CURRICULUM EVALUATION

THROUGH LEARNING
ASSESSMENT

Presented by: Latao Angela D.

DESIRED LEARNING
OUTCOMES;
 Explain how a curriculum can be evaluated through the
assessment of learning outcomes.
 Identify the levels of learning outcomes vis of vis levels
of assessment.
 Match the levels of learning outcomes with the
appropriate assessment tools.
 Interpret the value of assessment in terms of grades
assigned.
 1. PHILIPPINES
QUALIFICATIONS
FRAMEWORK (FQF)
FQF is a reference system of national standards of
what qualifications one has earned by education and
training in the Philippines. it specifies what an individual
has learned in and out of formal schooling (lifelong
learning) based on qualifications , tables of degree of
competencies on knowledge , skills , locations , values
and degree of independence.
In all eight level, the individual is expected To achieve
specific standards and competencies as evidence in the
learning outcomes. The competencies are clustered into
three domains, which are:
1. knowledge , skills and values
2. Application
3. Degree of Independence in Responsibility
ASSESSMENT TOOLS FOR
EACH LEVEL OF LEARNING
OUTCOMES
Knowledge , Process, Understanding (KPU) Learning
Outcomes
 Students who can show that they have gained knowledge , can
apply such knowledge and have achieve several meanings on
the particular knowledge have achieve the learning outcomes.
 The three types of learning outcomes and on the different levels
can be assessed in many ways with the use of appropriate tools.
TYPE OF TEST TO MEASURE
KNOWLEDGE, PROCESS AND
UNDERSTANDING
1. OBJECTIVES TESTS
Test that require only one and one correct
answer. It is difficult to construct but easy
to check.
1.1. PENCIL –AND – PAPER
TEST
As the name suggest , the test is written on paper and
requires a pencil to write. However comma in
modern times, a pencil on paper test can also be
translated to an electronic version, which makes the
test paperless.
 1.0.1 SIMPLE RECALL
This is the most common tool to measure knowledge. There
are varieties of simple recall test, to include:
Fill-in-the-Blanks
Enumeration
Identification
Simple Recall
1.1.2 ALTERNATIVE
RESPONSE TEST
This is the type of paper and pencil test , where to options or
choices are provided. The items can be stated in a question or
statement form. Examples of these are:
 True or False – Example – the Philippine population has
reached 1 million.
Yes or No – Example – has the Philippine population reached 1
million?
1.1.3 MULTIPLE CHOICE
TEST
This is the type of identified as the most
versatile test type because it can measure a
variety of learning outcomes.
Correct Answer Type
Other alternatives I clearly wrong and only one is the correct
answer. This can be constructed in either direct question or
completion of the sentence.
Examples:
Direct Question:
What is NOT a member of ASEAN 2015 Economic Community?
A. Vietnam
B. Korea
C. Malaysia
D. Philippines
Incomplete Sentence:
A country in southeast Asia which is not a member of the
ASEAN 2015 economic community is:
A. Vietnam
B. Korea
C. Malaysia
D. Philippines
 • BEST ANSWER TYPE
All the alternatives are correct but only one is the best.
Direct Question:
What do progressive educators consider as the most important
factor in the teaching learning process?
A. Teacher
B. Learner
C. Books
D. Principal
Incomplete sentence :
According to progressive educators , the most important
factor in the teaching learning process is.
A. Teacher
B. Learner
C. Books
D. Principal
1.1.4 MATCHING TYPE TEST
It is useful in measuring factual information as well
as relationships between two things, ideas or
concept . It reduces guessing to the minimum as
compared to alternative response test. Some of the
relationships that can be matched are found in the
matrix below.
Persons Achievements
Dates Historical events
Terms Definitions
Principles Illustrations
Parts Functions
Machines Uses
Diseases Causes
1.2.4.1 PERFECT MATCHING
TYPE
The number of premises in column A is less than
the number of responses in column B the response
can only be used once.
Example:
In column A are popular descriptions of presidents during
their term of office. Match then with the names of Philippine
Presidents in column B.
Column A (Premise) Column B (Responses)
1. Ramon Magsaysay A. Man of the Masses
2. Carlos P. Garcia B. People Power President
3.Corazon Aquino C. Filipino first Policy
D. Champions of First Land
Reform Law
 1.2.4.2 IMPERFECT
MATCHING TYPE
The number of premises in column A is not equal to the number
of responses in column B, or the other way around. The
response or the premise can be used more than once.
Example:
In column A are names of well- known curriculum evaluators.
Match them with the evaluation models they have been
identified within column B. You can use the letter once or more
than once.
Column A ( Premise) Column B ( Responses)

1. Consumer Oriented Model A. Michael Scriven

2. Responsive Model B. Daniel Stufflebeam

3.CIIP Model C. Robert Stake

4. Goal Free Model D. Ralph Tyler

5. Phi Delta Kappa Model

1.2 SUBJECTIVE TEST
Answers through reflections
Insights
Opinion can be given through essay
1.2.1 ESSAY
Allow students freedom of response
Students are free to select , relate and present ideas
in their own words.
Ability to use higher order thinking skills and
express ideas in accurate creative and appropriate
language.
1.2.1.1 RESTRICTED
RESPONSE ITEM
This is like an expanded form of short answer type
objective test.
Examples:
1. What are the main body parts of plant? Describe each
part.
2. Why is the barometer one of the most useful
instrument to forecast the weather? Explain in one
paragraph.
 1.2.1.2 EXTENDED RESPONSE
ITEM
The student is generally free to select any factual information
that can help in organizing the response.
Examples:
1. Evaluate the significance of the result of national
referendum of Scotland to the global peace condition.
2. What can you say about NATO ‘s position on the ISIS?