Assessing the curriculum
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Assessing the curriculum






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Assessing the curriculum Presentation Transcript

  • 1. Assessing the Curriculum
  • 2. Purpose of Curriculum Assessments • Curriculum assessment - process of collecting information for use in evaluation. - an important part of the systems approach to curriculum development.
  • 3. Purposes: • Highlight curriculum expectations. • Gather information about what students know and can do. • Motivate students to learn better. • Motivate and encourage teachers to meet the identified needs of students. • Provide evidence to tell how well the students have learned. • Obtain feedback that helps teachers, students and parents make good decisions to guide instruction.
  • 4. Types of Assessments 1. . Intended Curriculum 2. Implemented Curriculum 3. Achieved Curriculum
  • 5. • 1. Intended Curriculum - refers to a set of objectives set at the beginning of any curricular plan - answers what the curriculum maker wants to do
  • 6. There are certain indicators to measure intended curriculum. Examples of the questions: • Are the objectives achievable with in the learner’s developmental levels? • Can the objectives be accomplished with in the time frame? • Are the resources adequate to accomplish the objectives? • Are the objectives specific and clear? • Are there ways of measuring the outcomes of the objectives? • Are the objectives observable? • Are the objectives doable? • Are the objectives relevant? • Overall, are the objectives SMART?
  • 7. 2. Implemented Curriculum • refers to the various learning activities or experiences of the students in order to achieve the intended curricular outcomes.
  • 8. To assess the implemented curriculum the following questions can be addressed: • Are the learning activities congruent with the stated objective • Are the materials and 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? • Do the activities provide maximum learning experiences? • Do the activities motivate the learners to do more and harness their potentials? • Do the activities utilize multiple sensory abilities of the learners? • Do the activities address multiple intelligences of the learners?
  • 9. 3. Achieved Curriculum • - refers to the curriculum outcomes based on the first two types of curriculum • -now considered the product. • -Any achieved curriculum must fit with the objectives and the activities that were conducted. • -Indicates the performance vis a vis the objectives and the various activities. • -Usually described by test scores or other performance indicators measured by evaluation tools.
  • 10. To measure achieved curriculum: • 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 achieved learning outcomes reflect the knowledge, skills, attitudes 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?