ASSESSING THE CURRICULUM

intended vs. implemented vs. achieved curriculum

INTENDED VS. IMPLEMENTED VS.
ACHIEVED CURRICULUM
PURPOSES OF CURRICULUM ASSESSMENT
1. Highlight curriculum expectations.

2. Gather information about what students know and can

do.
3. Motivate students to learn better.

4. Motivate and encourage teachers to meet the identified

needs of students.
5. Provide evidence to tell how well the students have
learned.
6. Obtain feedback that helps teachers, students and
parents make good decisions to guide instruction.
INTENDED CURRICULUM
 Refers to the objectives set at the beginning of any
curricular plan.
 Establishes the goal, specific purposes and immediate
objectives to be accomplished.
 The intended curriculum answers what the curriculum
writer wants to do.
SOME QUESTIONS TO ASSESS THE
INTENDED CURRICULUM:
1. Are the objectives achievable within learners’
development levels?
2. Is it achievable within allotted time?
3. Are there enough resources to achieve the objectives?
4. Are the objectives clear and specific?
5. What are the ways to measure the outcomes of the
objectives?
6. Are the objectives observable, relevant & doable?
IMPLEMENTED CURRICULUM
 This refers to the various learning activities or
experiences of the students in order to achieve the
intended curricular outcomes.
 Implemented curriculum refers to the ACTUAL
activities being practiced in schools.
 These activities may coincide with the specified
objectives of the curriculum (intended curriculum) OR
may largely be out of agenda.
QUESTIONS TO ASSESS THE
IMPLEMENTED CURRICULUM:
 Are the learning objectives congruent with the stated
objectives of the curriculum?
 Are the materials and 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 students?
 Are there alternative activities for learners to do to
accomplish the same objectives?
 Are there activities to address individual differences?
QUESTIONS TO ASSESS THE
IMPLEMENTED CURRICULUM:
 Do the activities provide maximum learning
experiences?
 Do the activities motivate the learners to do more and
harness their potentials?
 Do the activities utilize multiple sensory abilities of the
learners?
 Do the activities address multiple intelligences of the
learners?
ACHIEVED CURRICULUM
 This refers to the curriculum outcomes based on the first
two types of curriculum: the intended and the
implemented.
 Achieved curriculum is considered the PRODUCT of the
curriculum development process.
 Any achieved curriculum must MATCH with the
objectives and the activities that were made.
 Achieved curriculum indicates PERFORMANCE in
relation to the objectives and the activities.
 It is usually described thru test scores and other
performance indicators.
QUESTIONS TO ASSESS THE ACHIEVED
CURRICULUM:
 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 achieved learning outcomes reflect the
knowledge, skills and attitudes 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?
THE RELATIONSHIP OF THE THREE
TYPES OF CURRICULUM

IM
ED

PL
ND

EM
TE

EN
IN

TE
D
CURRICULUM

ACHIEVED
 2002 BASIC EDUCATION CURRICULUM
(BEC)
What does the BEC intend to accomplish?
(INTENDED CURRICULUM)
1. To raise the quality of the Filipino learners and graduates
who will become lifelong learners.
2. To decongest the curriculum in order that the teachers and
learners will be able to contextualize it.
3. To use innovative, interdisciplinary and integrative modes
of instructional delivery whenever possible and
appropriate.
4. To make values development integral in all learning areas.

5. To increase time for tasks in order to gain mastery of

competencies of the basic tool subjects.
 2002 BASIC EDUCATION CURRICULUM
(BEC)
How was the BEC implemented to accomplish the goals?
(IMPLEMENTED CURRICULUM)

1. Learning areas were restructured into 5 learning areas:

English, Science, Math, Filipino and Makabayan.
2. Grades 1 & 2 Science and Health is integrated in
English. Formal Science subject starts at 3rd Grade.
3. Makabayan comprise Character Education & Sibika &
Kultura for Grades 1-3; plus EPP(TLE), MSEP(MAPE)
and HeKaSi from Grade 4 to High School
2002 BASIC EDUCATION CURRICULUM
How was the BEC implemented to accomplish the goals?
(IMPLEMENTED CURRICULUM)

4. Learning activities are made interactive, integrative,

learner-centered, and performance based.
2002 BASIC EDUCATION CURRICULUM
What has the BEC achieved?
(ACHIEVED CURRICULUM)

1. Increased level of performance in tool subjects.

2. Change in teachers’ paradigm from being dispenser of
knowledge to facilitator of learning.
3. Increased instructional materials support for teaching
and learning.
4. Increase number of in-service training for teachers.
5. More involvement of stakeholders.
6. Decentralized management of school resources.
CRITERIA FOR
CURRICULUM ASSESSMENT
CRITERIA FOR CURRICULUM
ASSESSMENT DEFINED…
 Criteria are a set of standards to be followed in
assessment.
 These are set of standards upon which the different
elements of the curriculum are being tested.
 The criteria will determine different levels of
competencies or proficiency of acceptable task
performance.
CRITERIA FOR GOALS AND OBJECTIVES
(HOWELL AND NOLET, 2000)

 CONTENT- from the objectives,

What content should students learn?
 BEHAVIOR-

What will students do to indicate that they have

learned?
 CRITERION

What level of performance should the students have

to master the behavior?
 CONDITION

Under what circumstances should the students work

in order to master that behavior?
GENERAL CRITERIA FOR ASSESSING
GOALS AND OBJECTIVES
 Are the objectives syntactically correct?
 Do the objectives comply with the legal requirements of
the course of subjects?
 Do the objectives pass the stranger test?

 Do the objectives address both knowledge and behavior?

 Do they pass the “so-what?” test?

 Are the objectives alligned?

 Do they make common sense?

CRITERIA FOR ASSESSMENT OF
INSTRUCTION
 Are the goals of the curriculum or teaching plan clearly
stated; and are they used by teachers and students in
choosing content, materials and activities for learning?
 Are the teacher and students engaged in student-teacher
planning in defining the goals and in determining how
they will be implemented?
 Are some of the planned goals relate to the community
where it will be implemented?
 Are some of the planned goals related to the individual
learner: his needs, purposes, interests, and abilities?
 Are the planned goals used as criteria in selecting and
developing learning materials for instruction?
 Are the planned goals used as criteria in evaluating
learning achievement and in further planning of learning
sub-goals and activities?
CRITERIA FOR ASSESSING APPROACHES
THAT CATER TO INDIVIDUAL
DIFFERENCES
 Does the curriculum or teaching plan include alternative
approaches and alternative activities for learning?
 Has the different learning theories been considered in
planning alternative learning approaches and activities?
 Has the significance of rewarded responses, transfer,
generalization, advance organizers, self-concept,
meaningfulness of the whole, personal meaning,
imitation, identification and socialization been
considered in the planning?
WHAT ARE THE CHARACTERISTICS OF A
GOOD CURRICULUM?
 The curriculum is continuously
evolving.
 The curriculum is based on the

need of the people.

 The curriculum is democratically conceived.

 The curriculum is the result of a long-term effort.

 The curriculum is a complex of details.

 The curriculum provides for the logical sequence of

subject matter.
 The curriculum complements and cooperates with other
programs of the community.
 The curriculum has educational quality.
 The curriculum has administrative flexibility.
WHAT ARE THE MARKS
OF A GOOD CURRICULUM?
1. A good curriculum is systematically planned and
evaluated.
2. A good curriculum reflects adequately the aims of the
school.
3. A good curriculum maintains balance among all aims
of the school.
4. A good curriculum promotes continuity of experience.
5. A good curriculum arranges
learning opportunities flexibly for
adaptation to particular situations
and individuals.
6. A good curriculum utilizes the
most effective learning
experiences and resources
available.
7. A good curriculum makes
maximum provision for the
development of each learner.
WHAT IS EVALUATION?
 the process of determining the value of something or the
extent to which goals are being achieved.
 the process of making a decision or reading a conclusion.

 involves decision-making about student performance

based on information from an assessment process.
 Assessment is the process of collecting information by
reviewing the products of student work, interviewing,
observing, or testing.
WHAT IS CURRICULUM EVALUATION?

 It is the process of obtaining information for judging

worth of an educational program, product, procedure,
educational objectives or the potential utility of
alternative approaches designed to attain specified
objectives.
KEY QUESTIONS IN CURRICULUM
EVALUATION:
 Are the objectives being addressed?
 Are the contents presented in the recommended
sequence?
 Are the students being involved in the suggested
instructional experiences?
 Are the students

reacting to the contents?

 TOOLS TO
ASSES CURRICULUM
ASSESSMENT STRATEGIES ON STUDENT
PERFORMANCE
 Paper and pencil strategy
 Performance based strategy

 Observational strategy

 Personal communication

 Oral Assessment

 Reflective Assessment

 Combination of Strategies
RECORDING DEVICES / TOOLS
 Anecdotal Record
 Checklist

 The Rating Scale

 The Rubrics

 The Learning Log

NON-TEST MONITORING AND
ASSESSMENT
 Oral and Written Reports
 Teacher Observation

 Journal

 Portfolio of Students’ Work

 Slates or hand signals

 Games

 Projects

 Debates

 Checklist

 Cartooning

 Models
 Notes
 Daily Assignments

 Anecdotal Record

 Panel

 Learning Centers

 Demonstration

 Problem-solving

 Discussions

 Organize note sheets and study guides

LINKING CURRICULUM, INSTRUCTION
AND ASSESSMENT: MAKING A FIT
 INTERACTION AMONG
CURRICULUM, INSTRUCTION AND ASSESSMENT

CURRICULUM CI INSTRUCTION
CA AI

ASSESSMENT