Assessing the curriculum

Intended vs. Implemented vs. Achieved Curriculum
Purita P. Bilbao, Ed.D. and Tomasa C. Iringan, Ph.D.
Reported by: BEED - Generalist

Curriculum Assessment
 process of collecting information for use in
evaluation.
 an important part of the systems approach
to curriculum development.

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.

Types of Assessments
1. Intended Curriculum
2. Implemented Curriculum
3. Achieved Curriculum

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

Intended vs. Implemented vs.Achieved Curriculum
Indicators to measure intended curriculum
 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?

Intendedvs. Implemented vs.Achieved Curriculum
2. Implemented Curriculum
 refers to the various learning activities
or experiences of the students in order
to achieve the intended curricular
outcomes.

To assess the implemented curriculum the following questions
can be addressed:
1. Are the learning activities congruent with the stated
objective?
2. Are the materials and methods appropriate for the
objectives set?
3. Does the teacher have the skill to implement the activities or
use the strategy?
4. Does the teacher utilize the various ways of doing to
complement the learning styles of the students?
5. Are there alternative activities for the learners to do to
accomplish the same objectives?

6. Are there activities provided to address individual
differences?
7. Do the activities provide maximum learning
experiences?
8. Do the activities motivate the learners to do more
and harness their potentials?
9. Do the activities utilize multiple sensory abilities of
the learners?
10. Do the activities address multiple intelligences of
the learners?

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.

To measure achieved curriculum:
1. Do the learning outcomes achieved by the learners approximate
the level of performance set at the beginning of the curriculum?
2. Are the learning outcomes achieved higher or lower than the
objectives set?
3. Do the achieved learning outcomes reflect the knowledge, skills,
attitudes and skills intended to be developed?
4. How many percent of the learners in the same class perform
higher than the level set at the beginning?
5. Do the curricular outcomes reflect the goals and the aspirations
of the community where the curriculum was implemented?

How can we compare and contrast:
a. Intended curriculum
(written)
b. Implemented curriculum
(taught)
c. Achieved curriculum
(learned / attained)

 First, to compare the written
(intended) curriculum to the taught
(implemented) curriculum, we may
use curriculum mapping.

Curriculum Mapping
 is a technique that is very useful. Essentially,
a curriculum map is created by the teacher
of the subject by recording what he/she is
actually doing in the classroom at various
points throughout the day.

 A second analysis is backward
mapping.
 That is, analysing items on a
culminating test to determine the
actual achieved curriculum.

Question 1 - What does the BEC aim to accomplish?
(Intended Curriculum)
From the DEpEd BEC primer, the following are the goals of the
basic education curriculum.
 To raise the quality of Filipino learners and graduates who
will become lifelong learners
 To decongest the curriculum in order that the teachers and
learners will be able to contextualize it
 To muse innovative, interdisciplinary and integrative
modes of instructional delivery whenever possible and
appropriate

 To make values development integral to all learning
areas in high school
 To increase time for tasks in order to gain mastery
of competencies of the basic tool subjects
The curriculum objectives are expressed in terms of
competencies: knowledge, skills, values and attitudes
which the learners will develop or acquire. These
objectives or competencies determine the content
which focuses on learning how to learn.

Question 2 - How was the BEC implemented to accomplish the
goals? (Implemented Curriculum)
To accomplish the goals, the following activities or actions were
done or are being implemented in the different basic education
schools of the country.
 The BEC decongest the overcrowded old curriculum into five
learning areas, namely, English, Mathematics, Science, Filipino
and Makabayan. The first three subject areas will develop
internationalism, while the last two learning areas will develop
Filipinism.

 The teachers in basic education were trained to use innovative,
interdisciplinary, thematic, and integrative modes of
instructional delivery. Teachers of different disciplines plan and
teach together in tandem or teams in all subject areas as
possible.
 Teaching- learning processes are interactive to enhance
learning. There is open communication between teachers and
learners and among learners themselves. Instructional
materials and multimedia are fully utilized to support
interactions thus teaching and learning become more
interesting. Teachers consider the learner as an active partner
rather than a passive receiver of knowledge.

English, Science, Mathematics and Filipino are
the basic tool subjects, while Makabayan
develops healthy personal and national self-
identity.
Makabayan entails the use of integrated units of
learning areas composed of several subjects in
the elementary and in the secondary levels.

For the elementary level, Makabayan is composed of
a. Araling Panlipunan or Social Studies (Sibika at Kultura
for Grades 1 and 2 and Heograpiya, Kasaysayan, at Sibika
(HeKaSi) for Grades 4, 5, and 6)
b. Edukasyon Pantahanan at Pangkabuhayan (EPP) for
Grade 5 and 6
c. Musika, Sining at Edukasyong Pangkatawan (MSEP) for
Grades 4 to 6 while for Grades 1-3, MSEP is integrated in
Sibika at Kultura.
d. Good Manners and Right Conduct (GMRC) is
integrated in all learning areas.

For the High School, the components of Makabayan learning area
are as follows:
a. Araling Panlipunan (AP) or Social Studies is composed of
Philippine History and Government, 1st Year; Asian Studies, 2nd
Year; World History, 3rd Year and Economics, 4th Year.
b. Technology and Home Economics
c. Physical Education, Health, Music and Arts (PEHMA)
d. Edukasyon sa Pagpapahalaga (EP) or Values Education
6. The school year 2002-2003 was declared as the pilot year in the
public school. Private basic education schools were encouraged
to join in the implementation of the BEC the later years.

Question 3 - What has the BEC achieved?
(Achieved Curriculum)
 The National Educational Testing and Research
Center (NETRC), the Bureau of Elementary Education
(BEE), and the Bureau of Secondary Education (BSE)
were tasked to do the evaluation of the BEC.
 This is referred to as a school-based monitoring to
allow curriculum managers to make immediate
adjustments and provide feedback to the national
offices.

Although, no formal report has been perused, among the initial
achievements of the BEC as expressed by teachers, parents and
students informally are the following:
 Increased interest and motivation of students to go to school
 Increased level of performance in the tool subject areas
 Change in teachers paradigm from a dispenser of knowledge
to facilitators of learning
 Increased instructional materials support for teaching and
learning Increase in the in-service training of teachers

 More opportunities of learners to learners to learn
on their own
 Use of varied teaching strategies to complement
the learning styles of students
 More involvement of other stakeholders in the
education of the children
 More involvement of the school principals in the
decision making that relate to curriculum
implementation

Assessing the curriculum

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