Module IV

ASSESSING THE CURRICULUM

Lesson 1- Intended vs. Implemented vs. Achieved Curriculum
Activity 1- matching the intended, implemented and achieved Curriculum
Interview a classroom teacher in a public elementary or high school. Request for copy of a lesson plan
which has already been taught.
1.
2.
3.
4.

Identify the intended curriculum. (objectives)

Identify the Implemented curriculum (Activities and Materials)
Identify the achieved curriculum (test results based on the lesson evaluation)
Record your findings in the matrix shown below.
A. Intended
Curriculum

5. Analyze your matrix.

a. Does A match with B? Explain

b. Does B match with C? Explain

c. Does A match with C? Explain

B. Implemented
Curriculum

C. Achieved
Curriculum

Activity 2.-Mix And Match

1. Use the matrix found below .
2. In the second column, list five activities which you have done in your previous
professional education subject.
3. From the list that you have made, what do you think was/were the objectives to be
accomplished? Write only one or two objectives.
4. On the third column , answer whether you activity you identified accomplished the
objectives set in the column. Write down proof/s of accomplished.
Subject or Course Name/Title:
Objectives( Intended)

Activities (Implemented)

Ex. To interview previous

teachers and list down
professional qualities of
teachers.

Ex. We interviewed our

elementary teachers about their
professional qualities as teachers.

Evaluation Results
( achieved)
Ex. We made a list of ten
professional qualities of our
teachers.

Reflect
Let us pause for a while and reflect o this lesson
1. How would you describe a school curriculum, where the intended course outcomes
do not match with the implemented activities and the achieved outcomes?

2. In writing your lesson plan, would you consider matching the intended, Implemented
and the achieved curricula? Why?

Self-Check
Below are phrases/statements that refer either to the intended, Implemented or the
achieved curricula. Identify each one of them.
Implemented 1. Children are going to a field trip in a zoo.
Implemented 2. Determining the level of performance in a 50 item unit test.
Intended
3. To construct models that will represents the molecule sugar.
Implemented 4. Acting out in role play the responsibilities of barangay officials.
Achieved
5. Accomplished checklist in judging the project made.
Intended
6.To identify the chartered cities in the Philippines.
Achieved
7. The scores in the test show that the majority of the students got 80%
correct answer.
Implemented 8. Reading aloud the poem top pronounce correctly the vowel sound.
Intended
9. To solve word problems that requires the four fundamental operations.
Implemented 10. Collecting sample of rocks for closer for identification and
classification.

Module IV- ASSESSING THE CURRICULUM

Lesson 2- Criteria for curriculum Assessment
Reflect
1. What is your concept about criteria and criteria for curriculum assessment?

2. What do you mean by your concept on criteria?

3. Were there some areas you have examined to get your idea? How did you
conceptualize?

4. Is there another way to think about the criteria for curriculum assessment?

5. How are your concepts different from others?

Self- check
1. What are the criteria for writing effective goals and objectives? Give the guidelines
for each criterion. Cite examples.

2. Why are goals and objectives formulated?

Goals and Objectives re formulated and specified for the following purpose
1. To have focus on curriculum and instruction which direction to where
students need to go.
2. To meet the requirements specified in the policies and standards of
curriculum and instruction.
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.
3. What should be included when formulating goals and objectives?
4. When do you say goals and objectives are good?
5. What do you mean by instruction? What about Curriculum Criteria?
6. Explain the criteria used in selecting learning experiences and evaluating learning
achievements?
7. How do you perceive a good curriculum? Do you think your curriculum is good?
Why? Or Why not?
8. What parameters are used when evaluating a curriculum?
9. How do you define evaluation? Explain the views of the different authors. Are these
similarities and differences?
Evaluation is the process of determining the value of something or the extent
to which goals are being achived.It is a process of making a decision or
reading a conclusion. It involves decision making about student performance
based on information obtained from a assessment process. Assessment is te
process of collecting information by viewing the products of students work,
interviewing ,observing, or testing.
Evaluation is the process of using information that is collected through
assessment. The ultimate purpose of any evaluation process that takes place
in school is to improve students learning (Howell and Nolet, 2000).
Evaluation entails a reasoning process that is based on influence. Inference is
the process of arriving at a logical conclusion from a body of evidence.
Inference usually refers to the process of developing a conclusion on the
basis of some phenomenon that is not experience or observed directly by the
drawing the inference.
10. What is the difference between summative and formative evaluation>? Cite examples
for each.

Summative evaluation is evaluation that takes place at the end of a unit or

section of instruction. Summative and informative evaluation can be
constructed like this: Summative evaluation takes place at the end of a lesson
or project and tells the evaluator what has happened. Formative evaluation
takes place during the lesson or project and tells the evaluator what is
happening. Summative evaluations sum-up the learning. It is after-the-fact,
like end-of-the- year testing. Formative evaluation is ongoing and yields
information that can be used to modify the program prior to termination.
(Howell& Nolet,2000).