Assessing the Curriculum (Phases andIndicators)

1. ASSESSING THE CURRICULUM

2. OBEJECTIVES
1. To understand the meaning and purpose of
curriculum assessment.
2. To focus on the continuous process of
assessment :
* THE INTENDED CURRICULUM
* THE IMPLEMENTED CURRICULUM
* THE ACHIEVED CURRICULUM

3. WHAT IS CURRICULUM ASSESSMENT?
-Process of collecting information for use in
evaluation.
- An important part of the systems approach to
curriculum development.

4. PURPOSE OF ASSESSING THE CURRICULUM
 Highlight curriculum expectation
 Gather information about what students know and
can do.
 Motivate students to learn better
 Motivate and encourage teachers to meet the
identified need of students.
 Provide evidence to tell how well the students have
learned.
 Obtain feedback that helps teachers, students, and
parents make good decision to guide instruction.

5. TYPES OF ASSESSMENT
1. INTENDED CURRICULUM
- Refers to a set of objectives set at the beginning of any
curricular plan.

6. CERTAIN INDICATORS TO MEASURE INTENDED
CURRICULUM:
 Are the objectives achievable with in the learners
developmental levels?
 Can the objectives be accomplished w/ 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?

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:
 Are the learning objectives congruent w/ the stated
objectives?
 Are the materials and methods appropriate for the
set objectives?
 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 student?
 Are there alternative activities for the learners to do
to accomplish the same objectives?
 Are there activities provided to address individual
differences?

9.  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?

10. 3. ACHIEVED CURRICULUM
Refers to the curriculum outcomes based on
the first two types of curriculum.

11. 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 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?

12. THE RELATIONSHIPS OF THE
THREE TYPES OF CURRICULUM

13.  Each type of curriculum should be linked to one
another. Any gap along the line will make the
connections weak and will lead to obstacles in the
accomplishment of the overall purpose of the
curriculum.
CURRICULUM

14. SUMMARY
Curriculum Assessment - process of collecting
information for use in evaluation.
Intended Curriculum – Planned, goals, and
purposed set at the beginning.
Implemented Curriculum – Various activities
conducted for the purpose of
accomplishing the objectives.
Achieved Curriculum – Learning outcomes or the
product as measured by the learning
performance.