Planning,

Implementing and
Evaluating:
Understanding the
WMSU Connections
Presented by: Sansawi, Diyana I.
Desired Outcomes
• Explain the connections of planning to implementing in
curriculum development.
• Explain the connection of implementing to evaluating in
curriculum development.
• Explain the connection of evaluating to planning in
curriculum development.
• Understand the connection between planning,
implementing and evaluating in the curriculum process.
The Evaluation Cycle: The Connections

Evaluating Planning

Implementing
Planning
• Planning, implementing and evaluating are three
processes in curriculum development that are
taken separately but are connected to each other.
• The cycle continues as each embedded in a
dynamic change that happens in curriculum
development.
Planning is an initial step in curriculum development

Planning
Planning
• It includes determining the needs through an
assessment. Needs would include those of the
learners, teachers, the community and the society
as these relate to the curriculum. After the needs
have been identified the intended outcomes should
be SMART. Intended outcome should be double,
achievable and desired.
Planning
• After establishing these, then a curricularist should
find out in planning the ways of achieving the
desired outcomes. These are ways and means and
the strategies to achieve outcomes. Together with
the methods and strategies are the identification
the support materials. All of these should be written,
and should to include the means of evaluation.
Implementation continues after planning

Implementing
Implementing
• What would be implemented? The planned
curriculum which was written should be
implemented.
• It has to be put into action or used by a curriculum
implementer who is the teacher.
• Curriculum plans should not remain as a written
document. It will become useless.
Implementing
• What would be implemented? The planned
curriculum which was written should be
implemented.
• It has to be put into action or used by a curriculum
implementer who is the teacher.
• Curriculum plans should not remain as a written
document. It will become useless.
Implementing
• The curriculum implementer must also see to it that
the plan which serves as a guide is extended
correctly. The skill and the ability of the teacher to
impart guide learning are necessary in the
curriculum implementation.
Evaluation follows implementation

Evaluating
Evaluating
• The focus of this chapter is evaluation after
planning and implementing was done.
• It is very necessary to find out at this point, if the
planned or written curriculum was implemented
successfully and the learning desired outcomes
were achieved.
What has been planned should be implemented and
what has been implemented should be evaluated.
• Finally the PIE. The cyclical flow of the three processes in
curriculum development is very east to remember and
follow.
• As a curricularist, these guiding ideas clarify our
understanding that one cannot assess what was not
taught, nor implement what was not planned.
• PLAN then IMPLEMENT then EVALUATE and the cycle
begins.