MODULE IV

ASSESSING THE CURRICULUM

LESSON 1: INTENDED vs. IMPLEMENTED vs.
ACHIEVED CURRICULUM

PREPARED BY: ESTEBAN&

ESTRELLA
LEARNING OBJECTIVES

At the end of the lesson, the learners will be able to :

Identify the three types of curriculum
Define the three types of curriculum
Explain the relationship of the three types of curriculum
PURPOSE OF CURRICULUM ASSESSMENT

Curriculum is the process of collecting information for use

in evaluation. It is an important part of the systems
approach to curriculum development. Any information,
data collected or obtained through various processes will
be analyzed for important decision making processes.
CURRICULUM ASSESSMENT MAY ACHIEVE THE
FOLLOWING PURPOSES:

• Highlight curriculum expectations.

• Gather information about what students know and can do.
• Motivate students to learn better.
• Motivate and encourage teachers to meet the identified needs of
students.
• Provide evidence to tell how well the students have learned.
• Obtain feedback that helps teachers, students and parents make good
decisions to guide instructions.
 INTENDED CURRICULUM

Refers to a set of objectives set at the

beginning of any curricular plan. It
establishes the goal, the specific purposes,
and the immediate objectives to be
accomplished.
There are certain indicators to measure intended curriculum. Examples of the
questions are the following:
1. Are the objectives achievable within the learners\ developmental levels?
2. Can the objectives be accomplished within the time frame?
3. Are the resources adequate to accomplish the objectives?
4. Are the objectives specific and clear?
5. Are there ways of measuring the outcomes of the objectives?
6. Are the objectives observable?
7. Are the objectives relevant?
8. Overall, are the objectives SMART?
 IMPLEMENTED CURRICULUM
Refers to the various learning activities or
experiences of the students in order to achieve the
intended curricular outcomes. Many times in our
curriculum, lots of activities are done but these
do not accomplish the stated objectives.
To assess the implemented curriculum the following questions can be addressed:
• Are the learning activities congruent with the stated objectives?
• 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 the students?
• Are there alternative activities for the learners to do to accomplish the same
objectives?
• Do the activities provide maximum learning experiences?
• Do the activities motivate the learners to do more and harness their potentials ?
 ACHIEVED CURRICULUM
Refers to the curriculum outcomes based on the first two types
of curriculum, the intended and the implemented. The achieved
curriculum is now considered the product. It can be the learning
outcomes, or a material product itself, like a book, module or
instructional material. Any achieved curriculum must fit with
the objectives and the activities that were conducted. Achieved
curriculum is usually described by test scores or other
performance indicators measured by evaluation tools.
To measure achieved curriculum the following questions should be
addressed:
• 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, attitudes 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 .
THE RELATIONSHIP OF THE THREE TYPES
OF CURRICULUM

Each type of curriculum should be linked to one another. Any gap along the line will
make the connection weak and will lead to obstacles in the accomplishment of the
overall purpose of the curriculum.
BEC-BASIC EDUCATION CURRICULUM

The Basic Education Curriculum (BEC) and the Three Types of

Curriculum: INTENDED, IMPLEMENTED AND ACHIEVED.
Let us analyze the BEC in the light of the three types of
curriculum.
QUESTION 1: WHAT DOES THE BEC AIM TO
ACCOMPLISH? (Intended Curriculum)
From the DepEd BEC primer, the following are the goals of the basic education
curriculum.
1. To raise the quality of 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 to all learning areas in high school.
5. To increase time for tasks in order to gain mastery of competencies of the basic
tool subjects.
The curriculum objectives are expressed in
terms of competencies: knowledge, skills,
values and attitudes which the learners will
develop or acquire. These objectives or
competencies determine the content which
focuses on learning how to learn.
QUESTION 2: How was the BEC implemented to
accomplish the goals? (implemented learning)

To accomplish the goals, the following activities or

actions were done or are being implemented in the
different basic education schools of the country.
1. The BEC decongested the overcrowded the old curriculum into five
learning areas, namely, ENGLISH, MATHEMATICS, SCIENCE,
FILIPINO, AND MAKABAYAN. The first three subject areas will
develop internationalism, while the last two learning areas will
develop Filipinism.
2. The teaches in basic education were trained to use innovative,
interdisciplinary, thematic, and integrative modes of instructional
delivery. Teachers of different disciplines plan and teach together in
tandem or teams in all subject areas as possible.
4. ENGLISH, SCIENCE, MATHEMATICS AND
FILIPINO are the basic tool subjects, while
MAKABAYAN develops healthy personal and national
self-identity.

5. MAKABAYAN entails the use of integrated units of

learning areas composed of several subjects in the
elementary and in the secondary levels.
For the elementary level, Makabayan is composed of:
a. Araling Pan. or Social Studies (SIBIKA at Kultura for Grades 1 and 2
and Heograpiya, Kasaysayan at Sibika (HeKaSi) for Grades 4, 5, 6)
b. Edukasyong Pantahanan at Pangkabuhayan (EPP) for Grades 5 and 6
c. Musika, Sining, at Edukasyong Pangkatawan (MSEP) for Grades 4 to 6
while for grades 1-3, MSEP is integrated in Sibika at Kultura.
d. Good Manners and Right Conduct (GMRC) is integrated in all learning
areas.
For the High School, the components of Makabayan learning area are as
follows:
a. Araling Panlipunan (AP) or Social Studies is composed of Philippine History and
Government, 1st Year; Asian Studies, 2nd Year; World History, 3rd Year and
Economics; 4th Year.
b. Technology and Home Economics
c. Physical Education, Health, Music and Arts (PEHMA)
d. Edukasyon sa Pagpahalaga (EP) or Values Education

6. The Year 2002-2003 was declared as the pilot year in the public schools. Private
basic education schools were encouraged to join in the implementation of the BEC
in the late years.