A requirement for CURRICULUM DEVELOPMENT class PREPARED BY: BAHIAN, JOAN M. POCOT, RODELYN A. ABUCEJO, BRIDGET BSED IV

1. PREPARED BY:

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

3. Six (6) Years
Four (4) Years Junior HS +
Two (2) Years Senior HS +
TESD Specialization (NC I
and NC II) + Arts & Sports
Technical
Education
and Skills
Development
Baccalaureate,
Post- Baccalaureate,
Post-Doctoral/
Specialization
One (1)
Year 3

5.  Knowledge. Skills, and
Values
Application
Degree of Independence
(Responsibility)

6. LEVEL 1
KNOWLEDGE,
SKILLS AND
VALUES
Knowledge and skills that are manual or
concrete or practical and/or operational in
focus.
APPLICATION
Applied in activities that are set in a limited
range of highly familiar and predictable
contexts; involve straightforward, routine
issues which are addressed by following set
rules, guidelines or procedures.
DEGREE OF
INDEPENDENCE
In conditions where there is very close
support, guidance or supervision; minimum
judgment or discretion is needed.
QUALIFICATION
TYPE
NATIONAL CERTIFICATE I
6

7. LEVEL 2
KNOWLEDGE,
SKILLS AND
VALUES
Knowledge and skills that are manual, practical
and/or operational in focus with a variety of
options.
APPLICATION
Applied in activities that are set in a range of
familiar and predictable contexts; involve
routine issues which are identified and
addressed by selecting from and following a
number of set rules, guidelines or procedures.
DEGREE OF
INDEPENDENCE
In conditions where there is substantial
support, guidance or supervision; limited
judgment or discretion is needed.
QUALIFICATION
TYPE
NATIONAL CERTIFICATE II
7

8. LEVEL 3
KNOWLEDGE,
SKILLS AND
VALUES
Knowledge and skills are a balance of theoretical
and practical. Work involves understanding work
process, contributing to problem solving and
making decisions to determine process, equipment
and materials to be used.
APPLICATION
Applied in activities that are set in contexts with
some unfamiliar or unpredictable aspects; involve
routine and non-routine issues which are identified
and addressed by interpreting and applying
established guidelines or procedures with some
variations.
DEGREE OF
INDEPENDENCE
Application may involve individual responsibility or
autonomy, may involve some responsibility for
others. Participation in teams including team or
group coordination may be involved.
QUALIFICATION NATIONAL CERTIFICATE III 8

9. LEVEL 4
KNOWLEDGE,
SKILLS AND
VALUES
Knowledge and skills are mainly theoretical and/or
abstract with significant depth in one or more areas;
contributing to technical solutions of a non-routine or
contingency nature; evaluation and analysis of current
practices and the development of new criteria and
procedures.
APPLICATION
Applied in activities that are set in range of contexts,
most of which involve a number of unfamiliar and/or
unpredictable aspects; involve largely non-routine issues
which are addressed using guidelines or procedures
which require interpretation and/or adaptation.
DEGREE OF
INDEPENDENCE
Work involves some leadership and guidance when
organizing activities of self and others
QUALIFICATION
TYPE
NATIONAL CERTIFICATE IV
9

10. LEVEL 5
KNOWLEDGE,
SKILLS AND
VALUES
Knowledge and skills that are mainly theoretical and/or
abstract with significant depth in some areas together with
wide-ranging, specialized technical, creative and
conceptual skills. Perform work activities demonstrating
breadth, depth and complexity in the planning and
initiation of alternative approaches to skills and knowledge
applications across a broad range of technical and/or
management requirements, evaluation and coordination.
APPLICATION
Applied in activities that are supervisory, complex and non-
routine which require an extensive interpretation and/or
adaptation/ innovation.
DEGREE OF
INDEPENDENCE
In conditions where there is broad guidance and direction,
where judgment is required in planning and selecting
appropriate equipment, services and techniques for self
and others. Undertake work involving participation in the
development of strategic initiatives, as well as personal
responsibility and autonomy in performing complex
technical operations or organizing others
QUALIFICATION
TYPE
DIPLOMA
10

11. LEVEL 6
KNOWLEDGE,
SKILLS AND
VALUES
Graduates at this level have broad and
coherent knowledge and skills in their field of
study for professional work and lifelong
learning
APPLICATION
Application in professional work or research
in a specialized field of discipline and/or for
further study
DEGREE OF
INDEPENDENCE
Independent and /or in teams of related field
with minimal supervision
QUALIFICATION
TYPE Baccalaureate Degree 11

12. LEVEL 7
KNOWLEDGE,
SKILLS AND
VALUES
Graduates at this level have advanced
knowledge and skills in specialized or
multidisciplinary field of study for
professional practice or self-directed research
APPLICATION Applied in professional work that requires
leadership and management in a specialized
or multidisciplinary professional work,
research and/or for further study
DEGREE OF
INDEPENDENCE
Independent and or in teams of
multidisciplinary field with very minimal
supervision
QUALIFICATION
TYPE Post-Baccalaureate Program
12

13. LEVEL 8
KNOWLEDGE,
SKILLS AND
VALUES
Graduates at this level have highly advanced
systematic knowledge and skills in very
specialized or complex multidisciplinary field of
learning for multifaceted research or
professional practice or for the advancement of
learning
APPLICATION
Applied in highly specialized or complex
multidisciplinary field of professional work,
research and/or further study that require
management expertise, innovation and
leadership
DEGREE OF
INDEPENDENCE
Independent and/or in teams of multi-
disciplinary and complex setting
QUALIFICATION
TYPE
Doctoral Degree and Post-Doctoral Programs
13

14. ARQF is a tool or device that
enables comparisons of
qualification across ASEAN
member states.

15. Knowledge, process,
understanding, performance
reflect different learning
outcomes that are arranged in
hierarchy or complexity.

16. 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 different
views.

17. LEARNING DESCRIPTION OF
LEARNING OUTCOME
GUIDE QUESTION FOR
TEACHERS
LEVEL 2
PROCESS – skills
that the students
use based on facts
and information
for making
meaning and
understanding.
1.What do you want
your student to do,
with what they
know? i.e. identify
the arts of the frogs
body after
dissecting it.

18. LEARNING DESCRIPTION OF
LEARNING OUTCOME
GUIDE QUESTION FOR
TEACHERS
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?

19. LEARNING DESCRIPTION OF
LEARNING OUTCOME
GUIDE QUESTION FOR
TEACHERS
LEVEL 4
PRODUCT/
PERFORMANCE -
what products (material,
tangible) or performance
(oral, visual, written, etc)
as evidence of learning?
i.e. portfolio, 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.

21. Tests that require only one and
one correct answer.
It is difficult to construct but
easy to check.

22.  The test is 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

23. 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
e.g. The Philippine population has
reached one million.
YES or NO
e.g. Has the Philippine population
reached one million?

24. C. MULTIPLE CHOICE TEST - This is the type
identified as the most versatile test type because
it can measure a variety of learning outcome.
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.

25. 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.

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

27. All the alternatives are
correct but only one is the
best.

28. Example:
DIRECT QUESTION
What do progressive educators consider as the
most important factor in the teaching learning process?
a. Teacher c. Learner
b. Books d. Principal
INCOMPLETE SENTENCE
According to the progressive educators, the
most important factor in the teaching-learning process
is.
a. Teacher c. Learner
b. Books d. Principal

29. 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. Matching Type test is useful
in measuring the factual
information as well as relationships
between two things, ideas, or
concepts.

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

31. 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.

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

33. 
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.

34. Example:
In Column A are names of WELL KNOWN
CURRICULUM EVALUATORS. Match them with
the evaluation models they have been identified
within Column B. You can use the letter once or
more than once.
Column A (Premise) Column B (Responses)
1. Consumer Oriented A. Michael Scriven
Model
2. Responsive Model B. Daniel Stufflebeam
3. CIIP Model C. Robert Stake
4. Goal Free Model D. Ralph Tyler
5. Phi Delta Kappa
Model

35. Learning outcomes which
indicate learner’s ability to
originate, and express ideas
is difficult to test through
objective type test.

36. Items allow students to
freedom of response.
Students are free to
select, relate and present
ideas in their own words.

37. 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.

38. 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.

39. 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.

40. The student is generally free to
select any factual information
that can help in organizing the
response. The content is
depend on the analysis,
synthesis, evaluation and other
higher order thinking skills of
the test takers.

41. 1. Evaluate the significance of the
result of national referendum
of Scotland to the global peace
condition.
2. What can you say about NATO’s
position on the ISIS?

42. 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.

43. 1. Checklist is a tool that consist
of a list of qualities that are
expected to be observe as present
or absent.

44. 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

45. 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.

46. Example: Rating Scale for a Science Project
(name/title)
Instruction: On a scale of 1 to 5, 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

47. 3. Rubrics for portfolio 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 holistic package, an
assessment tool called a RUBRIC
is utilized.

48. 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.

49. Levels of Learning
Outcomes/Assess-
ment
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%
Level 4 –
Products/
Performance
Transfer of
understanding to
life situations as
Products or
Performance
Checklist/
Rating Scale
30%
Total 100%

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

51. 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%

52. 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

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

54. 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

55. THE END
THANK
