CRITERIA FOR

CURRICULUM
ASSESSMENT
Criteria for Curriculum Assessment Defined

◦ Criteria are a set standards to be followed in assessment.

Specifically, as they apply to curriculum, criteria are set of
standards upon which the different elements of the
curriculum are being tested.
◦ The criteria will determine the different levels of
competencies or proficiency of acceptable task
performance.
Criteria for Goals and Objectives

◦ Goals and objectives are statements of curricular

expectations. They are sets of learning outcomes
specifically designed for students.
Criteria for Goals and Objectives

◦ The items must reflect the takes, skills, content behavior

and thought processes that make up curricular domains and
must also match the students’ needs.
Criteria for Goals and Objectives

◦ Goals and instructional objectives are formulated and

specified for the following purposes:
1.To have focus on curriculum and instruction which
give direction to where students need to go.

2.To meet the requirements specified in the policies and

standards of curriculum and instruction.
Criteria for Goals and Objectives

◦ Goals and instructional objectives are formulated and specified for

the following purposes:

3.To provide the students’ the best possible education and

describe the students’ level of performance
4.To monitor the progress of students based on the goals set
5.To motivate students to learn and the teachers to be able to feel
a sense of competence when goals are attained
For goals and objectives to be formulated criteria on
certain elements should be included according to Howell
and Nolet in 2000:

◦ 1. Content – From the objectives, what content should

students learn?

◦ 2. Behavior – What will students do to indicate that they

have learned?
For goals and objectives to be formulated criteria on
certain elements should be included according to Howell
and Nolet in 2000:

◦ 3. Criterion – What level of performance should the

students have to master the behavior?

◦ 4. Condition – Under what circumstances should the work

in order to master that behavior?
Writing effective goals and objectives should also use the
following general criteria:

◦ 1. Are the objectives syntactically correct? – Syntactic correctness

◦ 2. Do the objectives comply with the legal requirements of the
course of subjects? – Compliance with legal requirements
◦ 3. Do the objectives pass the stranger test? – The “Stranger Test”
Writing effective goals and objectives should also use the
following general criteria:

◦ 3. Do the objectives pass the stranger test? – The “Stranger Test”

◦ 4. Do the objectives address both knowledge and behavior? – Both

knowledge and behavior are addressed
Writing effective goals and objectives should also use the
following general criteria:

◦ 5. Do they pass the “so-what” test? – The “So-What” Test

◦ 6. Are the objectives aligned? – Individualization

◦ 7. Do they make common sense? – Common Sense

Checklist for Goals and Objectives
Criteria for Assessment of Instruction

◦ INSTRUCTION – refers to the implementation of the

objectives. It is concerned with the methodologies of the
strategies of teaching. The Two Approaches of Instruction
1. Supplantive Approach 2. Generative Approach
Two Approaches of Instruction

◦ 1. Supplantive Approach

◦ 2. Generative Approach
Supplantive Approach

◦ This is referred to as “direct” instruction (Adams & Engelmann,

1996).
◦ In here, the teacher attempts to promote learning by providing
explicit directions and explanations regarding how to do a task.
◦ The teacher assumes primary responsibility for linking new
information with the student's prior knowledge and ultimately
whatever the students learn.
Supplantive Approach

◦ With this approach, information is presented in an ordered

sequence in which component subskills are taught directly
or a foundation for later tasks.
◦ This approach is highly teacher-directed.
Generative Approach

◦ This is referred to as “constructivist” or “developmental”.

◦ In here, the teacher functions as a facilitator who takes a
less central role in a learning process that is student -
directed (Ensminger & Dangel, 1992).
◦ The teacher provides opportunities for the students to
make own linkages to prior knowledge and to devise her
own strategies for work.
Generative Approach

◦ Generative instruction is “constructivist” because much of

its emphasis is on helping students construct their own
educational goals ands experiences as well as the
knowledge that results
◦ With this approach, information is presented on a schedule
determined by students’ interests and goals.
A Comparison of Teaching Approaches
A Comparison of Teaching Approaches
A Comparison of Teaching Approaches
What are Curriculum Criteria

◦ Curriculum are guidelines on standards for curriculum

decision making.
◦ The objectives of a curriculum or teaching plan are the
most important curriculum criteria, since they should be
used in selection learning experiences and in evaluating
learning achievement.
The criteria are stated in the form of
questions as follows:
1. Have the goals of the curriculum or teaching plan been
clearly stated; and are they used by teachers and students in
choosing content, materials and activities for learning?
2. Have the teacher and students engaged in student- teacher
planning in defining the goals and inn determining how they
will be implemented?
The criteria are stated in the form of
questions as follows:
3. Do some of the planned goals relate to the society or the
community in which the curriculum will be implemented, or
the teaching will be done?

4. Do some of the planned goals relate to the individual

learner and his or her needs, purposes, interest and abilities?
The criteria are stated in the form of
questions as follows:
5. Are the planned goals used as criteria in selecting and
developing learning materials for instruction?

6. Are the planned goals used as criteria in evaluating

learning achievement and in the further planning of learning
sub goals and activities?
 ACCORDING TO HASS AND PARKAY (1993), INDIVIDUAL
DIFFERENCES, FLEXIBILITY AND SYSTEMATIC PLANNING ARE
CRITERIA THAT DEPEND IN PART ON KNOWLEDGE OF THE
DIFFERENT APPROACHES TO LEARNING.
THE CRITERION QUESTION ARE AS FOLLOWS:
◦ Does the curriculum or teaching plan include alternative
approaches and alternative activities for learning?
◦ Have the different learning theories been considered in
planning alternative learning approaches and activities?
◦ Has the significance of rewarded responses, transfer,
generalization, advance organizers, self-concept,
meaningfulness of the whole, personal meaning, imitation,
identification and socialization been considered in the
planning?
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 a long-term effort.
◦ 5. The curriculum is a complex of details.
What are the Characteristics of a Good
Curriculum?
◦ 6. The curriculum provides for the logical sequence of
subject matter.
◦ 7. The curriculum complements and cooperates with the
other programs of the community.
◦ 8. The curriculum has educational quality.
◦ 9. The curriculum has administrative flexibility.
What are Marks of a Good Curriculum?

Here are some marks of a good curriculum which may be used as

criteria for evaluation purposes given by J. Galen Saylor.
◦ 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.
What are Marks of a Good Curriculum?

◦ 4. A good curriculum promotes continuity of experience.

◦ 5. A good curriculum arranges learning opportunities
flexibly for adaptation to 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.
What is Evaluation?

◦ Evaluation is the process of determining the value of

something or the extent to which goals are being achieved.
◦ It is a process of deciding or reading a conclusion.
What is Evaluation?

◦ It involves decision making about student performance

based on information obtained from an assessment
process.
Assessment is the process of collecting information by
reviewing the products of student work, interviewing,
observing, or testing.
◦ Evaluation is the process of using information that is
collected through assessment.
◦ It entails a reasoning process that is based on influence.
Inference is the process of arriving at a logical
conclusion from a body of evidence.
◦ Evaluation is thoughtful process.
◦ It is the judgment we make about the assessments of
student learning based on established criteria.
Evaluation provides information-

◦ a. Directly to the learner for guidance

◦ b. Directly to the teacher for orientation of the next
instruction activities
◦ c. Directly to external agencies for their assessment of
schools functioning in the light of national purposes.
What is Curriculum Evaluation?

◦ Curriculum evaluation is the process obtaining

information for judging the worth of an educational
program, program, procedure, educational objectives or the
potential utility of alternative approaches designed to attain
specified objectives (Glass and Wortham, 1997)
Curriculum evaluation focuses on determining whether the
curriculum as recorded in the master plan has been carried
out in the classroom. In evaluating a curriculum, the
following key questions are usually asked:
◦ 1. Are the objectives being addressed?
◦ 2. Are the contents presented in the recommended sequence?
◦ 3. Are students being involved in the suggested instructional
experiences?
◦ 4. Are students reacting to the contents?
Formative and Summative Evaluation

◦ Formative Evaluation
 Takes place during the lesson or project and tells the
evaluator what is happening.
 Is ongoing and yields information that can be used to
modify the program prior to termination. (Howell & Nolet,
2000)
Formative and Summative Evaluation

◦ Summative Evaluation
 Takes place at the end of a lesson or project and tells the
evaluator what has happened.
 “Sums up” the learning.
Reference

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ulum-assessment-54078001