Curriculum Development

ROCKY RABINO
• 1. What design element establishes the
vertical linkage from level to level to avoid
glaring gaps and wasteful overlaps?
a. Articulation
b. Balance
c. Scope
d. Sequence
• Articulation refers to the logical progression of
learning objectives from grade level to grade level,
from course to course, within the curricular
content areas. Articulation explains the
connectivity of learning that creates seamless
learning throughout a student’s educational
experience. Articulation within a team
environment is crucial and means involving
teachers from multiple grade levels to collaborate
on implementing curriculum in ways that enhance
the intended articulation. 
• 2. What refers to the authenticity of the
content selected by the curriculum developer?
a. Feasibility
b. Learnability
c. Significance
d. Validity
• Curricular Validity is the extent to which the
content of the test matches the objectives of a
specific curriculum as it is formally
described. Curricular validity takes on
particular importance in situations where tests
are used for high-stakes decisions, such as
state high school exit examinations.
• 3. What do we call the allocation of content to
a definite grade capable of learning?
a. Time allotment
b. Grade placement
c. Grade level
d. Maturity level
• Grade Placement. Students are placed in
a grade level after due consideration of their
chronological age, previous school experience,
achievement level, and emotional and physical
maturity, with consideration given to
curriculum, standards and expectations.
• 4. Which pattern of experience-centered
curriculum centers around the normal
activities of children and is based on each
child's needs, interests and potentials?
a. Child-centered
b. Activity
c. Social function
d. Specific competencies
• The term student-centered learning refers to
a wide variety of educational programs,
learning experiences, instructional
approaches, and academic-support strategies
that are intended to address the distinct
learning needs, interests, aspirations, or
cultural backgrounds of individual students
and groups of students.
• 5. Which curriculum development phase
focuses on the change which will take place in
certain aspects of the curriculum without
changing the fundamental conceptions?
a. Curriculum planning
b. Curriculum design
c. Curriculum improvement
d. Curriculum evaluation
• Curriculum Improvement" is comprehensive,
unique, practical, and thought-provoking.
Despite the problems it cites, the book offers a
message of hope— that schools can help to
solve society's problems by impressing upon
children and youth that they can achieve and
succeed if they act in doing what they know to
be right and productive.
• 6. Which is not a component of curriculum
designing?
a. Objective
b. learning content
c. learning experiences
d. Diagnosis of needs
• The first important step in determining what the
curriculum should be for a given population is to
diagnose its needs. Diagnosis is an essential part
of Curriculum Development in order to attune it
with the needs of the times and of the learners
and to help determine which objectives to stress.
It should be a continuous part of on-going
curriculum and teaching. Diagnostic evidence is
also needed to gear plans and expectations to the
upper limits of potentiality
• 7. Which type of curriculum design serves as a
response to society's demand for integration
of knowledge and enables the learner to see
relationship among various aspects?
a. Broadfield
b. Correlated
c. Core
d. Separate subjects
• A diagram of this design is as follows: The
Broad FieldsCurriculum Design. The broad
fields design combines two or more related
subjects into a single broad field of study, for
example, Language Arts combines the
separate but related subjects of Reading,
Spelling, Writing, Speaking, Listening, and
Composition.
• 8. Who controls the subject centered-
curriculum?
a. Learner
b. Teacher
c. Parent
d. Teacher and parent
• Subject centred. 1. The Subject-Centred
Curriculum is the traditional model that was
laid out by Ralph Tyler in 1949 in his seminal
book, Basic Principles of Curriculum and
Instruction. Also called the Knowledge-
Centered Curriculum, it is the most widely-
used method of instruction.
•
9. To provide individual differences in the
classroom, how is curriculum designed?
a. Minimum learning competencies are
included
b. Realistic and meaningful experiences are
provided
c. Some degree of flexibility is provided
d. Social skills are emphasized
• Individual differences is a cornerstone subject
area in modern psychology. In many ways, it is
the "classic" psychology that the general
public refers to - it refers the psychology of the
person - the psychological
differences between people and their
similarities. ... People vary on a range of
psychological attributes
• 10. To ensure success in curriculum
development, which of the following specific
actions should a curriculum leader avoid?
a. Work with people over them.
b. Use your status frequently to establish
discipline
c. Keep channels of communication open
d. Show that you too desire to improve
• The rules and procedures that a teacher needs for
his/her classroom will depend on the needs and
dispositions of the teacher and the students. Rules are
based on broad social principles—like those contained
in school mission or belief statements or other school-
wide initiatives, such as school-wide discipline plans.
Procedures generally tell students “what to do when”
and the best procedures are not dependent upon
direct supervision by teachers. The intended outcome
is that students can independently carry out tasks so
that you can attend to teaching and organizing
instruction. Typically teachers find the following
categories helpful in developing rules and procedures.
• 11. Which of the following is a reason for the
continuous appraisal of the existing
curriculum in all levels?
a. New national policies in government
b. Changing needs and condition of society
c. Economic status of the people
d. Political trust of the country
• Social change refers to an alteration in the 
social order of a society. Social change may
include changes in nature, social institutions, 
social behaviours, or social relations.
• 12. Which of the following best defines curriculum
development?
a. The total mental phenomena directly received at
any given time
b. The planning of learning opportunities intended to
bring about certain desired changes in pupils and the
assessment of the extent to which these changes have
taken place.
c. A continuous cycle of activities in which all elements
of curriculum are considered.
d. Education is aiding each child to be socially creative
individuals.
• Definition of Curriculum
Development. Curriculum development is
defined as planned, purposeful, progressive,
and systematic process in order to create
positive improvements in the educational
system. Every time there are changes or
developments happening around the world,
the school curricula are affected.
• 13. To build a sense of pride among Filipino youth,
which should be done in the curriculum?
a. Re-study our history and stress on our
achievements as a people.
b. Re-study our history from the perspective of
our colonizer.
c. Replace the study of folklore and myths with
technical subjects.
d. Set aside the study of local history.
• Proper respect for oneself; sense of one's own
dignity or worth; self-respect. 3. delight or
satisfaction in one's own or another's
achievements, in associations, etc. 4. a person
or thing in which pride is taken.
• 14. What do you call the curriculum when the
teacher puts into action all the different
planned activities in the classroom?
a. Recommended Curriculum
b. Written Curriculum
c. Taught Curriculum
d. Supported Curriculum
• The taught curriculum is the part of the
International Baccalaureate© (IB) Primary
Years Programme (PYP) that sets out its
pedagogical approach. It identifies how
schools should teach the PYP
written curriculum. The PYP is committed to
structured, purposeful inquiry that engages
students actively in their own learning.
• 15. Which statement about the subject-
centered curriculum is NOT true?
a. There is a high level of cooperative
interaction
b. It covers much content in a short period of
time
c. The teacher has full control of the classroom
activities
d. The main task is mastery of learning
• Types of Curriculum Design: Subject Centered.
1 Reply. Curriculum design is about how a
person envision what a curriculum should be.
There are several standard models of
curriculum design. One of the most prominent
is the subject-centered design
• 16. Schools divide the school hours to
different subjects such as reading, grammar,
literature, math, science, history and
geography. What curriculum design is referred
here?
a. Problem-centered
b. Learner-centered
c. Subject-centered
d. Culture-based
• Types of Curriculum Design: Subject Centered.
1 Reply. Curriculum design is about how a
person envision what a curriculum should be.
There are several standard models of
curriculum design. One of the most prominent
is the subject-centered design.
• 17. Which is NOT a description of the learner-
centered curriculum?
a. Emphasis is on the total growth and
development of the learners
b. Controlled and cooperatively directed by
learners, teachers and parents
c. Education is a means to develop social creative
individual
d. Emphasis upon facts and knowledge for future
use
• Student-centered learning, also known
as learner-centered education, broadly
encompasses methods of teaching that shift
the focus of instruction from the teacher to
the student.
• 18. The K-12 curriculum is otherwise called as
a. 2002 Basic Education Curriculum
b. Revitalized Basic Education Curriculum
c. Enhanced Basic Education Curriculum
d. Extended Basic Education Curriculum
• Enhanced Basic Education Program. — The enhanced basic education
program encompasses at least one (1) year of kindergarten education, six
(6) years of elementary education, and six (6) years of secondary
education, in that sequence. Secondary education includes four (4) years
of junior high school and two (2) years of senior high school education.
• Kindergarten education shall mean one (1) year of preparatory education
for children at least five (5) years old as a prerequisite for Grade I.
• Elementary education refers to the second stage of compulsory basic
education which is composed of six (6) years. The entrant age to this level
is typically six (6) years old.
• Secondary education refers to the third stage of compulsory basic
education. It consists of four (4) years of junior high school education and
two (2) years of senior high school education. The entrant age to the
junior and senior high school levels are typically twelve (12) and sixteen
(16) years old, respectively.
• 19. What refers to an individual or group of
individuals who have a direct and indirect
influence in curriculum development?
a. Stockholders
b. Stakeholders
c. Promoters
d. Incorporators
• Internal stakeholders are entities within a
business (e.g., employees, managers, the
board of directors, investors).
External stakeholders are entities not within a
business itself but who care about or are
affected by its performance (e.g., consumers,
regulators, investors, suppliers).
• 20. What refers to the appropriateness of the
content in the light of the particular students
who are to experience the curriculum?
a. Significance
b. Validity
c. Interest
d. Learnability
• Learnability is a quality of products and
interfaces that allows users to quickly become
familiar with them and able to make good use
of all their features and capabilities.
Learnability is one component of usability and
is often heard in the context of user interface
 or user experience (UX) design, as well as
usability and user acceptance testing.
• 21. Which of the following statements is NOT
acceptable?
a. Instruction is the actual engagement of learners
in the planned learning activities.
b. Curriculum determines what assessment
should be done, and how to do it.
c. Instruction requires teachers to use a variety of
action to accomplish a variety of functions.
d. Assessment establishes what is to be
accomplished in teaching and learning.
• Assessment for learning involves teachers
using evidence about students' knowledge,
understanding and skills to inform their
teaching. Sometimes referred to as 'formative
assessment', it usually occurs throughout the
teaching and learning process to clarify
student learning and understanding.
• 22. Which characteristic of a good curriculum
highlights the psychological nature of the learner?
a. Provisions are made for the smooth transition and
continuing achievement of pupils.
b. Curriculum plans in areas which extend over several
years are developed vertically.
c. Classroom practices give attention to the maturity
and learning problems of each pupil.
d. Cooperative planning and teaching provide for
exchange of information about pupil's learning
experiences.
• The classroom practices are as follows: 1.
Educators and learners model desired
behaviors and attitudes such as those set forth
in the Life Principles and the Eight
Expectations for Living
• 23. Objectives must be evaluated in the light of
practical considerations, including teacher
competence, availability of instructional materials,
time allotment, etc. What characteristic of
educational objective is defined by the
aforementioned statement?
a. Comprehension
b. Attainability
c. Consistency
d. Feasibility
• Feasibility
• the state or degree of being easily or
conveniently done.
• 24. "Knowledge is true if it is workable". What
philosophical foundation supports this
statement?
a. Idealism
b. Realism
c. Pragmatism
d. Essentialism
• Pragmatism
• an approach that assesses the truth of
meaning of theories or beliefs in terms of the
success of their practical application.
• 25. As a member of the curriculum
committee, your chief concern is to give the
child freedom to choose what to learn and
believe, as you allow them to set their own
identities and standards. What philosophy will
you consider?
a. Existentialism
b. Realism
c. Idealism
d. Pragmatism
• Existentialism
• a philosophical theory or approach that
emphasizes the existence of the individual
person as a free and responsible agent
determining their own development through
acts of the will.
• 26. Which is NOT a provision for the development of
each learner in a good curriculum?
a. Extensive arrangements are made for the
educational diagnosis of individual learners.
b. Self-directed, independent study is encouraged
wherever possible and advisable.
c. Self-motivation and self-evaluation are stimulated
and emphasized throughout the learning
opportunities of the school.
d. The program provides a wide range of opportunities
for individuals with same abilities, needs and interests.
• The Curriculum is based on the needs of the
people. • a good curriculum reflects the needs
of the individual and the society as a whole. •
The curriculum is in proper shape in order to
meet the challenges of times and make
education more responsive to the clientele it
serves.
• 27. Teacher Lily would like to take part in developing a subject-
centered curriculum because she believes that all subjects in this
type of curriculum are geared towards the hollistic development
of the learner. Is her belief about the subject-centered curriculum
true?
a. Yes, because the subject-centered curriculum focuses on the
learners needs, interests and abilities.
b. No, because it is the experience-centered curriculum that
emphasizes the teaching of facts and knowledge for future use.
c. Yes, because the subject-centered curriculum involves
cooperative control.
d. No, because it is the experience centered and not the subject-
centered curriculum that emphasizes integration of habits and
skills in learning the knowledge component of subject areas.
• Subject centred. 1. The Subject-Centred
Curriculum is the traditional model that was
laid out by Ralph Tyler in 1949 in his seminal
book, Basic Principles of Curriculum and
Instruction. Also called the Knowledge-
Centered Curriculum, it is the most widely-
used method of instruction.
• 28. In the elementary level, English literature
and Social studies relate well. While history is
being studied, different literary pieces during
the historical period is being studied as well.
What curriculum design is shown here?
a. Separate subject design
b. Correlation design
c. Discipline design
d. Broad field design
• Discipline Design Discipline refers to specific
knowledge and through a method which the
scholars use to study a specific content of
their fields. 
• 29. This phase of curriculum development
involves decisions, among other things, on
grade placement and sequencing of content.
Which phase is this?
a. Curriculum planning
b. Curriculum evaluation
c. Curriculum organization
d. Curriculum implementation
• Process of selecting curriculum elements form
the subject, the current social life and the
students experience then designing the
selected curriculum elements appropriately so
thy they can form the curriculum structure
and type.
• 30. One example of this design of subject-
centered curriculum is that which shows social
studies being combined with geography, civics,
culture and history to comprises subject area.
Which design is this?
a. Correlated
b. Broadfields
c. Separate Subject
d. Core
• Broad-fields design is in response to one of
the major weaknesses of subject-centered
design. Recall, that one concern with subject-
centered design was a lack of integration. In
other words, subject-centered design is
considered by many to be too
compartmentalized. The students do not see
the connections between subjects. This lead
to a curriculum design that was
interdisciplinary in its approach
• 31. Ms. Ortiz, as Science teacher tries to
enrich the content of her lesson by identifying
related concepts in Math. What pattern of
organizing subjects did Ms. Ortiz consider?
a. Broadfield
b. Correlated
c. Core
d. Separate Subject
• Correlation design is similar to broad-field
design in that it is focused on integration. The
difference is that correlation design combines
only two subjects while broad-field will
combine several subjects.  In many ways, one
could say that correlation design is a simplistic
version of broad-field design.
• 32. Which design is easy to deliver because
complementary books and materials are
commercially available?
a. Experience centered design
b. Problem design
c. Process design
d. Subject centered design
• Curriculum design is about how a person envision
what a curriculum should be. There are several
standard models of curriculum design. One of the
most prominent is the subject-centered design.
• The subject-centered designer divides the curriculum
into nice and neat subjects such as math, science,
history, literature, etc. This structuring of the
disciplines is for practical reasons. It organizes the
curriculum into basic concepts that are combined
based on what they have in common. The essential
knowledge of each area is gathered together to be
taught to students.
• 33. What refers to the matching between
curriculum and test to be used to assess the
learners?
a. Alignment
b. Auditing
c. Articulation
d. Delivery
• Assessments should reveal how well students have learned what
we want them to learn while instruction ensures that they learn it.
For this to occur, assessments, learning objectives, and
instructional strategies need to be closely aligned so that they
reinforce one another.
• To ensure that these three components of your course are aligned,
ask yourself the following questions:
• Learning objectives: What do I want students to know how to do
when they leave this course?
• Assessments: What kinds of tasks will reveal whether students
have achieved the learning objectives I have identified?
• Instructional strategies: What kinds of activities in and out of class
will reinforce my learning objectives and prepare students for
assessments?
• 34. Ms. Mateo, a History teacher considers the
element of time in arranging content of her
lessons in World History. What way of
establishing sequence is given emphasis by
Ms. Mateo?
a. Simple to complex
b. Part to whole
c. Concrete to abstract
d. Chronological
• Chronological
• relating to the establishment of dates and
time sequences.
• 35. Mr. Rivera, a new teacher believes that
education is a process of development and is life
itself; therefore, experience related to the child's
need and interest should be given primary
consideration. What educational philosophy is
being exhibited by Mr. Rivera?
a. Idealism
b. Reconstructionism
c. Progressivism
d. Realism
• Progressivism is the term applied to a variety
of responses to the economic and social
problems rapid industrialization introduced to
America. Progressivism began as a social
movement and grew into a political
movement. The early progressives rejected
Social Darwinism.
• 36. A stakeholder in curriculum development, Mr.
Cruz, a district supervisor and a member of the school
board has one of the following primary roles.
a. Support and participate in parent-school
organization activities.
b. Authorize school expenditures for curriculum
development, implementation and evaluation
c. Enact legislation to effect curriculum improvement.
d. Recommend changes in curriculum.
• Evaluation is the process of making a decision
or reading a conclusion • Is the process of
using information that is collected through
assessment
• 37. The schools in the first District plan to
adopt the reading program used in the third
district. What level of curriculum
improvement is used?
a. Variation
b. Value orientation
c. Substitution
d. Restructuring
• Substitution
• the action of replacing someone or something
with another person or thing.
• 38. Mr. Bernardo, a curriculum consultant on
Economics insists that in selecting the curriculum
content, it is better that throughout the high
school years, economic geography concepts be
used to recur and be repeated with depth for
effective learning. What criterion in content
selection is shown here?
a. Validity
b. Continuity
c. Significance
d. Learnability
• Learnability
• The subject matter or content must be within
the schema of the learners. It should be within
their experiences. Teachers should apply
theories in the psychology of learning to know
how subjects are presented, sequenced, and
organized to maximize the learning capacity of
the students.
• 39. The Filipino learners envisioned by the
Department of Education (DepEd) in the light of K-
12 Curriculum is
a. Technologically literate or logistically developed
Filipino
b. Functionally literate or logistically developed
Filipino
c. Scientifically Advanced and Values Oriented
Filipino
d. National Oriented and Internationally
Competitive Filipinos
• We dream of Filipinos 
who passionately love their country 
and whose values and competencies  
enable them to realize their full potential 
and contribute meaningfully to building the
nation.
• As a learner-centered public institution, 
the Department of Education 
continuously improves itself 
to better serve its stakeholders. 
• 40. Teacher Dominguito believes that a new
respect for the child is fundamental in curriculum.
Thus, all activities in the classroom are geared
towards the development of the child - the center
of the educative process. To which approach in
curriculum does Teacher Dominguito adhere?
a. Learner-centered
b. Subject-centered
c. Problem-centered
d. Pragmatic
• Student-centered learning, also known
as learner-centered education, broadly
encompasses methods of teaching that shift
the focus of instruction from the teacher to
the student.
• 41. Mrs. Manuel, the Principal of Bagong Barrio
Elementary School invited the Brgy. Captain in the
school to solicit inputs for a new curriculum in Social
Science which highlights indigenous knowledge in the
community. What is shown in this situation?
a. Community members as supporters of curriculum
b. Community members as curriculum resources
c. Community members as managers of curriculum
d. Community members as beneficiaries of curriculum
• Contextualization refers to the educational
process of relating the curriculum to a
particular setting, situation or area of
application to make the competencies
relevant, meaningful and useful to the
learners.
• 42. Teacher Bert puts emphasis on the
immediate felt interests and needs of his
students and not on the anticipated needs and
interests. What type of curriculum does
teacher Bert adheres?
a. Subject-centered
b. Learner-centered
c. Experience-centered
d. Culture-based
• The experienced curriculum refers to how the
child responds to, engages with, or learns
from the events, people, materials, and social
or emotional environment of the classroom.
The concept ofexperienced curriculum is not
synonymous with either child-centered
curriculum or teacher-centered curriculum.
• 43. What type of curriculum divides the school
day into different periods such as language
arts, social studies, science and health,
arithmetic, etc.?
a. Correlated
b. Broad fields
c. Integrated
d. Separate Subject
• Comparing separate subject approach with an
integrated approach to social studies
instruction, it was found that neither approach
taught process skills or changed student
attitude; that integrated classes used more
evaluative questions and were less teacher
dominated; and that educational quality is
related more to teacher quality than to
curriculum form
• 44. Which curriculum design element is taking
place when Eduardo, a 4th year student can
connect the lessons he learned in a subject
area to a related content in another subject
area?
a. Articulation
b. Balance
c. Continuity
d. Integration
• An integrated curriculum is described as one
that connects different areas of study by
cutting across subject-matter lines and
emphasizing unifying
concepts. Integration focuses on making
connections for students, allowing them to
engage in relevant, meaningful activities that
can be connected to real life.
• 45. The following curricular changes took place in
what particular period? Restore Grade VII, double-
single session was abolished and more textbooks
were written by Filipino authors.
a. American Period
b. Philippine Republic
c. Japanese Occupation
d. New Society
• The curriculum during the Philippine Republic Different experiments were used
• 3. The curriculum during the Philippine Republic Jose V. Aguilar -School and community collaboration
• 4. The curriculum during the Philippine Republic The use of the vernacular as a medium of instruction
• 5. The curriculum during the Philippine Republic The use of increasingly instructional materials that are Philippine-oriented
(Department Memorandum No. 30, 1996)
• 6. The curriculum during the Philippine Republic Reasons for pushing the instructional materials: Improvement of home
industries so that they will be patronized
• 7. The curriculum during the Philippine Republic Appreciation of the services of the great men and women of our country
• 8. The curriculum during the Philippine Republic Preservation of our cultural heritage
• 9. The curriculum during the Philippine Republic Curricula and course of study revisions Social Studies
• 10. The curriculum during the Philippine Republic Curricula and course of study revisions Health and Sciences
• 11. The curriculum during the Philippine Republic Curricula and course of study revisions Language arts
• 12. The curriculum during the Philippine Republic Curricula and course of study revisions Arithmetic
• 13. The curriculum during the Philippine Republic Curricula and course of study revisions Arts
• 14. The curriculum during the Philippine Republic Curricula and course of study revisions Physical Education
• 15. The curriculum during the Philippine Republic Vocational Education- introduced as part of the educational program of
the Bureau of Public Schools
• 16. The curriculum during the Philippine Republic
• 17. The curriculum during the Philippine Republic Establishment of vocational schools
• 18. The curriculum during the Philippine Republic Use of media
• 19. The curriculum during the Philippine Republic Methodology: Teaching students HOW TO LEARN and UNLEARN: to THINK
and DECIDE by themselves.
• 20. The curriculum during the Philippine Republic Teaching technique: – Subject-matter-centered – Student-centered –
Community-life-centered
• 21. The curriculum during the Philippine Republic Citizen Army Training Youth Development Programs
• 22. The curriculum during the Philippine Republic Philippine Normal College- center of teaching-training institution all over
the country
• 46. This concept includes the sub-processes of
curriculum planning, organization,
implementation and evaluation. Which
concept is this?
a. Curriculum development
b. Curriculum assessment
c. Curriculum management
d. Curriculum and instruction
• Definition of Curriculum
Development. Curriculum development is
defined as planned, purposeful, progressive,
and systematic process in order to create
positive improvements in the educational
system. Every time there are changes or
developments happening around the world,
the school curricula are affected.
• 47. If curriculum is the "means", what is the
"end"?
a. Strategies
b. Instruction
c. Technique
d. Approaches
• Curriculum and Instruction (C&I) is a field
within education which seeks to research,
develop, and implement curriculum changes
that increase student achievement within and
outside schools. The field focuses on how
students learn and the best ways to educate.
• 48. The curriculum used during the period in
Philippine history terminated the use of
English as a medium of instruction, What
period is this?
a. American
b. Spanish
c. Commonwealth
d. Japanese
• Realization of a NEW ORDER and promote
friendly relations between Japan and the
Philippines to the farthest extent.  Foster a
new Filipino culture based.  Endeavor to
elevate the morals of the people, giving up
over emphasis to materialism.  Diffusion of
the Japanese language in the Philippines. 
Promotion of VOCATIONAL education.  To
inspire people with the spirit to love neighbor.
• 49. Which of the following statements about the
concept of curriculum is NOT quite acceptable?
a. It refers to all experiences that both the school
and the teacher provide the students with.
b. It is the set of acquired knowledge, habits and
skills
c. It consists of everything that goes within the
school.
d. It is a planned action for instruction
• The term curriculum refers to the lessons and academic content
taught in a school or in a specific course or program. In
dictionaries, curriculum is often defined as the courses offered by
a school, but it is rarely used in such a general sense in
schools. Depending on how broadly educators define or employ
the term, curriculum typically refers to the knowledge and skills
students are expected to learn, which includes the 
learning standards or learning objectives they are expected to
meet; the units and lessons that teachers teach; the assignments
and projects given to students; the books, materials, videos,
presentations, and readings used in a course; and the tests, 
assessments, and other methods used to evaluate student
learning. An individual teacher’s curriculum, for example, would
be the specific learning standards, lessons, assignments, and
materials used to organize and teach a particular course.
• 50. What process is being undertaken by
curriculum developers when they enrich or
modify certain aspects of a particular program
without changing its fundamental
conceptions?
a. Curriculum improvement
b. Curriculum change
c. Curriculum design
d. Curriculum implementation
• The Ongoing Refinement Process is led by curriculum leads at
each level. Using the curriculum improvement innovation
configuration curriculum leads identify district and/or school-level
projects on an annual basis for just-in-time improvements. For
more information about the ongoing refinement process, 
click here to read the curriculum lead’s innovation configuration.
• When the ongoing refinement process, using the innovation
configuration, indicates a need for a Formal Review and
Development Process, learning coordinators, curriculum leads,
and teacher teams follow three phases:
• Phase 1: Research best practices and study current practices
Phase 2: Development of intended curriculum
Phase 3: Professional learning and implementation