1) Curriculum refers to the structured set of learning outcomes and goals that outline what students are expected to learn. Instruction is the implementation of teaching methods to deliver the curriculum content. Assessment evaluates how well students have achieved the learning outcomes in the curriculum. 2) Curriculum, instruction, and assessment are interlinked. The curriculum determines what content is taught and assessed. Effective instruction delivers the curriculum content and provides learning experiences. Assessment measures how well students have achieved the curriculum learning outcomes through the instruction. 3) For the curriculum, instruction, and assessment to be aligned and effective, the curriculum content and objectives must match the instructional methods. Assessment must also be aligned to the curriculum in evaluating what students have learned from

1. Module IV
Assessing the Curriculum
Lesson 4
Linking Curriculum, Instruction and
Assessment (CIA): Making a Fit
Tomasa C. Iringan, Ph.D.

2. Curriculum and Instruction
Curriculum
 is a structured set of learning outcomes or tasks.
 educators usually call goals and objectives.
 the “what” of teaching.
according to Howell and Evans (1995) and
Sands, et al (1995)
*Students are expected to learn the
information specified in the
curriculum so that they will have the
skills needed to prepare students to
succeed in the society.

3. “Knowledge of curriculum is for successful
assessment, evaluation, decision making and
teaching.”
- Howel and Evans (1995)
curriculum
component
teacher-
directed
instruction
lesson *Deciding which curriculum
task should be taught and
which instructional approach
to use best, requires the
use of evaluative procedure.

4. Curriculum is understood as the
“content’’.
 developers need to bring to the content selection
the criteria of significance, validity, interest,
learnability and feasibility.
Significance brings the content to the degree to which
it contributes the basic ideas, concepts, principles and
generalizations and to the development of particular
learning abilities, skills, processes and attitudes.
 Interest is the degree to which the
content either caters or fosters particular
interests in the students.

5.  Feasibility refers to the question, “Can the
selected content be taught in the time allowed,
considering the resources, staff and particular
community?”
 Learnability is the appropriateness of the content
in the light of the particular students who are to
experience the curriculum.
*These should be used for the
selection of appropriate general
curricular objectives and content.

6. Curriculum Objectives
(other aspect of curriculum)
*provide cue to what content should be included.
 guide the learning outcomes to be achieved
as well as the activities to accomplish.
 provide condition, performance and extent of
performance.
 should meet the criteria of SMART.

7. What is SMART?
S
M
A
R
T
pecific
easurable
ttainable
esults-oriented
ime-bound
Both objectives and contents are
inputs to what is defined as the
curriculum. The plan is the intention
but it will not have impact if is not
placed into motion.

8. Instruction
 the actual engagement of learners of the
planned learning activities.
 the implementation of the curriculum plan.
“ Curriculum and Instruction interlock with each other”
Thus, WITHOUT curriculum plan,
there could be NO effective
instruction…
and WITHOUT instruction,
curriculum has a VERY LITTLE
meaning.

9. Criteria of Meaningful Instruction
 bring about optimum benefit to the learners.
 approximate real life situations.
 encourage the learners to inquire further.
 heighten learners interest and motivation.
 involve the use of different senses.
 approximate real life situations.
 provide opportunities for broad and deep study.
 provide mastery of total learning.
It is important that the curriculum content and objectives should match with
the instruction from where learning experiences are provided.

10. Curriculum and Assessment
Curriculum is related to Assessment.
Curriculum
determines what
assessment should be
done, and how to do it.
 establishes “what to accomplish?”
Assessment
 determines “how to determine if the
curriculum has been achieved?”

11. Assessment
is the process of collecting information which describes
student achievement in relation to curriculum expectations.
4 Levels can be used to judge the quality of student work:
LEVEL 4
LEVEL 3
LEVEL 2
LEVEL 1
Student has demonstrated all the required knowledge and skills and
achievement has exceeded the standard set.
Student has demonstrated most of the required knowledge and skills
and achievement exceeded the standard set.
Student has demonstrated some of the required knowledge and skills
and achievement exceeded the standard set.
Student has demonstrated few of the required knowledge and skills
and achievement exceeded the standard set.

12. To ensure that the assessment is aligned with the curriculum, the
teacher needs to ask the following key questions:
For diagnostic Assessment:
What do I expect my students to learn?
What is the best way for my students to demonstrate their
achievement?

13. The interaction among curriculum, instruction and assessment can be
seen in a diagram below:
Curriculum
Assessment Instruction
CA CI
AI
We can see that
Curriculum, Assessment
And Instruction link
together.

14. Thank You ! 