Criteria for curriculum assessmentPresentation Transcript
Criteria are set of 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.
Criteria for Curriculum Assessment
They are set of learning
outcomes specifically desighned for
students. Objectives indicate clearly
what the students will learn. They
tell us what students will learn after
the discussion has taken place.
Criteria for Goals and Objectives
1.) To have focus on curriculum
and instruction which give
direction to where students need
2.) To meet the requirements
specified in the policies
Goals and instructional objectives are
formulated and specified for the
3.) To provide the students the best possible
education and describe the students level of
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.
1.) Content- From the objectives, what
content should the students learn?
2.) Behavior- What will students do to
indicate that they have learned?
Four goals and objectives to be
formulated criteria on certain
elements (Howell and Nolet in 2000.)
3.) Criterion- What level of performance
should the students have to master the
4.) Condition- Under what circumstances
should the students work in order to master
1.) Are the objectives syntactically
One of the first ways people think
of to tell if an object is good is to look
at it to see if it has all its parts.
Writing effective goals and
objectives should also use the
following general criteria:
2.) Do the objectives comply with the legal
requirements of the course and subjects? –
Compliance with legal requirements
There should be a direct relationship
between the annual goals and the student’s
present levels of educational performance.
• The annual goals should describe what the
learners can reasonably be expected to
accomplish within a given period and given
appropriate instructional recourses.
• Short term instructional objectives should be
stated clearly so that it is obvious how we would
measure to see if the objectives are met.
• The objectives should describe a sequence of
intermediate steps between a child’s present level
of educational performance and the annual goals
that are established.
• Goals and instructional objectives
should be measurable so that their
status can be monitored.
• If the goals and instructional
objectives pass the stranger
test, someone not involved in developing
the statements- a stranger could still
use them to write appropriate
instructional plans and evaluate
Do the objectives pass the stranger
test? – The “Stranger Test”.
The statement of behavior must
be in an objective to provide a
measurable indicator of learning. But
it s the learning, not the
behavior, that is of primarily
impotence to most teachers.
4.) Do the objectives address both
knowledge and behavior?
- Both knowledge and behavior are
The so-what test speaks of
validity. Because the purpose of
education is to prepare people to be
socially competent, the so-what test
asks whether the goals and
instructional objectives are important.
This is a more difficult test the
stranger test because it involves value
judgments about the curriculum and
speculation on about the child’s long
5.) Do they pass the “so-what test?” –
The “So-What” Test
Appropriate goals and instructional
objectives are derived for assessments
data. They must be aligned with the
student’s present level of educational
performance and student’s goals.
6.) Are the objectives aligned?
Instructional objective don’t
have to fit into one sentence and
trying to make them do so can be
very confusing. Objectives tell what
the students will learn, not
descriptions of what the teacher will
do or what process the students will
follow to learn.
7.) Do they make common sense?
- Common sense
You may check your objectives against the seven questions. If
the answer to all the question is YES, then the objective meets
1.) Do the and/or objectives represent an important
leaning outcome that is a priority for the student?
2.) Is there a goal written for each area of need
stated in the present level of performance?
3.) Are the goals realistic in the sense that they can be
accomplished in one year?
4.) Are the goals and objectives easily measured?
5.) Are the multiple objectives representing
intermediate steps to each goal?
6.) Are the goals and instructional objectives
appropriately calibrated (sliced neither too broadly nor
7.) Are the goals and instructional objectives useful
for planning and evaluating instructional programs?