INTENDED VS. IMPLEMENTED VS.

ACHIEVED CURRICULUM
By: Clarisse Angela Morales-Hasañon

y . y important part of the system approach to curriculum development Any information.PURPOSE OF CURRICULUM ASSESSMENT Curriculum assessment ² process of collecting information for use in evaluation. data collected or obtained through various processes will be analyzed for important decision making processes.

CURRICULUM ASSESSMENT MAY ACHIEVED THE FF PURPOSES: Highlight curriculum expectations Gather information about what students know and can do Motivate students to learn better Motivate & encourage teachers to meet the identified needs of students Provide evidences to tell how well the students have learned Obtain feedback that help teachers. . students & parents make good decision.

Establishes goal.INTENDED CURRICULUM Refers to a set of objectives set at the beginning of any curricular plan. . specific purposes and immediate objectives to be accomplished Answers what curriculum maker wants to do.

Are the objectives achievable within the learner·s development levels? Can objectives be accomplished within the time frame? Are the resources adequate to accomplish the objectives? Are the objectives specific & clear? Are there ways of measuring the outcomes of the objectives? Are the objectives observable? doable?relevant? Are the objectives SMART? .

.IMPLEMENTED CURRICULUM Refers to the various learning activities or experiences of the students in order to achieved the intended curriculum outcomes.

Are the learning activities congruent with the stated objectives? Are the materials & methods appropriate for the objectives set? Does the teacher have the skill to implement the activities or use the strategy? Does the teacher utilize the various ways of doing to complement the learning styles of the students? Are there alternative activities for the learners to do to accomplish the same objectives? Are there activities provided to address individual differences? .

. Usually described by test scores or other performance indicators measured by evaluation tools. Is now considered the product. like a book. module or instructional material. it can be the learning outcomes. or materials product itself.ACHIEVED CURRICULUM Refers to curriculum outcomes based on the first two types of curriculum. Indicates the performance vis a vis the objectives and the various activities.

Do the learning outcomes achieved by the learners approximate the level of performance set at the beginning of the curriculum? Are the learning outcomes achieved higher or lower than the objectives set? Do the learning outcomes reflect the knowledge. attitude and skills intended to be developed? How many percent of the learners in the same class perform higher than the level set at the beginning? Do the curricular outcomes reflect the goals and the aspirations of the community where the curriculum was implemented? . skills.

The relationship of the Three Types of Curriculum Curriculum Achieved .

interdisciplinary. Make values development integral to all learning areas in HS. Increase time for tasks in order to gain mastery of competencies of the basic tool subjects. integrative modes of instructional delivery whenever possible & appropriate. Use innovative. Decongest curriculum in order that teachers & students will contextualize it.BEC IN RELATION TO THE 3TYPES OF CURRICULUM INTENDED: y y y y y To raise the quality of Filipino learners who will become lifelong learners. .

MAKABAYAN entails the use of integrated units of learning areas.Sci.. Eng..and peer teaching. interdisciplinary. Teachers were trained to use innovative. SY 2002-2003 was the pilot year in public schools. thematic & integrative modes of ID. Teaching and learning process are interactive to enhance learning. .IMPLEMENTED Decongested the overcrowded the old curriculum into 5 Learning Areas.Math & Fil are basic tool subjects while MAKAbayan develops healthy personal & national self-identity.

More opportunities of learners to do their own Use varied teaching strategies to complement learning style Involvement of other stakeholder in the educ. Increased instructional materials support for teaching & Learning Increased in-service training. Empowered teachers & principals.areas. Increased level of performance in the tool subj.ACHIEVED NETRC. BSE. Of children Involvement of school principals in decision-making that relate to curriculum implementation. BEE ²evaluation team of the BEC School-based monitoring ² for feedback to CO y Initial Achievements of the BEC Increased interest & motivation of students to go to school. Change teachers paradigm from a dispenser of knowledge to facilitators of learning. .

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