ASSESSING THE

CURRICULUM
EDTCUR: Curriculum Development and Evaluation with
Emphasis on Trainers Methodology II
Curriculum
Assessment

• is the process of collecting

information for use in evaluation.
• is a process of gathering and
analyzing information from multiple
sources in order to improve student
learning in sustainable ways.
Why bother
assessing
curriculum?
Purpose of Curriculum Assessment
• To identify aspects of a curriculum that are working and those that
need to change
• To assess the effectiveness of changes that have already been
made
• To demonstrate the effectiveness of the current programme
• To meet regular programme review requirements
• To satisfy professional accreditations
• To Highlight curriculum expectations
• To gather information about what students know and can do.
• To motivate students to learn better.
• To motivate and encourage teachers to meet the identified needs
of students.
• To provide evidence to tell how well the students have learned.
• To obtain feedback that helps teachers, students and parents
make good decisions to guide instructions.
How can the
information
gathered be
used?
Can be used to inform
curriculum changes in
several areas, including:
• Curriculum/Course
Design
• Curriculum/Course
Delivery
• Assessment
• Learning Environment
• Others
When is curriculum assessment
effective?
Curriculum assessment efforts are generally effective when:
• Viewed as a comprehensive, integral, systematic, and
continuous activity
• Viewed as means for self-improvement
• Measures are meaningful
• Multiple measures sources are used
• Results are valued, and are genuinely used to improve
programs and processes
• Involves the participation and input of faculty, staff, and
students
• Focuses on the programme, not on individual performance
of educators
Who can act as
information sources
when assessing
curriculum?
• Students (applicants, undergrads, grads,
alumni)
• Faculty
• TAs
• Staff
• Employers
• Professional Associations
(certification/accrediting bodies)
• Colleagues from similar programs elsewhere
What feedback methods can
be used to assess curriculum?
What feedback methods can be
used to assess curriculum?
What feedback methods can be
used to assess curriculum?
 The first is the evaluation of students (most often in
meeting the standards) which takes place before, during,
and after instruction.
• The question is, have the objectives been met?
Teachers analyze student assessment data to see how
many students have met or not met the objectives, and
at what level of performance.

The second is the evaluation of the effectiveness of

the guides and resources, and the instructor or
teacher. This is often done in groups and over a period of
time.

Curriculum assessment
examines the programs, Two (2) parts of the Evaluation
processes, and curricular
products that are in the Curriculum Instruction
resources, not people Process.
(Oliva, 2009).
 The first is the evaluation of students (most often in
meeting the standards) which takes place before, during,
and after instruction.
• The question is, have the objectives been met?
Teachers analyze student assessment data to see how
many students have met or not met the objectives, and
at what level of performance.

The second is the evaluation of the effectiveness of

the guides and resources, and the instructor or
teacher. This is often done in groups and over a period of
time.

Curriculum assessment
examines the programs, Evaluation helps to establish the worth of a program
and make decisions on whether to continue, stop, or
processes, and curricular
modify the lesson and the result is one of the sources of
products that are the assessment of the program and other curricular
resources, not people products.
(Oliva, 2009).
 Simply described, it is a process of establishing the
extent to which the objectives of a program have
been achieved by analyzing performance in given
areas.

Curriculum assessment
examines the programs, Evaluation helps to establish the worth of a program
and make decisions on whether to continue, stop, or
processes, and curricular
modify the lesson and the result is one of the sources of
products that are the assessment of the program and other curricular
resources, not people products.
(Oliva, 2009).
ASSESSING THE
CURRICULUM
INTENDED VS IMPLEMENTED VS ACHIEVED CURRICULUM
 There are certain indicators to measure intended curriculum.
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 doable?
8. Are the objectives relevant?

• Refers to a set of objectives at the beginning of

any particular plan. It establishes the goal, the
Intended Curriculum specific purposes, and the immediate objectives
to be accomplished.
 To assess the implemented Curriculum, the following questions can be
addressed:
1. Are the learning activities congruent with the stated objectives?
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 so to complement
the learning styles of the students?
5. Are there alternative activities for the learners to accomplish the same
objectives?
6. Do the activities motivate the learners to do more and harness their
potential?
7. Do the activities provide maximum learning experiences?
8. Do the activities utilize multiple sensory abilities of the learners?
9. Do the activities address multiple intelligences of the learners?

Implemented • Refers to the various learning activities or

experiences of the students in order to achieve
Curriculum the intended curricular outcomes.
 To measure achieved curriculum the following questions should
be addressed:
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 knowledge, skills
and attitudes and skills intended to be developed?
4. How many percent of the learners in the same class perform
higher that 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.

• Refers to the curriculum outcomes based on the

first two types of curriculum, the intended and the
implemented. It is now considered the product. It
Achieved Curriculum can be the learning outcomes, or a material
product itself, like a book, module or instructional
material.
ASSESSING THE
CURRICULUM
CURRICULUM CRITERIA
Criteria for Curriculum Assessment
Criteria for Curriculum Assessment
Criteria for Curriculum Assessment
What are the
characteristics of a
Good curriculum?

1. The curriculum is continuously evolving

2. The curriculum is based on the needs of the
people
3. The curriculum is democratically conceived
4. The curriculum is the result of long-term effort
5. The curriculum is a complex of details
6. The curriculum provides for the logical sequence
of subject matter.
7. The curriculum complements and cooperates with
the programs of the community
8. The curriculum has educational quality
9. The curriculum has administrative flexibility
Marks of a good curriculum
which may be used for
evaluation purposes given
by J. Galen Salor

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.
ASSESSING THE
CURRICULUM
CRITERIA FOR CURRICULUM ASSESSMENT
CMO 78 s 2017
Students will demonstrate knowledge of basic food safety principles in handling and storing
perishable food items with at least 80% mastery within the period.
ASSESSING THE
CURRICULUM
CRITERIA FOR ASSESSMENT OF INSTRUCTION
Supplantive Approach

• referred to as “direct” instruction (Adams & Englemann,

1996)
• The teacher promotes learning by providing explicit
directions and explanations regarding how to do a tank.
• This approach presents information in an ordered
sequence in which component subskills are taught
directly or as a foundation for later tasks.
• This approach to instruction is highly teacher-directed.
Generative Approach

• referred to as “constructivist” or “developmental”.

• The teacher functions as a facilitator who takes a less central
role in a learning process that is student-directed (Ensminger &
Dangel, 1992).
• Generative instruction is “constructivist” because much of its
emphasis is on helping students construct their own educational
goals and experiences as well as the knowledge that results.
• The teacher provides opportunities for students to make own
linkages to prior knowledge and devise her own strategies for
work.
Generative Approach
A Comparison
of Teaching
Approaches
A Comparison
of Teaching
Approaches
A Comparison
of Teaching
Approaches
A Comparison
of Teaching
Approaches
ASSESSING THE
CURRICULUM
Assessment, Measurement, and Evaluation in the Curriculum
Assessment, Measurement,
and Evaluation in the
curriculum
Assessment, Measurement,
and Evaluation in the
curriculum
Assessment, Measurement,
and Evaluation in the
curriculum
Monitoring versus
Evaluation
Monitoring versus
Evaluation
Evaluation in the Curriculum
Evaluation in the Curriculum
Evaluation in the Curriculum
Evaluation in the Curriculum
Evaluation in the Curriculum
Evaluation in the Curriculum
Formative and Summative Evaluation

• Summative evaluation is evaluation that takes

place at the end of a unit or section of instruction.
Summative evaluation takes place at the end of
the lesson or project and tells the evaluator what
has happened. It sum’s up the learning. It is the
after-the-fact, like end-of-the-year testing.

• Formative evaluation takes place during the

lesson or project and tells the evaluator what is
happening. It is on-going and yields information
that can be used to modify the program prior to
termination.
ASSESSING THE
CURRICULUM
Tools to Assess Curriculum
Assessment
Strategies
 1. Pencil-and-Paper Strategy
2. Performance-based Strategy
3. Observational Strategy
4. Personal Communications
Assessment Strategy
Strategies 5.
6.
Oral Strategy
Presentations Strategy
7. Reflective Strategy
8. Combinations of strategies
Recording
Devices and
Tools in
Curriculum
Assessment
ASSESSING THE
CURRICULUM
Curriculum and Instruction
Curriculum and Instruction

• A curriculum according to Howell and Evans

(1995) and Sands, et. al (1995) is a structured set
of learning outcomes or tasks that educators
usually call goals and objectives.
• Curriculum is the “what” of teaching.
• Howell and Evans (1995) says that knowledge of
the curriculum is for successful assessment,
evaluation, decision making and teaching.
• Significance brings the content to the degree to which it contributes the
basic ideas, concepts,
• principles and generalizations and the development of particular learning
abilities, skills, processes, and attitudes.
• Validity refers to the degree of authenticity of the content selected and to
the congruence of the content in the light of the objectives selected.
• Interest is the degree to which the content caters or fosters particular
interests in the students.
• Learnability is the appropriateness of the content in the light of the
particular students who are to experience the curriculum.
• Feasibility refers to the question, “Can the selected content be
taught in the time allowed, considering the resources, staff, and
particular community?
• The objectives provide a cue to what content should be included.
• Curriculum objectives guide the learning outcomes and activities to accomplish
these objectives. Each objective provides a condition, a performance, and an extent
of performance.
• Objectives should meet the criteria of SMART.
End of Lesson

Thank you!