM
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.
EXAMPLES:
1. What are the main body parts of the plan? Describe each
part.
2. Why is the barometer one of the most useful instruments
to forecast the weather? Explain in one paragraph.
C. EXTENDED RESPONSE ITEM
The student is generally free to select any factual
information that can help in organizing the response. The
content depends on the analysis, synthesis, evaluation, and
other higher order thinking skills of the test takers.
EXAMPLES:
1. Evaluate the significance of the result of the national
referendum of Scotland to the global peace condition.
2. What can you say about NATO's position on the ISIS?
 1. 3. AUTHENTIC EVALUATION
-Authentic evaluation is a test that measures
real-life tasks, performances, and actual
products. The most common of authentic
assessments are the performance assessment
and the use of portfolios.
-Used to assess learning outcomes in KPUP.
 3 PERFORMANCE ASSESSMENT TOOLS
1. Checklist is a tool that consist of a list of qualities that
are expected to be observe as present or absent.
EXAMPLE:
Checklist on the use of a microscope (5 points). Instruction: Observe the student in a
laboratory activity with the use of a microscope. Check (/) the items which you have
seen, which were done appropriately and mark (X) items that were not appropriately
done.
1. Put the specimen on the slide.
2. Place the slide on the stage.
3. Turns to low power objectives.
4. Looks through the eyepiece with one eye.
5. Adjust for maximum enlargement and resolution
3 PERFORMANCE ASSESSMENT TOOLS

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 Likert Scale.
3 PERFORMANCE ASSESSMENT TOOLS

3. The rubrics for the portfolio are a compilation

of the experiences as authentic learning outcomes
presented with pieces of evidence and reflections.
To assess the total learning experiences as
presented in a holistic package, an assessment
tool called a RUBRIC is utilized.
 LEVELS OF ASSESSMENT FOR THE
LEVELS OF LEARNING OUTCOMES
-The levels of assessment is the description of the
levels of the learning outcomes which are; knowledge,
process or skill, understanding products or
performance.

-The levels of learning outcomes are also used to

describe the levels of assessment.
TABLE OF SPECIFICATION
-Developed to help the teachers in test
construction.
-It should reflect the Levels of Learning
Outcomes provided.
 LEVEL OF PROFICIENCY
DESCRIPTION
The interpretation is used for
all the learning areas or
subjects in basic education.
STANDARD-BASED
CURRICULUM
ALLAN GLATTORN
He developed the sta
ndard-based
curriculum developm
ent model. He also
identified the three p
hases to be followed
in developing standa
rd-based
curriculum.
 PHASES OF
STANDARD-BASED
CURRICULUM
 Using multiple
sources

DEVELOPMENT
By eliminating and
combining
STANDARD

Secure teacher
input

Essential standard
and enrichment
standard
 Content
emphases

Identify
DEVELOPMENT Standards

BENCHMARKS

By taskforce or by
teacher

Initial drafts of
benchmark
 Scope and
sequence chart

DEVELOP Decide on guide

content
FINAL
PRODUCT
Analyze to
learning

objectives
Multicultural Curriculum
MULTICULTURAL CURRICULUM
is designed to prepare students for citizenship in
a democratic society by teaching them to consider
the needs of all individuals. It clarifies how
issues of race, ethnicity, culture, language,
religion, gender, and abilities/disabilities are
intertwined with educational processes and
content.
 WHY DO WE NEED A
MULTICULTURAL CURRICULUM
To prepare students for diverse workplaces and
multicultural environments
To expose biases, stereotypes, and policies that can
restrict achievement
To ensure that content is fair, accurate, and
inclusive
To accommodate for diverse teaching and learning
styles for teachers and students.
To help students, faculty and staff become advocate
for multicultural awareness.
 STAGES OF
MULTICULTURAL
CURRICULUM
RECOGNITION
Educators must first recognize
that the traditional curriculum
is not the only content needed.
Mainstream curriculum often
does not include ideas and
experiences representing
contemporary diverse societies.
HEROES AND HOLIDAYS
After recognizing the need for
curriculum reform, educators may begin
to integrate other perspectives by
celebrating cultural holidays and
highlighting famous individuals from
non-dominant groups, drawing attention
to the fact that society is shaped by
multiple perspectives. But they should
not stop at this point.
 INTEGRATION
Moving beyond superficial integration,
educators need to integrate information
about non-dominant groups across
several areas of the curriculum. A daily
lesson plan may incorporate a special
lesson, book, or film that highlights
members of non-dominant groups.
Educators must move beyond using the
new materials and units only as
secondary sources.
STRUCTURAL REFORM

During this stage, educators weld

diverse perspectives and multicultural
materials into their traditional
curriculum. This unit is seamless to
ensure that one source of information
is not seen as primary over or more
accurate than another.
SOCIAL ACTION AND AWARENESS

of this model of
During the final stage
curriculum reform, educators incorporate
discussions and activities that address social
issues such as practicing equity within a
democracy, overcoming
discrimination/prejudice based on differences
in access to power, providing accommodations
for persons with disabilities, etc. Educators
can encourage students to understand these
concepts based on experiences and increased
self-awareness and to develop their own
views
INDIGENOUS
CURRICULUM
The Department of Education (DepEd) has
initiated the development of education
curriculum that was designed to meet the
learning needs of indigenous people (ip's)
community.
 FRAMEWORK
DepEd Order No. 62 s. 2011
Adapting Indigenous people Education/
Ip's policy framework
DepEd Order No. 32 s 2013
The needs for teachers serving in DepEd Order No. 32 s. 2015
indigenous communities to be Enhance basic education act of 2013
adequately oriented and trained. So that
indigenous cultures are appreciated
,indigenous cultural practices and
values are not discriminated as
"backward", "invalid". or "primitive"
INDIGENOUS KNOWLEDGE SYSTEMS AND PRACTICES
(IKSPS)
Indigenous Knowledge Systems and
Practices (IKSPs) are local knowledge
developed over centuries of
experimentation and are passed orally from
generations to generation. It was found to
be an important catalyst to sustainable
development due to their direct connection
to resource management and conservation.
WHY IKPS IS IMPORTANT
To instill and preserve the Indigenous People Systems
and Practices for younger Indigenous People generation
To help realize that there are different ways of viewing
the world, and gaining knowledge about Indigenous
People culture and practices
To protect an endangered way of life
To learn from Indigenous People perspective and
knowledge
BRAIN-BASED
LEARNING
Brain-based learning uses neuroscience
to create an informed curriculum and
lesson design. The goal? Speedy and
efficient learning. The research that
informs this method centers around the
brain's ability to change, remap, and
reorganize itself while someone is
learning new information, according to
Education Reform.
BRAIN-BASED LEARNING IN CLASSROOM
Drawing/ art
Discussion
Technology
Movement
Story Telling
BRAIN-BASED PRINCIPLES
Relaxed alertness
Immersive and rich experiences
Active and passive processing
BRAIN-BASED LEARNING
TECHNIQUES
Trial and error
Interactive curriculum
Teacher and Student
GIFTED EDUCATION
CURRICULUM
GIFTED EDUCATION CURRICULUM
is a type of education that provides gifted and
talented students with an educational environment
designed specifically for their social, emotional, and
academic needs.
GIFTED EDUCATION
MODELS
ACCELERATION
ENRICHMENT
ADAPTION
DIFFERENTIATED
CURRICULUM
DIFFERENTIATED CURRICULUM
A differentiated curriculum is a modified way of teaching students based on
their strengths and weaknesses. It comes in many shapes and forms, but
overall, the structure of differentiated curriculum should keep students
interested and meet their needs, even if they differ from their peers.

Recognising that students learn in different ways

Providing students with opportunity to use skill already developed
Accommodating the pace of progress
Providing creative ways for students to develop new skills
Providing students with options as to how they want to learn
GIFTED STUDENTS
A gifted child is one who
shows consistently
remarkable performance in
any worth while line of
endeavor
SLOW LEARNERS
Slow learner is a child
who learnd at pace a little
behind others of their age
and grade level
UNDER ACHIEVER
Children who are
performing below their
intellectual potential or
below the standard that
are set for their age or
their grade level
LEARNING DISABILITY
Learning disability refers to a
mixed group of disorders
manifested by significant
dificulties in the acquisition and
use of listening, speaking,
writing, reasinung or
mathematical abilities.
 OUTCOMES-BASED EDUCATION
EVALUATION AT THE SCHOOL OR
SCHOOL SYSTEM LEVEL
WHAT IS OUTCOMES-BASED
EDUCATION?
Outcome-based education focuses
on results rather than learning
processes. Students are given
clear objectives and regular
evaluations of progress, and they
receive personalized feedback on
how well they have achieved
those goals.

WILLIAM SPADY
FATHER OF OBE
 FOUR ESSENTIAL
PRINCIPLES IN OBE
CLARITY OF FOCUS
DESIGNING BACKWARD
HIGH EXPECTATIONS
EXPANDED OPPORTUNITIES
PRINCIPLE 1: CLARITY OF FOCUS
PRINCIPLE 2: DESIGNING BACKWARD
PRINCIPLE 3: HIGH EXPECTATIONS
PRINCIPLE 4: EXPANDED OPPORTUNITIES
FROM TRADITIONAL VIEW TO OBE VIEW
TEACHING-LEARNING
IN OBE
TEACHING-LEARNING IN OBE
 ASSESSMENT OF
LEARNING OUTCOMES
IN OBE
 ASSESSMENT OF LEARNING OUTCOMES IN OBE
To be useful in OBE System, assessments should be guided by the following principles
Assessment procedure should be valid
Assessment procedure should be reliable
Assessment procedure should be fair
Assessment procedure should reflect the knowledge and skills that are important to the
students
Assessment procedure should tell both the teachers and students how students are
progressing
Assessment should support every student's opportunity to learn things that are important
Assessment procedure should allow individuality or uniqueness to be demonstrated
Assessment procedure should be comprehensive to cover a wide range of learning
outcomes.
 IMPORTANCE OF ASSESSMENT
Assessment defines for the students what is important, what counts, how they will
spend their time, and how they will see themselves as learners.
 LEARNER'S RESPONSIBILITY FOR LEARNING
In terms of student perspectives, there are common questions that will guide them
as they learn under the OBE Curriculum Framework. To guide the students in OBE
learning, they should as themselves the ff. questions:
What do I need to learn?
Why do I need to learn it?
What will I be doing while I am learning?
How will I know that I am learning what should be learned?
Will I have any say in what I learn?
How will I be assessed?
OBE PYRAMID (THE 5 P'S)
THANK YOU FOR
LISTENING!!