Philippine Normal University

National Center for Teacher Education

Taft Avenue, Manila

“Strengthening Character and Values Development: A Comprehensive

Evaluation and Recommendations for the Enhancement of the New GMRC
and Values Education Curriculum"
_____________________________________________________________________________________

CRITIQUE PAPER

Submitted to

Prof. Elanor O. Bayten

In partial fulfillment of the requirements for

MA VE 705 – Development of Learning and Assessment Resources

Submitted by

Tobias, Ricardo R.
MA VE 705 5-1

July 29, 2023

 Philippine Normal University
National Center for Teacher Education
Taft Avenue, Manila

I. INTRODUCTION

The upcoming implementation of the new Good Manners and Right Conduct (GMRC) and Values
Education Curriculum, as mandated by Republic Act 11476 (Republic Act No. 11476, 2020), holds
a significant role in shaping the moral and ethical foundation of Filipino students. Aligned with
the K–12 Program's objectives, the curriculum aims to develop values essential for lifelong
learning and employment (Department of Education Philippines, n.d.). Integrating Personalism
and Virtue Ethics as guiding philosophies (Cabrera, 2018), it endeavors to mold responsible
individuals who demonstrate good character and love for God, self, family, fellow beings, nature,
country, and the world towards the common good.

As a student of the Master of Arts in Values Education and an Edukasyon sa Pagpapakatao teacher,
I recognize the critical importance of the upcoming implementation of the GMRC and Values
Education Curriculum in shaping students' character and moral development within the Philippine
education system. Providing a structured framework for instilling positive values and ethical
behavior, the curriculum lays the groundwork for students' holistic growth and responsible
citizenship. This critique paper aims to comprehensively evaluate the new GMRC and Values
Education Curriculum, focusing on its strengths and weaknesses and proposing recommendations
for improvement.

II. REVIEW OF THE EXISTING VALUES EDUCATION CURRICULUM

The upcoming GMRC and Values Education Curriculum demonstrates several commendable
aspects that contribute to its effectiveness in shaping students' character and moral development.
Firstly, the curriculum's content is meticulously structured and aligned with the desired standards
set by the Philippine Department of Education (Department of Education Philippines, n.d.). It
introduces essential values, moral principles, and character traits in a progressive manner, starting
from kindergarten up to Grade 10 (Department of Education Philippines, n.d.). This thoughtful
progression ensures that students are exposed to age-appropriate values as they advance through
grade levels, fostering a systematic and coherent approach to character education.

Additionally, the curriculum is thoughtfully designed to cater to the developmental stage of

students at each grade level (Department of Education Philippines, n.d.). It covers age-appropriate
topics and activities, ensuring that the values education provided is relevant and relatable to their
current life experiences (Department of Education Philippines, n.d.). By considering the students'
developmental milestones, the curriculum becomes more engaging and meaningful, enhancing
students' understanding and application of the values taught.

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 Philippine Normal University
National Center for Teacher Education
Taft Avenue, Manila

Furthermore, the curriculum's incorporation of performance standards and learning competencies

empowers teachers to effectively assess students' acquisition and application of values
(Department of Education Philippines, n.d.). These clear guidelines provide educators with a
comprehensive framework to evaluate students' progress in their moral and ethical development
(Cheng, 2020).

A noteworthy strength of the upcoming curriculum is its well-rounded perspective on values

(Department of Education Philippines, n.d.). It addresses various aspects of personal, social, and
global values, instilling in students a sense of responsibility and ethics on multiple levels
(Department of Education Philippines, n.d.). By integrating these different dimensions, the
curriculum nurtures holistic growth in students, enabling them to become responsible and ethical
members of society, capable of contributing positively to their communities and the world (Pineda,
2019).

III. CRITIQUE

The GMRC and Values Education curriculum demonstrate several strengths in its approach to
character and values development. One of the commendable aspects is its focus on practical and
relevant examples to shape students' character. By providing opportunities for engagement in
character-building activities and decision-making scenarios, the curriculum enables students to
apply values in real-life situations (Cabrera, 2018). Moreover, the integration of values across
different subjects and situations is praiseworthy as it reinforces the importance of values in various
aspects of life (Pineda, 2019).

However, the curriculum does have notable weaknesses that need to be addressed. One such
weakness is the lack of emphasis on critical thinking and ethical dilemmas. While the curriculum
encourages good decision-making, it would benefit from including more complex situations that
require students to evaluate conflicting values and consider consequences (Ma, 2021). This
enhancement would better prepare them for real-life challenges where values may clash, enabling
them to make more informed and ethical choices.

Another aspect that requires improvement is the assessment approach. The current curriculum
relies heavily on the demonstration of values through actions (performance standards) (Department
of Education Philippines, n.d.). While practical, this may not fully capture the internalization of
values and moral reasoning. To address this, integrating reflective assessments or written
reflections on ethical situations could provide a deeper understanding of students' values
development and critical thinking skills (Duffy & Jonassen, 2013).

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 Philippine Normal University
National Center for Teacher Education
Taft Avenue, Manila

Additionally, the curriculum could benefit from the following areas of improvement:

Specific Learning Outcomes: To enhance clarity and effectiveness, the curriculum should
include more specific and measurable learning outcomes for each value. Clear and concrete
objectives would assist teachers in designing effective assessments and evaluating students'
progress accurately (Biggs & Tang, 2011).

Inclusion of Diverse Perspectives: To promote inclusivity and understanding, the curriculum

should incorporate diverse perspectives and examples from various cultural and religious
backgrounds (Banks, 2015). This would foster respect for different beliefs and practices among
students, encouraging a more tolerant and empathetic learning environment.

Practical Application: While the curriculum offers opportunities for practical application of
values, it could further strengthen this aspect by including more experiential learning activities,
community service projects, or role-playing scenarios (Araujo & Abbad, 2018). These activities
would allow students to actively engage with the values they are learning and apply them in real-
world settings.

Assessment Strategies: Providing teachers with a variety of assessment strategies would support
a more comprehensive evaluation of student learning (Elliot, Kratochwill, & Littlefield Cook,
2020). Including a mix of formative and summative assessment tools would help gauge students'
understanding and application of the values being taught effectively (Brookhart, 2013).

IV. CONCLUSION

The upcoming GMRC and Values Education Curriculum in the Philippines exhibit commendable
strengths in its approach to character and values development. The curriculum's meticulous
structure and alignment with educational standards ensure a systematic and coherent approach to
character education. Moreover, the thoughtful consideration of students' developmental stages
leads to relevant and engaging content that fosters better understanding and application of the
values taught. The incorporation of performance standards and learning competencies empowers
teachers to assess students' moral and ethical development effectively.

One of the notable strengths of the curriculum is its focus on practical and relevant examples,
enabling students to apply values in real-life scenarios. The integration of values across different
subjects reinforces their importance in various aspects of life. Additionally, the curriculum's well-
rounded perspective addresses personal, social, and global values, nurturing holistic growth in
students and fostering responsible and ethical citizens capable of contributing positively to society.

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 Philippine Normal University
National Center for Teacher Education
Taft Avenue, Manila

However, the curriculum also has notable weaknesses that require attention. One such weakness
is the lack of emphasis on critical thinking and ethical dilemmas. To better prepare students for
real-life challenges, including complex situations that require evaluating conflicting values and
considering consequences could enhance their moral decision-making skills.

Another aspect that needs improvement is the assessment approach. While the current curriculum
emphasizes demonstrating values through actions, integrating reflective assessments or written
reflections on ethical situations would provide a deeper understanding of students' values
development and critical thinking abilities.

V. RECOMMENDATIONS

To enhance the effectiveness of the GMRC and Values Education Curriculum in nurturing ethical
decision-making and responsible citizenship, several recommendations can be implemented with
a focus on the assessment process and tools. Firstly, to address the weakness of the curriculum's
lack of emphasis on critical thinking and ethical dilemmas, teachers should incorporate more
complex scenarios and ethical case studies in their lesson plans (Ma, 2021). These scenarios should
require students to analyze conflicting values and make informed decisions, fostering their ability
to think critically and ethically. Additionally, introducing class discussions and debates on moral
issues will encourage students to articulate their reasoning, enhancing their moral and ethical
development (Mariano, 2017).

To enhance the assessment approach, teachers could integrate reflective assessments or written
reflections on ethical situations to gauge students' moral reasoning (Dweck, 2006). This would
provide a deeper understanding of students' values development and critical thinking skills,
enabling educators to tailor their instructional approaches to better support students' moral growth.

Furthermore, the curriculum could incorporate more diverse perspectives and examples from
various cultural and religious backgrounds to foster inclusivity and empathy (Banks, 2015) (Stein,
2021). This will create a more enriching learning environment where students learn to respect and
appreciate different beliefs and practices.

In addition to performance standards, teachers could employ various assessment strategies, such
as formative assessments and rubrics, to gain a more comprehensive view of students' learning and
values application (Araujo & Abbad, 2018) (Walvoord & Anderson, 2010). This approach would
allow educators to provide timely feedback and support, fostering continuous improvement in
students' ethical decision-making skills.

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 Philippine Normal University
National Center for Teacher Education
Taft Avenue, Manila

Regarding the proposed revision of the existing percentage distribution for grading, I recommend
the following allocation:

From this one

Assessment Components
Written Works Performance Tasks Quarterly Assessments
Weights 30% 50% 20%

To this one
Assessment Components
Written Performance Quarterly Observed/Manifestation
Works Tasks Assessments of Values
Weights 25% 50% 20% 5%

This revision provides a more balanced evaluation of students' character and values development.
Written Works, such as reflective essays and ethical dilemmas analysis, allow students to
demonstrate their critical thinking and ethical reasoning. Performance Tasks, including role-
playing scenarios and community service projects, provide opportunities for practical application
and observation of values in action. Quarterly Assessments can cover a range of topics, ensuring
students' comprehensive understanding of the values taught throughout the term. Lastly, the
allotment for Observed Values/Manifestation of Values acknowledges the importance of
evaluating students' day-to-day behaviors and actions that reflect their internalization of values.
Teachers can make note of students' displays of responsibility, respect, empathy, and other values
observed in the classroom and school environment.

Below is the proposed assessment tool that can be used to evaluate the observed values over a
designated quarter.

Criteria 5 4 3 2 1 Score
Responsibility Consistently Frequently Demonstrates Displays the Rarely
and displays the value but value exhibits
proactively the value may need inconsistently the value,
demonstrates with occasional or requires even with
the value in minimal reminders. frequent reminders.
various prompting. reminders.
situations.
Respect Consistently Frequently Demonstrates Displays the Rarely
and displays the value but value exhibits
proactively the value may need inconsistently the value,
demonstrates with or requires

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 Philippine Normal University
National Center for Teacher Education
Taft Avenue, Manila

the value in minimal occasional frequent even with

various prompting. reminders. reminders. reminders.
situations.
Empathy Consistently Frequently Demonstrates Displays the Rarely
and displays the value but value exhibits
proactively the value may need inconsistently the value,
demonstrates with occasional or requires even with
the value in minimal reminders. frequent reminders.
various prompting. reminders.
situations.
Integrity Consistently Frequently Demonstrates Displays the Rarely
and displays the value but value exhibits
proactively the value may need inconsistently the value,
demonstrates with occasional or requires even with
the value in minimal reminders. frequent reminders.
various prompting. reminders.
situations.
Cooperation Consistently Frequently Demonstrates Displays the Rarely
and displays the value but value exhibits
proactively the value may need inconsistently the value,
demonstrates with occasional or requires even with
the value in minimal reminders. frequent reminders.
various prompting. reminders.
situations.

Assessment Procedure:
Teachers will use this observation rubric to assess students' observed manifestation of values over
a designated period, such as a quarter or semester. They will observe and record students' behaviors
and actions in various contexts, including class discussions, group work, and interactions during
school activities. Teachers may also seek inputs from other staff members who interact with the
students to gain a comprehensive view of their values display. Regular feedback and discussions
with students can help reinforce positive behaviors and provide opportunities for growth and
improvement.

1911 words

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 Philippine Normal University
National Center for Teacher Education
Taft Avenue, Manila

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