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PURPOSE OF CURRICULUM ASSESSMENT

Curriculum assessment ² process of collecting

information for use in evaluation.

› important part of the system approach to curriculum

development

› Any information, data collected or obtained through

various processes will be analyzed for important
decision making processes.
CURRICULUM ASSESSMENT MAY
ACHIEVED THE FF PURPOSES:

Highlight curriculum expectations

Gather information about what students know

and can do

Motivate students to learn better

Motivate & encourage teachers to meet the

identified needs of students

Provide evidences to tell how well the students

have learned

Obtain feedback that help teachers, students &

parents make good decision.
INTENDED CURRICULUM

Refers to a set of objectives set at the beginning

of any curricular plan.

Establishes goal, specific purposes and

immediate objectives to be accomplished

Answers what curriculum maker wants to do.


Are the objectives achievable within the learner·s
development levels?

Can objectives be accomplished within the time

frame?

Are the resources adequate to accomplish the

objectives?

Are the objectives specific & clear?

Are there ways of measuring the outcomes of the

objectives?

Are the objectives observable? doable?relevant?

Are the objectives SMART?

IMPLEMENTED CURRICULUM

Refers to the various learning

activities or experiences of the
students in order to achieved the
intended curriculum outcomes.

Are the learning activities congruent with the
stated objectives?

Are the materials & methods appropriate for the

objectives set?

Does the teacher have the skill to implement the

activities or use the strategy?

Does the teacher utilize the various ways of doing

to complement the learning styles of the
students?

Are there alternative activities for the learners to

do to accomplish the same objectives?

Are there activities provided to address

individual differences?
ACHIEVED CURRICULUM

Refers to curriculum outcomes based on the first

two types of curriculum.

Is now considered the product, it can be the

learning outcomes, or materials product itself,
like a book, module or instructional material.

Indicates the performance 
 
the objectives

and the various activities.

Usually described by test scores or other

performance indicators measured by evaluation
tools.

Do the learning outcomes achieved by the
learners approximate the level of performance set
at the beginning of the curriculum?

Are the learning outcomes achieved higher or

lower than the objectives set?

Do the learning outcomes reflect the knowledge,

skills, attitude and skills intended to be
developed?

How many percent of the learners in the same

class perform higher than the level set at the
beginning?

Do the curricular outcomes reflect the goals and

the aspirations of the community where the
curriculum was implemented?

The relationship of the Three Types of
Curriculum

Curriculum

Achieved
„EC IN RELATION TO THE 3TYPES OF
CURRICULUM

INTENDED:
› To raise the quality of Filipino learners who will
become lifelong learners.
› Decongest curriculum in order that teachers &
students will contextualize it.
› Use innovative, interdisciplinary, integrative modes
of instructional delivery whenever possible &
appropriate.
› Make values development integral to all learning
areas in HS.
› Increase time for tasks in order to gain mastery of
competencies of the basic tool subjects.
IMPLEMENTED

Decongested the overcrowded the old curriculum

into 5 Learning Areas.

Teachers were trained to use innovative,

interdisciplinary, thematic & integrative modes
of ID.and peer teaching.

Teaching and learning process are interactive to

enhance learning.

Eng.,Sci.,Math & Fil are basic tool subjects while

MAKAbayan develops healthy personal &
national self-identity.

MAKA„AYAN entails the use of integrated units

of learning areas.

SY 2002-2003 was the pilot year in public

schools.
ACHIEVED

NETRC, „SE, „EE ²evaluation team of the „EC

School-based monitoring ² for feedback to CO

› Initial Achievements of the „EC

Increased interest & motivation of students to go to school.

Increased level of performance in the tool subj.areas.

Change teachers paradigm from a dispenser of knowledge

to facilitators of learning.

Increased instructional materials support for teaching &
Learning

Increased in-service training.

More opportunities of learners to do their own

Use varied teaching strategies to complement learning style

Involvement of other stakeholder in the educ. Of children

Involvement of school principals in decision-making that
relate to curriculum implementation.

Empowered teachers & principals.
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