This document discusses curriculum evaluation through learning assessment. It begins by defining curriculum evaluation as assessing the intended outcomes of the learning process. Standards and competencies are used to measure these outcomes. The document then outlines different levels of competencies in knowledge, skills, values, and application across various educational levels from grade 11 to doctorate degrees. It also discusses the ASEAN Qualifications Reference Framework and different levels of learning outcomes. The rest of the document discusses various methods of assessment, including objective tests like multiple choice, matching, and subjective tests like essays. It also discusses authentic or performance-based assessments.

1. CURRICULUM
EVALUATION
THROUGH
LEARNING
ASSESSMENT
ELEONARD D. BOCADO
RICHARD G. RUBIO
BSEd – Values Education 2

2.  defined in outcome based education as a
product of what been intended in the
beginning of the learning process
 Standards and competencies are used as the
indicators and measure of these outcomes.

4. DOMAINS LEVEL 1 (Grade 11)
Competencies
LEVEL 2 (Grade 12)
Competencies
KNOWLEDGE, SKILLS, and
VALUES
- Possess foundational
knowledge across learning
areas with core
competencies in
communication, scientific,
critical and creative thinking
and use of technologies.
- Have an understanding of
right and wrong; one’s
history and cultural
heritage; and deep respect
for self, others
and their culture
and environment
- Possess foundational
knowledge across range of
learning areas and technical
skills in chosen career tracks
with advanced competencies
in communication,
scientific, critical and
creative thinking and use of
technologies.
- Have an understanding of
right and wrong; one’s history
and cultural heritage; and
deep respect for self,
others and their culture
and environment
APPLICATION - Apply foundational
knowledge, skills and values
in academic and real life
situations through sound
reasoning, informed decision-
making and the judicious use
of resources.
- Apply foundational
knowledge, technical skills
and values in academic and
real life situations through
sound reasoning, informed
decision-making and the
judicious use of resources.
DEGREE OF INDEPENDENCE - Apply skills in limited
situations with close
supervision.
- Apply skills in varied situations
with minimal supervision.

5. DOMAINS BACALAUREATTE
DEGREE
COMPETENCIES
PQF6
MASTER’S
DEGREE
COMPETENCIES
PQF7
DOCTORATE
DEGREE
COMPETENCIES
PQF8
KNOWLEDGE,
SKILLS, and
VALUES
Broad and coherent Broad, deep, Generates new
knowledge in the and specific knowledge,
field of discipline knowledge in skills with
the field of established
discipline values in the
discipline
APPLICATION Apply in proffesional Apply in Apply in
work proffesional proffesional
work and work and
reserch reserch as a
leader or
initiator
DEGREE OF
INDEPENDENCE
Independence or in Independent Highly
teams independent,
leads and
initiates

6. ARQF is a tool or device that
enables comparisons of
qualification across ASEAN
member states. It addresses
education and training that
promote lifelong learning.

7. ARQF is a tool or device that
enables comparisons of
qualification across ASEAN
member states. It addresses
education and training that
promote lifelong learning.

8. Knowledge, process, understanding,
performance reflect different
learning outcomes that are arranged
in hierarchy or complexity.
Knowledge being the basic level of
learning outcomes and performance
being the advanced level of learning
outcome.

9. LEARNING DESCRIPTION OF LEARNING OUTCOME GUIDE QUESTION FOR TEACHERS
LEVEL 1 KNOWLEDGE – factual knowledge; conceptual
knowledge, procedural knowledge,
metacognition
1. What do you want your
students to know in terms of
facts, concept, procedure
and multiple thinking? i.e
parts of the body, the sky is
blue, how to dissect a frog,
describing a typhoon from
diferent views
LEVEL 2 PROCESS – skills that the students use based
on facts and information for makingmeaning
and understanding
1. What do you want your
student to do, with whatthey
know? i.e identify the arts of
the frogs body after
dissecting it.
LEVEL 3 UNDERSTANDING – big ideas or concepts 1. What do you want students to
understand? i.e how do the
elements of weather interact
to produce climate change?
LEVEL 4 PRODUCT/ PERFORMANCE - what products
(material, tangible) or performance (oral,
visual, written, etc) as evidence of learning?
i.e portfoio, paintings, drama, research,
projects, etc.
1. Can you place in a portfolio
all the evidence to show your
learning outcome?
2. Can you create a one act play
showing the principles in
dramatization?
3. Present a research report on
conversation of indigenous
plants.

11. tests that require only one and
one correct answer
it is difficult to construct but
easy to check

12. 1.Pencil and Paper Test – the test is
written on the paper written on the
paper and requires a pencil to write.
a. SIMPLE RECALL - this is the most
common tool to measure knowledge. There
are varieties of simple recall test to
include;
 Fill in the blanks
 Enumeration
 Identification
 Simple recall

13. b. ALTERNATIVE RESPONSE TEST – this is
the type of pencil and paper test where
two options are provided. The item can be
stated in question or a statement.
 TRUE or FALSE
eg. The Philippine population has
reached one million.
 YES or NO
eg. Has the Philippine population
reached one million?

14. c. MULTIPLE CHOICE TEST - this is the type
identified as the most versatile test type because
it can measure a variety of learning outcome. It
consists of a problem and a list of suggested
solutions.
The incomplete statements, or direct
question is called STEM. The list of suggested
solutions in word, numbers, symbols, or phrases
are called ALTERNATIVES, OPTIONS or CHOICES.
The correct alternatives is called the
ANSWER while the remaining options or choices
are called DISTRACTERS, DISTRACTORS or
DECOYS.

15. 1. CORRECT ANSWER TYPE – other
alternatives are clearly wrong and
only one is the correct answer. This
can be constructed in either direct
question or completion of the
sentence.

16. EXAMPLES:
DIRECT QUESTION
1. What is NOT a member of ASEAN 2015
economic community?
a. Vietnam
b. Korea
c. Malaysia
d. Philippines
INCOMPLETE SENTENCE
A country in southeast Asia which is not a member
of the ASEAN 2015 economic community is
a. Vietnam
b. Korea
c. Malaysia
d. Philippines

17. 2. BEST ANSWER TYPE – all the alternatives are
correct but only one is the best.
Example:
DIRECT QUESTION
What do progressive educators consider as the
most important factor in the teaching learning process?
a. Teacher
b. Books
c. Learner
d. principal
INCOMPLETE SENTENCE:
According to the progressive educators, the
most important factor in the teaching-learning process
is
a. Teacher
b. Books
c. Learner
d. Principal

18.  MATCHING TYPE TEST - the most common
matching type is made up of two parallel
columns, the first column (A) as the premise
that present the problem and the second
column(B) that provides the answer.

19. RELATIONSHIP THAT CAN BE USED IN MATCHING
TYPE TEST
PERSONS ACHIEVEMENTS
DATES HISTORICAL EVENTS
TERMS DEFINITIONS
PRINCIPLE ILLUSTRATION
PARTS FUNCTIONS
MACHINES USES
DISEASES CAUSES

20. Perfect Matching Type is the
number of premises in Column A
is less than the number of
responses in Column B. The
response can only be used once.

21. Example:
In Column A are popular descriptions of Presidents
during their term of office. Match them with the names
of Philippine Presidents in Column B.
Column A(Premise)
1. Ramon Magsaysay
2. Carlos P. Garcia
3. Corazon C.Aquino
Column B (Responses)
A. Man of the Masses
B. People Power
C. Filipino First Policy
D. Champions of
First Land Reform
Law

22. Imperfect Matching Type is the
number of premises in Column A are
not equal to the number of the
responses in Column B, or the other
way around. The response or the
premise can be used more than once.

23. Example:
Column B (Responses)
A. Michael Scriven
B. Daniel Stufflebeam
C. Robert Stake
D. Ralph Tyler
• Column A (Premise)
1. Consumer Oriented
Model
2. Responsive Model
3. CIIP Model
4. Goal Free Model
5. Phi Delta Kappa
• Model

24. Learning outcomes which indicate
learner’s ability to originate, and
express ideas is difficult to test
through objective type test. Hence, in
subjective type test, answer through
reflections, Insights and opinion can
be given through essay.

25. Essay Test items allow students to
freedom of response. Students are
free to select, relate and present ideas
in their own words. The type of
answers would reflect the extent of the
learner’s knowledge of the subject
matter, ability to use higher order
thinking skills and express ideas in an
accurate creative and appropriate
language.

26. Restricted Response Item is like an
expanded form of short answer type
objective test. There is a limit on both
the content, scope and the form of
student response. It is most useful in
measuring learning outcomes that
require the interpretation and
application of data in a specific area.

27. Examples:
1. What are the main body parts of
plan? Describe each part.
2. Why is the barometer one of the
most useful instrument to forecast
the weather? Explain in one
paragraph.

28. Extended Response Item is when
student is generally free to select any
factual information that can help in
organizing the response. The contents
of an extended essay will depend on
the analysis, synthesis, evaluation and
other higher order thinking skills of the
test takers.

29. Examples:
Evaluate the significance of the result
of national referendum of Scotland to
the global peace condition.
What can you say about NATO’s
position on the ISIS?
Comment on the term “new normal”
that refers to the environmental
condition and climate change.

30. Type of Essay Test Item Examples of Complex Learning
Outcomes that can be
Measured
Restricted Response
Essay Items
Ability to:
 Explain cause – effect
relationships
 Describe application of principles
 Formulate valid conclusion
 Enumerate and explain
 Explain methods and procedure
Extended Response
Essay Items
Ability to:
 Organize ideas
 Integrate learning
 Design an experiment
 Evaluate the worth of ideas

31. Authentic evaluation is a test that
measures real life tasks,
performances and actual products.
The most common of the authentic
assessments are the performance
assessment and the use of portfolio.
Used to assess learning outcomes in
KPUP.

32. Example: Checklist on the use of microscope
(5 points).
Instruction: Observe the student in a
laboratory activity with the use of microscope.
Check (√) the items which you have seen,
which were done appropriately and mark (X)
items which were not appropriately done.
1. Put the specimen on the slide.
2. Place the slide on the stage.
3. Turns to low power objectives.
4. Looks through eyepiece with one eye
5. Adjust for maximum enlargsment and
resolution

33. 2. Rating Scale is a tool that uses a
scale in a number line as a basis to
estimate the numerical value of a
performance or a product. The value is
easier to score if the points are in
whole numbers. The most popular
rating scale is Likert Scale.

34. Example: Rating Scale for a Science Project
(name/title)
Instruction: On a scale of 1 to 10, with 1 as the
lowest, and 10 as the highest score, rate the
projects on the following elements. Circle the
choice of your answer
1. Purpose/s are clear 1 2 3 4 5 6 7 8 9 10
2. Relevant to environmental problem 1 2 3 4 5 6 7 8 9 10
3 Use local materials 1 2 3 4 5 6 7 8 9 10
4. Shows collaborative work 1 2 3 4 5 6 7 8 9 10
5. Overall impact to humanity 1 2 3 4 5 6 7 8 9 10

35. 3. Rubrics for portfolio is is a
compilation of the experiences as
authentic learning outcomes presented
with evidences and reflections. To
assess the total learning experiences
as presented in a wholistics package,
an assessment tool called a RUBRIC
is utilized.

36. The levels of assessment is the
description of the levels of the
learning outcomes which are;
knowledge, process or skill,
understanding products or
performance
The levels of learning outcomes are
also used to describe the levels of
assessment.

37. Levels of
Learning
Outcomes/Asse
ssment
What to
Test/Assess?
Type of
Assessment
Percentage
Value in
Assessment
Level 1 -
Knowledge
Who, What,
When, How,
Why
Pencil & Paper
/Non-Paper and
Pencil
15%
Level 2 –
Process or Skill
Constructed
meaning from
knowledge
Pencil & Paper
/Non-Paper and
Pencil
25%
Level 3 -
Understanding
Explanations,
Interpretations,
Applications
Pencil & Paper
30%
Transfer of
understanding
to life
situations as
Products or
Performance
Checklist/
Rating Scale
30%
Total 100%

38. Developed to help the teachers in
test construction.
It should reflect the Levels of
Learning Outcomes provided.
TOS.docx

39. Sample Table of specification matrix for a
periodical Test for Third Quarter
Assessment
Level
Tools Highest Scores Weights
Knowledge Objective Test 25 15%
Process Objective Test 25 25%
Understanding Objective Test/
Essay
30 30%
Product Rubrics/Rating
Scale
20 30%
Total 100 100%

40. Sample matrix of a Periodical Summative Test
Result in the Third Quarter
Assessment
Level
Tools Highest
Possible
Score
Scores
Earned
% Weight
of Scores
% Value of
Score
Knowledge Objective
Test
25 25 15% 15.00
Process Objective
Test
25 20 25% 24.00
Understanding Objective
/Essay
30 26 30% 25.99
Product Performance
/Product
Test
20 20 30% 30.00
Total 100 points 91 points 100% 94.99%
Composite
Score

41. The interpretation is used for all the
learning areas or subjects in basic
education

42. Levels of
Proficiency
Description
Composite Score
in Summative
(Grade) in %
Beginning 74 and below
Developing 75 - 79
Approaching
Proficiency
80 - 84
Proficient 85 - 89
Advanced 90 and above

43. REFERENCE
Bilbao,P.,et al(2014).Curriculum
Development for Teachers.Lorimar
Publishing, Inc.,Quezon City, Metro
Manila