Designing the

Curriculum

Resporter: Israel B.
Cota
 content
1.
Assessment/Evaluation

2.
Application of Fundamental Component to
other Curriculum Design
3.
Types of Curriculum Design
 1

Assessment
/Evaluation
 1.
Assessment vs. Evaluation

Assessment Evaluation
It is the systematic process of documenting Focus on grades and might reflect classroom
and using empirical data to measure component other than course content and
knowledge, skill, attitude, and beliefs. mastery level.

Assessment Evaluation

The teacher try to improve the student’s path Can be used as a final review to gauge yhe
towards learning. quality of instruction. It’s product-oriented.
 Assessment/ Evaluation

Self Assessment Peer Assessment Teacher Assessment

Student learn to monitor Student provide feedback The teachers prepares
and evaluate their own on each others learning. and administers tests and
learning. gives feedback on the
student performance.
 Types of Assessment
Formative Assessment
Refers to the wide variety of method that
teachers use to conduct in process
evaluation of student comprehension,
learning needs, and academic progress
during a lesson, unit, or course. lines.
Summative Assessment
Administered at the end of an instructional
unit of course. It intended to evaluate
student learning by comparing performance
to a standard or benchmark. They are often
high-stake, meaning they have a high point
value
 2
Application of the
Fundamental
Component to the
Other Curriculum
Design
 MAJOR COMPONENT OF
COURSE DESIGN OR SYLLABUS

Intended outcome/ Content/ Subject Method/Strategies Evaluation (mean of

Objective Matter (with (with resource) assessment)
reference)
What should be What subject What What method and
done? matter should be instructional instrument should
include? strategies, be used to judge the
resources & result of
activities should curriculum?
be employed?
 3
Types of
Curriculum
Design Method
 1. Subject-Centered
Design
This is curriculum design that focuses on the
content of the curriculum.
Focus:
1.Subject Design- What subject are you teaching? What are you taking?
2.Discipline Design- refers to the specific knowledge learned through a
Picture method which scholar use or specific content of their chosen field.
3.Correlation Design- coming from the core, correlated curriculum design
link separate subject design in order to reduce fragmentation.
4.Broad field Design/Interdisciplinary Design- a design made to cure
compartmentalization of the separate subject and integrate the content that
are related to one another.
 2. Learner-Centered
Design
The learner is the center of the educative progressive.

Focus:
1. Child-centered Design- anchored to the need and interest of the
child.
2. Experience-centered Design- similar with child-centered design
but it focus to remain child.
3. Humanistic Design- the development of the self is the ultimate
objective of learning.
3. Problem-Centered
Design
Generally problem-centered design draws on
social problem, need, and interest and abilities of
learner.

Focus:
1. Life-situation Design- it used the past and the present
experience of learners as mean to analyze basic areas of living.
2. Core problem Design- it center the general education and the
problem are based on the common human activities.
 Underlying Source/ Spokesperso
Design Emphasis Philosophy Focus n/
Champion
Subject-
Centered
Subject Separate Essentialism Science, Hurris,
design subject Perennialism Knowledge Hutchins

Broad-field Interdisciplinar Essentialism Science, Brody, Dewey

y subject, Progressivism Knowledge
Design scholarly
discipline
Correlation Separate Progressivism Knowledge Alberty
Design subject, Essentialism
discipline
linked but
identities
maintain
 Underlying Source/ Spokesperso
Design Emphasis Philosophy Focus n/
Champion
Learner-
Centered
Child- Child needs Progressivism Child Dewey
centered and interest Kilpatrik
design Parker

Experience- Child Progressivism Child Dewey, Rugg,

centered experience Shumaker
Design and needs

Humanistic Experience, Reconstructio Psychology, Combs,

Design interest and nism child, society Abraham,
needs of a Existentialis Maslow,
person and m
Carl, Rogers
group.
 Underlying Source/ Spokesperso
Design Emphasis Philosophy Focus n/
Champion
Problem-
Centered
Life Life (social) Reconsturctio Society Spencer
situation problem nism
Design
Transformato Child, focus Open system Society Slattery
ry (or on society Post
becoming) and the modernism
changes world, all
reals of
culture
Recontructio Child, the Open system Post Roth
nist Design teacher, the modernism
world
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