CRITERIA FOR CURRICULUM ASSESSMENT

● In this lesson we were going to tackle the criteria for determining the purposes, for
implementing the curriculum, for assessing curriculum output as well the overall impact of the
curriculum.
● Now let us define first what are the criteria? So DOES criteria MEANS for curriculum
assessment.
● When we say Criteria this is a set of standards or expectations to be followed in a particular
assessment.
- So eto yung ginagamit ni teacher para ma assess nya ng ayos si students. Which
mean it will be the basis kung paano bibigyan ni teacher ng grade si students.
● Aside from that criteria are also defined specifically, as they apply to curriculum, CRITERIA
are set of standards upon which the different elements of the curriculum are being tested.
- Meaning criteria helps to make sure if every part ba ng inaaral natin or what we are
supposed to learn in school and how we learn it from different subjects or disciplines
are good enough and if nagmamatch ba ito to what we are supposed to achieve
or the learning outcomes that the students need to achieve.
● criteria will also determine the different levels of competencies or proficiency of
acceptable task performance
● - so here by using criteria you will sets up different levels of competencies in order to
show kung sino sa mga students or learners yung really skilled or magaling sa ganito
and if sino sakanila yung need pa ng improvement. Basically criteria help teacher
decide how good the students are, like if they're good, very good or excellent sa
specific task na pinagawa ni teacher.
● Now what is the criteria naman for goals and objectives sabi dito
- Goals and objectives are statements of curricular expectations. They are sets
of learning outcomes specifically designed for students.
- I other words that is the outcomes or what students supposed to achieve at
the end.
- EXAMPLE IN ENGLISH CLASS, IF ANG TOPIC OR LESSON IS ABOUT
CONJUNCTIONS NOW THE OBJECTIVES SHOULD BE
- AT THE END OF THE LESSON THE STUDENTS MUST BE ABLE TO
- CONSTRUCT A SENTENCES USING VARIOUS CONJUNCTIONS
● Now the sample objectives indicate clearly what the students will learn which is to be
able to construct a sentence using conjunctions,
● The objectives also make it clear what knowledge, skills, or ways of thinking
students should gain after they've been taught.
● Remember that objectives are made to fit what students need to learn at their level
or competencies so meaning bawal mag include si teacher ng objectives na hindi
naman kaya ma meet or ma achieve ni students, so we need to ensure na yung
tinuturo natin sa students and yung makukuha nilang knowledge is magagamit nila
once pinagawa na natin sila ng task.
Goals and instructional objectives are formulated and specified for the following
purposes:

FIRST PURPOSE

1. **Focus on Curriculum and Instruction**: Goals and instructional objectives

SHOULD help teachers and students understand what they need to accomplish in
the curriculum. For example, a goal could be "Students will demonstrate proficiency
in reading comprehension," and an objective could be "Students will identify the main
idea and supporting details in a text." BY HELPING STUDENT AND TEACHERS TO
UNDERSTAND WHAT THEY NEED TO ACCOMPLISH IT WILL BE EASY FOR THEM TO
EXECUTE AND TO TEACH YUNG LESSON, AND MAS MADALI DIN MAKUKUHA NI
STUDENTS YUNG KNOWLEDGE SINCE CLEARLY NABIGAY SAKANILA YUNG
OBJECTIVES NA KAILANGAN NILA MAMEET

2. **Meet Requirements of Policies and Standards**:

Educational policies and standards often outline what students should achieve at
each grade level. Goals and objectives ensure that curriculum and instruction align
with these requirements. For instance, if a policy mandates that students must
achieve a certain level of mathematical proficiency by the end of third grade, goals
and objectives would be set accordingly IN ORDER TO MEET THE REQUIREMENTS
FOR THE POLICIES AND STANDARDS

3. **Provide the Best Possible Education**:

Goals and objectives aim to provide students with a high-quality education that
prepares them for success. For example, a goal might be "Students will develop
critical thinking skills," with an objective like "Students will analyze and evaluate
arguments presented in texts." BY THAT IT WILL NOT JUST describe the students’
level of performance IF THEY WAS ABLE TO ANALYZE EVALUATE TEXT BUT IT WILL
ALSO A WAY OF PROVIDING A BEST POSSIBLE EDUCATION BECAUSE IT WILL MAKE
THE STUDENTS BE A CRITICAL THINKER ONCE THEY HAVE A CRITICAL THINKING
SKILLS MAGAGAMIT NILA YON TO PREPARE FOR THEIR FUTURE.

4. **Monitor Student Progress**:

Goals and objectives serve as benchmarks for tracking student progress. Teachers
can assess whether students are meeting these goals and adjust instruction
accordingly. For example, if a goal is for students to improve their writing skills,
teachers might use rubrics to assess student essays and track improvement over
time.

5. **Motivate Students and Teachers**:

Clear goals and objectives can motivate students by giving them a sense of purpose
and direction in their learning. When students see progress toward achieving goals,
they are often more engaged and motivated to learn. Similarly, teachers feel a sense
 of competence and accomplishment when they see students achieving the goals
they've set together. For example, celebrating students' achievements when they
reach a milestone can motivate both students and teachers to continue working
towards further goals.

● For goals and objectives to be formulated criteria on certain elements should be

included according to Howell and Nolet in 2000,
- Content: From the objectives, what content should students learn?
This refers to the subject matter or knowledge that students are expected to
learn. It defines what students should know or understand after instruction. For
example, if the objective is for students to learn about the water cycle, the
content could include concepts such as evaporation, condensation, and
precipitation.

- Behavior (ACTION): What will students do to indicate that they have learned?
Behavior refers to the observable actions or skills that students should
demonstrate to show that they have learned the content. It specifies what
students will do to indicate their understanding or mastery of the material. For
instance, if the content is understanding fractions, the behavior could be
solving fraction addition and subtraction problems.

- Criterion: What level of performance should the students have to master the
behavior?
Criterion establishes the level of performance expected from students to
consider them as having mastered the behavior. IT WILL BE THE BASIS OF
TEACHER TO KNOW IF NA MEET BE NI STUDENTS YUNG INTENDED
LEARNING OUTCOMES. It sets the standard for assessing student
achievement. For example, if the behavior is solving fraction addition problems,
the criterion could be accurately solving at least 80% of the given problems.

- Condition: Under what circumstances should the students work in order to

master that behavior?
Condition outlines the circumstances or context under which students will
demonstrate the behavior. It INVOLVES HERE any necessary resources, tools,
NA GAGAMITIN NI STUDENTS to perform the behavior successfully. For
instance, if the behavior THAT YOU WANT YOUR STUDENTS TO LEARN OR
MASTER is conducting a science experiment, the condition could be
conducting the experiment with appropriate safety equipment and materials.
THAT WILL HELP THE STUDENTS TO EXECUTE OR PERFORM IT
SUCCESSFULLY

LETS PUT IT ALL TOGETHER ANOTHER EXAMPLE IF THE GOAL

Goal: By the end of the semester, students will demonstrate proficiency in

reading and analyzing literature.

Content: Students will learn about various literary genres, including fiction, poetry, and
drama.
 ● Behavior: Students will identify and differentiate between different literary
genres.
● Criterion: Students must correctly categorize at least five literary works into
their respective genres.
● Condition: Students will work in pairs or small groups, using textbooks and
online resources to explore different literary genres.

Writing effective goals and objectives should also use the following general criteria.

1. Are the objectives syntactically correct? Syntactic correct- ness

● syntactic correctness refers to the grammatical structure and arrangement of

the elements within the objective.
- To ensure syntactic correctness, instructional objectives should logically and clearly
incorporate all the elements na na discuss ko kanina such as the content, behavior,
criterion and condition. Each part should be arranged in a coherent manner within the
objective sentence, following a consistent structure. Additionally, the language used
should be precise, avoiding any confusion regarding what students are expected to
achieve. So dapat straightforward

For example, a syntactically correct instructional objective might look like this:

- "Given a set of short stories, students will analyze the plot structure, identify key plot
elements, and summarize the main events in each story with at least 80% accuracy,
using graphic organizers and peer discussion for support."

In this objective:

● Content: "a set of short stories"

● Behavior: "analyze the plot structure, identify key plot elements, and summarize the
main events"
● Criterion: "with at least 80% accuracy"
● Condition: "using graphic organizers and peer discussion for support"

2. Do the objectives comply with the legal requirements of the Course of subjects?

There should be a direct relationship between the annual goals and the student’s present
levels of educational performance.

WHAT IS ANNUAL GOALS (BROADER)

- Annual goals should be clear and realistic, THIS OUTLINE what learners can
reasonably be expected to accomplish within a specific timeframe (usually an
academic year) and with appropriate instructional support and resources. These goals
serve as OVERALL/PRIMARY targets for the student's educational progress.
- Annual goals should reflect what the student is capable of achieving based on their
current academic abilities. These goals should build upon the student's present level
of performance and address areas of need identified through assessments and
observations.
 - Short-term objectives (SPECIFIC), on the other hand, break down these annual goals
into manageable steps, outlining specific skills or behaviors that students should
demonstrate in the short term. These objectives should be stated with clarity and
precision, making it evident how progress will be measured and assessed. By
articulating clear and measurable objectives, educators can track students' progress
more effectively and make informed decisions about instructional strategies and
interventions.

For example, let's consider an annual goal related to reading comprehension:

Annual Goal: By the end of the school year, given appropriate support, the student will

independently read and comprehend grade-level texts with 80% accuracy.

To break down this annual goal into short-term instructional objectives, we might establish

the following objective for the first quarter:

Short-Term Objective: By the end of the first quarter, when provided with a grade-level

passage, the student will accurately answer at least 7 out of 10 comprehension questions

related to main idea, supporting details, and vocabulary, as measured by teacher-conducted

assessments.

This short-term objective provides a specific and measurable target for assessing the

student's progress in reading comprehension within a defined timeframe. It outlines the skills

and behaviors that the student is expected to demonstrate and allows educators to track

progress towards the broader annual goal effectively.

3. Do the objectives pass the stranger test? – The “Stranger Test”

- Goals and instructional objectives need to be measurable so that we can track how

well students are doing. This doesn't mean they have to be based on standardized

tests, but they should follow basic measurement principles like being reliable. One

way to check if a goal or objective is measurable is to use the "stranger test." This

means that someone who doesn't know anything about the goal should still be able to

understand it and use it to plan lessons or assess student progress. To pass this test,

goals and objectives need to be written in observable and specific terms, typically
 focusing on behaviors that can be directly observed. For instance, saying a student

"knows the answer" is challenging to measure because knowledge isn't directly

observable, but saying they "write the answer" is easier to measure since writing is a

behavior that can be observed.

- For instance, let's say the goal is for students to "understand the concept of

photosynthesis." While understanding is important, it's not something we can directly

see or measure. Instead, we could make it measurable by stating that students will be

able to "describe the process of photosynthesis and identify its key components." This

way, we can observe whether or not students are able to accurately describe the

process, which makes it easier to assess their understanding.

- For instance, let's consider a goal in an English class. Saying that a student should

"improve their writing skills" is quite vague and difficult to measure. However, if we

rephrase it to say that the student should be able to "write a coherent paragraph with a

clear topic sentence, supporting details, and a concluding sentence," it becomes much

more measurable. We can easily see if the student has achieved this goal by looking

at their written work.

- In summary, making goals and objectives measurable involves using specific,

observable behaviors or outcomes that can be assessed to determine if the goal has

been met.

4. Do the objectives address both knowledge and behavior? Both knowledge and behavior

are addressed

- The confusion between knowledge and behavior often arises in education because

while our main aim is to impart knowledge, we typically rely on observable behaviors

to assess whether learning has occurred. This can lead to a misunderstanding of the

role of behavior in instructional objectives.

-
- When we create instructional objectives, we aim to provide a clear and measurable

indicator of learning. This usually involves stating a specific behavior that the student

should demonstrate to show that they have acquired the intended knowledge or skill.

However, it's essential to remember that the ultimate goal is not just to observe the

behavior itself, but rather to assess whether learning has taken place.

- For example, let's consider an objective that states: "The student will write the correct

spelling of science vocabulary." While this objective focuses on the behavior of writing,

the primary goal is actually to increase the student's knowledge of spelling. Writing is

simply the means by which we can assess whether the student has acquired that

knowledge.

- Importantly, we need to consider the abilities and readiness of the student when

formulating instructional objectives. For instance, it wouldn't make sense to set an

objective requiring writing for a student who cannot yet write. In such cases, the focus

should be on developing prerequisite skills before addressing more complex

behaviors like writing.

- In summary, while observable behaviors are useful indicators of learning, instructional

objectives should ultimately be designed to promote and assess meaningful learning

outcomes, rather than simply focusing on the behaviors themselves.

5. Do they pass the “so-what” test? The “So-What” Test

● The "so-what" test evaluates the validity of goals and instructional objectives by

questioning their importance and relevance. It goes beyond simply assessing

whether objectives are understandable or measurable, focusing instead on

whether they address significant educational outcomes that benefit students in

the long term.

●
● When applying the "so-what" test, educators need to consider whether the goals

and objectives are socially significant and contribute to the overall development

of students. Unlike the stranger test, which focuses on clarity and

measurability, the so-what test delves into the value and significance of what is

being taught. This involves making value judgments about the curriculum and

speculating about the child's future needs.

● To pass the "so-what" test, goals and objectives should aim to develop

behaviors that are socially significant and beneficial to students in the long

term. This means that the outcomes specified in objectives should have

real-world relevance and contribute positively to students' personal and social

growth.

● For example, let's say an objective states: "The student will memorize the

capitals of all 50 states." To pass the "so-what" test, we would need to consider

whether this objective is truly important in preparing students to be socially

competent individuals. While knowing state capitals may have some value, it

may not necessarily be the most crucial skill for students' long-term success

and social competence.

● On the other hand, an objective like "The student will develop effective

communication skills to express ideas clearly and respectfully" aligns more

closely with the "so-what" test. This objective focuses on a socially significant

outcome that benefits students in various aspects of their lives, such as

academic success, interpersonal relationships, and professional growth.

● In cases where certain behaviors need to be discouraged or suppressed due to

being dangerous or harmful, goals and objectives should include alternative

positive behaviors to encourage desirable outcomes. This approach ensures

 that students are guided towards constructive and responsible behavior while

addressing any potential risks or challenges.

● EXAMPLE;Goal: Promote a Safe and Respectful School Environment

Objective 1: By the end of the semester, students will demonstrate respectful communication

and conflict resolution skills when interacting with peers, as evidenced by a decrease in

incidents of bullying behavior.

● Instead of focusing solely on discouraging bullying behavior, this objective

emphasizes the promotion of respectful communication and conflict resolution as

positive alternatives.

BASICALLY the "so-what" test challenges educators to ensure that goals and

objectives go beyond mere academic achievement and address broader

developmental needs that contribute to students' overall well-being and social

competence.

6. Are the objectives aligned? Individualization

- Appropriate goals and instructional objectives are derived from assessment data.

They must be aligned with the students’ present level of educational performance and

student’s goals

- MEANING This means that goals and objectives should match where students are

currently at in their learning. For example, if students are struggling with basic

addition, setting a goal for them to learn multiplication might not be appropriate.

Instead, goals should build on their current skills and knowledge. They should be

realistic and achievable based on students' existing abilities and knowledge.

- Goals and objectives should also align with what students want to achieve. For

instance, if a student's goal is to improve their reading skills to enjoy books more,

instructional objectives should focus on activities that support this goal, such as
 practicing reading fluency and comprehension. When goals are aligned with students'

own objectives, they are more likely to be motivated and engaged in their learning.

7. Do they make common sense? Common Sense

● This means that instructional objectives, which describe what students will learn, don't

always have to be confined to a single sentence. Sometimes, trying to force them into

one sentence can make them confusing. so objectives can be longer if needed.

Instead, objectives should focus on what the student will learn, not on describing what

the teacher will do or the process the student will follow to learn.

● For example, INSTEAD OF SAYING"The teacher will assign readings from the novel

and lead a class discussion on the themes." an objective might be: "Students will

analyze the themes of the novel through class discussion and written reflections." IT

focuses on what the students will learn, which is the ability to analyze themes, rather

than simply stating what the teacher will do." This objective doesn't need to fit into one

sentence if it clearly communicates what the students are expected to learn.

● To ensure that objectives are clear and effective, educators can use a checklist of

questions to evaluate them. This checklist helps ensure that objectives are

well-defined and meet certain criteria. If the answer to all the questions on the

checklist is "yes," then the objective meets the standards for clarity and effectiveness.

The goal is to make sure that objectives are specific, measurable, achievable, relevant,

and time-bound, so that they guide student learning effectively.