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Assessing the curriculum


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Assessing the curriculum

  1. 1. Assessing the Curriculum
  2. 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. 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. 4. Types of Assessments 1. . Intended Curriculum 2. Implemented Curriculum 3. Achieved Curriculum
  5. 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. 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. 7. 2. Implemented Curriculum • refers to the various learning activities or experiences of the students in order to achieve the intended curricular outcomes.
  8. 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. 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. 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?