Criteria for curriculum assessment


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Criteria for curriculum assessment

  1. 1. Criteria for Curriculum Assessment Reported by: Jovie Hilao Armilyn Nadora
  2. 2. 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
  3. 3. 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
  4. 4. 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 Goals and instructional objectives are formulated and specified for the following purposes:
  5. 5. 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.
  6. 6. 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.)
  7. 7. 3.) Criterion- What level of performance should the students have to master the behavior? 4.) Condition- Under what circumstances should the students work in order to master that behavior?
  8. 8. 1.) Are the objectives syntactically correct? -Syntactic Correctness 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:
  9. 9. 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.
  10. 10. • 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.
  11. 11. • 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 student’s progress. Do the objectives pass the stranger test? – The “Stranger Test”.
  12. 12. 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 addressed
  13. 13. 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 term needs. 5.) Do they pass the “so-what test?” – The “So-What” Test
  14. 14. 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? - Individualization
  15. 15. 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
  16. 16. You may check your objectives against the seven questions. If the answer to all the question is YES, then the objective meets the criteria: Status Question 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 too narrowly?) 7.) Are the goals and instructional objectives useful for planning and evaluating instructional programs?