For reporting of masteral education

1. CRITERIA FOR
CURRICULUM ASSESSMENT
PREPARED BY:
ALLYZA FAE S. DAVID

2. Criteria for Curriculum Assessment defined
Criteria are a set standards to be followed in assessment.
Specifically, as they apply to curriculum, criteria are set of
standards upon which the different elements of the
curriculum are being tested.
The criteria will determine the different levels of
competencies or proficiency of acceptable task performance.

3. Criteria for Goals and Objectives
• Goals and objectives are statements of curricular
expectations. They are sets of learning outcomes
specifically designed for students.
• The items must reflect the takes, skills, content behavior
and thought processes that make up curricular domains
and must also match the students’ needs.

4. • Goals and instructional objectives are formulated and specified for the
following purposes:
1. To have focus on curriculum and instruction which give direction to
where students need to go.
2. To meet the requirements specified in the policies and standards of
curriculum and instruction.
3. To provide the student’s the best possible education and describe the
students’ level of performance.
4. To monitor the progress of students based on the goals set.
5. To motivate students to learn and the teachers to be able to feel a
sense of competence when goals are attained.

5. For goals and objectives to be formulated criteria on certain elements
should be included according to Howell and Nolet in 2000.
1. Content- From the objectives, what content should students learn?
2. Behavior- What will students do indicate that they have learned?
3. Criterion- What level of performance should the students have to
master the behavior?
4. Condition- Under what circumstances should the work in order to
master that behavior?

6. 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 subjects?- Compliance with legal
requirements
• 3. Do the objectives pass the stranger test? – The
“Stranger Test”

7. 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 “ Test
6. Are the objectives aligned? – Individualization
7. Do they make common sense ? – Common Sense

8. Checklist for GOALS and OBJECTIVES
Status Question
Yes No
1. Do the goals and/ or objectives represent an important learning outcome
that is a priority for this student?
2. Is there a goals written for each area of need stated in the present level of
performance?
3. Are the goals realistic in the sense that they can be accomplished in one
year?
4. Are the goals and objectives easily measured?
5. Are they multiple objectives representing intermediate steps to each goal?
6. Are the goals and instructional objectives appropriately calibrated (sliced
neither too broadly nor too narrowly?)
7. Are the goals and instructional objectives useful for planning and evaluating
instructional programs?

9. Criteria for Assessment of Instruction
INSTRUCTION- refers to the implementation of the objectives. It is
concerned with the methodologies of the strategies of teaching.
The Two Approaches of Instruction
1. Supplantive Approach
2. Generative Approach

10. This is referred to as “direct” instruction (Adams and
Englemann, 1996).
In here, the teacher attempts to promote learning by
providing explicit directions and explanations regarding
how to do a task.
The teacher assumes primary responsibility for linking
new information with the students prior knowledge and
ultimately whatever the students learn.

11. With this approach, information is presented in an
ordered sequence in which component subkills are
taught directly or a foundation for later tasks.
This approach is highly teacher-directed.

12. This is referred to as “constructivist” or “ developmental”.
In here, the teacher functions as a facilitator who takes a
less central role in a learning process that is student. –
directed (Ensminger and Dangel, 1992).
The teacher provides opportunities for the students to
make own linkages to prior knowledge and to devise her
own strategies for work.

13. Generative instruction is “ constructivist” because
much of its emphasis is on helping students
construct their own educational goals and
experiences as well as the knowledge that results.
With this approach, information is presented on a
schedule determined by students’ interests and
goals.

14. A Comparison of Teaching Approaches
Attribute Generative Approach Supplantive Approach
Buzz words used by proponent • Constructivist
• Developments
• Top Down
• Holistic
• Authentic
• Meaning-based
• Direct instruction
• Teacher-directed
• Mastery learning
• Task Analytic
• Competency based
• Effective teaching
What proponents call the other • Romantics
• Fuzzy
• Postmodernist
• Unrealistic
• Reductionist
• Drill-and-kill
• Dogmatic
• Unauthentic
Underlying beliefs about what is
taught
• Students construct their own
understanding
• When learning is contextualized,
students will identify what they’re
ready to learn.
• The skills that students need to
learn can be derived from an
analysis of the social demands
placed on them.

15. Attribute Generative Approach Supplantive Approach
Underlying beliefs about
how learning occurs
• Learning is “socially constructed”, students
link new information to prior know when
provided opportunities too observe or
experience
• Learning can be induced through
instruction that builds explicit
links between new information
and prior knowledge.
Underlying beliefs about
how to teach
• Learning is developmental and occurs much
the way early language is acquired.
• Teacher’s take a “hand’s off” approach and
seek to provide a meaningful context in
which learning will occur naturally.
• When learning does not occur, it
can be facilitated by building it
from the bottom up through
teaching of pre-requisite
subskills.
• Teachers take a “hands-on”
approach by structuring lessons
and providing explicit direction.

16. Attribute Generative Approach Supplantive Approach
Common error
made by
proponents
• Creating interesting classroom
activites but failure to link these
activities to learning outcomes.
• By focusing on specific
learning outcomes, they
may fail attend to other
equally important
Too much emphasis on larger
ideas, not enough emphasis on the
components.
• Too much emphasis on
the components, not
enough emphasis on the
larger ideas.

17. Select the Generative Approach When: Select the Suppllantive Approach
When:
The Student • Has considerable prior knowledge.
• Has adaptive motivational patterns
• Experiences consistent successes on the task.
• Has little prior knowledge of the task.
• Has non-adaptive motivational
patterns
• Experiences repeated failure on the
task.
The Task • Is simple for the student
• Is well defined
• Can be completed using a general problem-
solving strategy
• Is to understand but not necessarily apply,
what is learned.
• Is complex
• Is ill defined
• Has missing information
• Requires the use of a task- specific
strategy
• Is pivotal to the learning of
subsequent tasks
• Must be used with a high level of
proficiency
The Setting • Allows plenty of time to accomplish outcomes
• Places priority to experience on activities.
• Time allowed to accomplish
outcomes is limited
• Places priority on task mastery.

18. What are Curriculum Criteria
• Curriculum are guidelines on standards for curriculum
decision making.
• The objectives of a curriculum or teaching plan are the
most important curriculum criteria, since they should be
used in selection learning experiences and in evaluating
learning achievement.

19. The Criteria are stated in the form of questions as follows:
1. Have the goals of the curriculum or teaching plan benn clearly stated;
and are they used by teachers and students in choosing contect, materials
and activities for learning?
2. Have the teacher and students engaged in student teacher planning in
defining the goals and in determining how they will be implemented?
3. Do some of the planned goals relate to the society or the community in
which the curriculum will be implemented or the teaching will be done?

20. 4. Do some of the planned goals relate to the individual learner and
his or her needs, purposes, interest and abilities?
5. Are the planned goals used as criteria in selecting and developing
learning materials for instruction?
6. Are the planned goals used as a criteria in evaluating learning
achievement and in further planning of learning sub goals and
activities?

21. According to Hass and Parkay (1993), individual differences, flexibility and
systematic planning are criteria that depend in part on knowledge of the
different approaches to learning. The criterion question are as follows:
Does the curriculum or teaching plan include alternative approaches and
alternative activities for learning?
Have the different learning theories been considered in planning alternative
learning approaches and activities?
Has the significance of rewarded responses, transfer, generalization, advance
organizers , self-concept, meaningfulness of the whole , personal meaning,
imitation , imitation, identification and socialization been considered in the
planning?

22. 1. The curriculum is continuously evolving.
2. The curriculum is based on the needs of the people.
3.The curriculum is democratically conceived.
4.The curriculum is the result of a long-term effort.
5.The curriculum is a complex details.
6.The curriculum provides for the logical sequence of subject matter.
7. The curriculum complements and cooperates with the other programs of the
community.
8. The curriculum has education quality.
9.The curriculum has administrative flexibility.
What are the Characteristics of a Good Curriculum?

23. What are the Marks of a Good Curriculum?
Here are some marks of a good curriculum which may be used as criteria for evaluation
purposes given by J. Galen Saylor.
1. A good curriculum is systematically planned and evaluated.
2. A good curriculum reflects adequately the aims of the school.
3. A good curriculum maintains balance among all aims of the school.
4. A good curriculum promotes continuity of experience.
5. A good curriculum arranges learning opportunities flexibly for adaptation to particular
situations and individuals.
6. A good curriculum utilizes the most effective learning experiences and resources available.
7. A good curriculum makes maximum provision for the development of each learner.

24. What is Evaluation?
Evaluation is the process of determining the value of something or
the extent to which goals are being achieved.
It is a process of making a decision or reading a conclusion.
It involves decision making about student performance based on
information obtained from an assessment process.
Assessment is the process of collecting information by
reviewing the products of student work, interviewing, observing, or
testing.

25. Evaluation is the process of using information that is collected
through assessment.
It entails a reasoning process that is based on influence.
Inference is the process of arriving at a logical conclusion
from a body of evidence.
Evaluation is thoughtful process.
It is the judgement we make about the assessments of student
learning based on established criteria.

26. Evaluation provides information-
Directly to the learner for guidance
Directly to the teacher for orientation of the next
instruction activities.
Directly to external agencies for their assessment of
schools functioning in the light of national purposes.

27. What is Curriculum Evaluation?
Curriculum evaluation is the process obtaining
information for judging the worth of an educational
program, program, procedure, educational objectives or
the potential utility of alternative approaches designed
to attain specified objectives (Glass and Worthem, 1997)

28. Curriculum evaluation focuses on determining whether the
curriculum as recorded in the master plan has been carried out in the
classroom. In evaluating a curriculum, the following key questions
are usually asked:
1. Are the objectives being addressed?
2. Are the contents presented in the recommended sequence?
3. Are the students being involved in the suggested instructional
experiences?
4. Are students reacting to the contents?

29. Formative and Summative Evaluation
Formative Evalutaion
Takes place during the lesson or project and tells the evaluator what is
happening.
Is ongoing and yields information that can be used to modify the program
prior to termination. (Howell and Nolet, 2000)
Summative Evaluation
Takes place at the end of a lesson or project and tells the evaluator what
has happened.
“Sums up” the learning.

30. Thank You Very Much !!!