Educ11 130315075749-phpapp01


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Educ11 130315075749-phpapp01

  1. 1. Assessing the Curriculum Intended vs. Implemented vs. Achieved Curriculum Lesson 1 1. Intended Curriculum  Refers to a set of objectives set at the beginning of any curricular plan. It establishes the goal, the specific purposes, and the immediate objectives to be accomplished.
  2. 2. Purpose of the curriculum:  Curriculum assessment is the process of collecting information for use in evaluation. It is an important part of the systems approach to curriculum development. Curriculum assessment may achieve the following purposes: 1. Highlight curriculum expectations. 2. Gather information about what students know and can do.
  3. 3. 3. Motivate students to learn better. 4. Motivate and encourage teachers to meet the identified needs of students. 5. Provide evidence to tell how well the students have learned. 6. Obtain feedback that helps teachers, students and parents make good decisions to guide instruction.
  4. 4. 2. Implemented Curriculum  Refers to the various of learning activities or experiences of the students in order to achieves the intended curricular outcomes.
  5. 5. 3. Achieved Curriculum  Refers to the curriculum outcomes based on the first two types of curriculum, intended and the implemented.
  6. 6. Lesson 2 Criteria for Curriculum Assessment  Are set standards to be followed in assessment. Specifically, as they apply the curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested. The criteria determine the different levels of competencies or proficiency of acceptable task performance.
  7. 7. Criteria for Goals and Objectives  Goals and objectives are statements of curricular expectations. They are sets of learning outcomes specifically designed for student. Goals and Instructional Objectives are formulated and specified for the following purposes:  To have a focus on curriculum and instruction which give direction to where students need to go.
  8. 8.  To meet the requirements specified in the policies and standards of curriculum and instruction.  To provide the students the best possible education and describe the students’ level of performance.  To monitor the progress of students based on the goals set.  To motivate students to learn and the teachers to be able to feel sense of competence when goals are attained.
  9. 9. Writing effective goals and objectives should also use the following general criteria: 1. Are the objectives syntactically correct? Syntactic Correctness. 2. Do the objectives comply with the legal requirements of the course of subject? Compliance with legal requirements. 3. Do the objectives pass the stranger tests? The “Stranger tests” 4. Do the objectives address both knowledge and behavior? Both knowledge and behavior are addressed. 5. Do they pass the “so-what” test? The “So what” tests. 6. Are the objects aligned? Individualization 7. Do they make common sense? Common Sense