INTENDED VS

IMPLEMENTED VS
ACHIEVED
CURRICULUM
ESTEBAN B. CASAUAY
Curriculum Assessment

◦ process of collecting information for use in evaluation.

◦ an important part of the systems approach to curriculum

development.
Purpose of Curriculum Assessment
Curriculum assessment may achieve the following purposes:
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 instructions.
Types of Assessments

1. Intended Curriculum

2. Implemented Curriculum

3. Achieved Curriculum
INTENDED CURRICULUM

◦ Refers to a set of objectives at the beginning of any

particular plan. It establishes the goal, the specific
purposes, and the immediate objectives to be
accomplished.

◦ answers what the curriculum maker wants to do

Indicators to Measure Intended Curriculum

◦ Are the objectives achievable with in the learner’s developmental

levels?
◦ Can the objectives be accomplished with in the time frame?
◦ Are the resources adequate to accomplish the objectives?
◦ Are the objectives specific and clear?
◦ Are there ways of measuring the outcomes of the objectives?
◦ Are the objectives observable? Are the objectives doable?
◦ Are the objectives relevant? 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.
To assess the implemented curriculum the
following questions can be addressed:
1. Are the learning activities congruent with the stated objective?
2. Are the materials and methods appropriate for the objectives set?
3. Does the teacher have the skill to implement the activities or use
the strategy?
4. Does the teacher utilize the various ways of doing to complement
the learning styles of the students?
5. Are there alternative activities for the learners to do to
accomplish the same objectives?
To Assess the Implemented Curriculum the
following Questions can be Addressed:
6. Are there activities provided to address individual differences?
7. Do the activities provide maximum learning experiences?
8. Do the activities motivate the learners to do more and harness
their potentials?
9. Do the activities utilize multiple sensory abilities of the learners?
10. Do the activities address multiple intelligences of the learners?
Achieved Curriculum
◦ Refers to the curriculum outcomes based on the first two types of
curriculum
◦ Now considered the product.
◦ Any achieved curriculum must fit with the objectives and the activities
that were conducted.
◦ Indicates the performance vis a vis the objectives and the various
activities.
◦ Usually described by test scores or other performance indicators measured
by evaluation tools.
To Measure Achieved Curriculum:

1. Do the learning outcomes achieved by the learners

approximate the level of performance set at the beginning
of the curriculum?
2. Are the learning outcomes achieved higher or lower than
the objectives set?
3. Do the achieved learning outcomes reflect the knowledge,
skills, attitudes and skills intended to be developed?
To Measure Achieved Curriculum:

4. How many percent of the learners in the same class

perform higher than the level set at the beginning?

5. Do the curricular outcomes reflect the goals and the

aspirations of the community where the curriculum was
implemented?
How can we compare and contrast:

◦ a. Intended Curriculum (written)

◦ b. Implemented Curriculum (taught)

◦ c. Achieved Curriculum (learned / attained)

First, to compare the written (intended) curriculum to
the taught (implemented) curriculum, we may use
curriculum mapping.
Curriculum Mapping

◦ is a technique that is very useful. Essentially, a curriculum

map is created by the teacher of the subject by recording
what he/she is actually doing in the classroom at various
points throughout the day.
◦ A second analysis is backward mapping.

◦ That is, analyzing items on a culminating test to determine

the actual achieved 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.
 To raise the quality of Filipino learners and graduates who will become
lifelong learners
 To decongest the curriculum in order that the teachers and learners will
be able to contextualize it
 To muse innovative, interdisciplinary and integrative modes of
instructional delivery whenever possible and appropriate
Question 1 - What does the BEC aim to
accomplish?
To make values development integral to all learning areas in high
school
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 Curriculum)
To accomplish the goals, the following activities or actions were done
or are being implemented in the different basic education schools of the
country.
The BEC decongest the overcrowded 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.
Question 2 - How was the BEC implemented
to accomplish the goals?
◦ The teachers 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.
Question 2 - How was the BEC implemented
to accomplish the goals?
◦ Teaching- learning processes are interactive to enhance
learning. There is open communication between teachers
and learners and among learners themselves. Instructional
materials and multimedia are fully utilized to support
interactions thus teaching and learning become more
interesting. Teachers consider the learner as an active
partner rather than a passive receiver of knowledge.
Question 2 - How was the BEC implemented
to accomplish the goals?
◦ English, Science, Mathematics and Filipino are the basic
tool subjects, while Makabayan develops healthy personal
and national self- identity.
◦ Makabayan entails the use of integrated units of learning
areas composed of several subjects in the elementary and
in the secondary levels.
Question 3 - What has the BEC achieved?

(Achieved Curriculum)
◦ The National Educational Testing and Research Center
(NETRC), the Bureau of Elementary Education (BEE), and the
Bureau of Secondary Education (BSE) were tasked to do the
evaluation of the BEC.
◦ This is referred to as a school-based monitoring to allow
curriculum managers to make immediate adjustments and
provide feedback to the national offices.
Although, no formal report has been perused, among the
initial achievements of the BEC as expressed by teachers,
parents and students informally are the following:
◦ Increased interest and motivation of students to go to school
◦ Increased level of performance in the tool subject areas
◦ Change in teachers paradigm from a dispenser of knowledge
to facilitators of learning
◦ Increased instructional materials support for teaching and
learning Increase in the in-service training of teachers
◦ More opportunities of learners to learners to learn on their
own
◦ Use of varied teaching strategies to complement the
learning styles of students
◦ More involvement of other stakeholders in the education
of the children
◦ More involvement of the school principals in the decision
making that relate to curriculum implementation
Reference

◦ https://www.slideshare.net/delcriz/assessing-the-curriculu
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