LECTURE NOTES IN CURRICULUM DEVELOPMENT

CURRICULUM – is dynamic as the changes that occur in society

– Narrow sense, it is merely as a listing of subjects to be taught in school
– Broader sense, it refers to the total learning experiences of individuals not
only in school but in society as a whole
– In the Philippines, the recent formulated National Competency-Based
Teacher Standards (NCBTS) became the anchor of educational reforms in
education from the basic to higher education

Curriculum from Different Points of View

1. Traditional Points of View of Curriculum – curriculum is the body of subjects or subject
matter prepared by the teachers for the students to learn
(synonymous to the “course of study” and “syllabus”)
– Robert M. Hutchins views curriculum as “permanent studies”
where the rules of gram mar, reading, rhetoric and logic and
mathematics for basic education are emphasized (basic education
should emphasize the 3R’s) and college education should be
grounded on liberal education
– Arthur Bestor, an essentialist, believes that the mission of the
school should be intellectual training, hence education should
focus on the fundamental intellectual disciplines of grammar,
literature and writing, mathematics, science, history and foreign
language
– Joseph Schwab states that discipline is the sole source of
curriculum meaning curriculum is divided into chunks of
knowledge we call subject areas in the basic education such as
English, Mathematics, Science, Social Studies and others; and in
college, discipline may include Humanities, Sciences, Languages
and many more
– Phenix, curriculum should consist entirely of knowledge which
comes from various disciplines.
– Joseph Schwab, leading curriculum theorist, coined the term
discipline as a ruling doctrine for curriculum development
meaning that curriculum should consist only of knowledge which
comes from disciplines which is the sole source.
– Curriculum can be viewed as a field of study which is made up
of its foundations (Philosophical, historical, psychological and
social foundations); domains of knowledge as well as its research
theories and principles
2. Progressive Points of View of Curriculum – curriculum is a listing of school subjects,
syllabi, course of study, and list of courses or specific discipline
do not make a curriculum. This can only be called curriculum if
the written materials are actualized by the learner
 – Broadly speaking, curriculum is defined as the total learning
experiences of the individuals (anchored on John Dewey)
– John Dewey believed that reflective thinking is a means that
unifies curricular elements (thought is not derived from action
but tested in application)
– Caswell and Campbell viewed curriculum as “all experiences
children have under the guidance of teachers”
– Smith, Stanley, and Shores view curriculum as a consequence of
potential experiences set up in the schools for the purpose of
disciplining children and youth in group ways of thinking and
acting.
– Marsh and Willis viewed curriculum as all the experiences in the
classroom which are planned and enacted by the teacher, and
also learned by the students

Activity 1: In the courses that you are currently taking, identify practices that can be considered
as following the traditional orientation and those that are progressive in orientation.
Give specific examples or illustrations

Points of View of Curriculum Illustrative Examples of Practices

Traditional Curricular Practices
Progressive Curricular Practices

Points of View on Curriculum Development

 Curriculum is a dynamic process and development that connotes changes which are
systematic – change for the better means any alteration, modification or improvement of the
existing condition. Therefore, to produce positive changes, development should be purposeful,
planed and progressive.
1. Ralph Tyler Model: Four Basic Principles or the Tyler’s Rationale
a) What educational purposes should the school seek to attain?
b) What educational experiences can be provided that are likely to attain these purposes?
c) How can these educational experiences be effectively organized?
d) How can we determine whether these purposes are being attained or not?
 In summary, Tyler’s Model show that in curriculum development, the following
considerations should be made:
i. Purpose of the school
ii. Educational experiences related to the purposes
iii. Organization of the experiences
iv. Evaluation of the experiences
2. Hilda Taba improved on Tyler’s rationale by making a Linear Model – she believed that
teachers who teach or implement the curriculum should participate in developing it. Her
advocacy was commonly called the Grassroots Approach. She presented 7 major steps to
her model where teachers could have a major input.
a) Diagnosis of learners needs and expectations of a larger group
b) Formulation of learning objective needs
c) Selection of learning content
 d) Organization of learning content
e) Selection of learning experiences
f) Organization of learning activities
g) Determination of what to evaluate and the means of doing it
 Thus, the 3 interacting processes in curriculum development are planning, implementing
and evaluating

7 Types of Curriculum Operating in Schools (Allan Glatthorn 2000)

1. Recommended Curriculum – proposed by scholars and professional organizations
– Most of the school curricula are recommended by national
agency like Department of Education (DepEd), Commission
on Higher Education (CHED), Department of Science and
Technology (DOST), and other professional organizations like
Philippine Association For Teacher Education (PAFTE) or the
Biology Teacher Association (BIOTA) may recommend a
curriculum to be implemented in the elementary or secondary
education
2. Written Curriculum – appears in school, district, division or country documents which
includes documents, course of study or syllabi handed down to the
schools, districts, division, departments or colleges for
implementation
– Most of the curricula are made by curriculum experts with
participation of teachers which were pilot-tested or tried out in
sample schools or population like the Basic Education Curriculum
(BEC) and another example is the written lesson plan of each
classroom teacher made up of objectives and planned activities of
the teacher
3. Taught Curriculum – are what teachers implement or deliver in the classrooms and schools
4. Supported Curriculum – are the resources-textbooks, computers, audio-visual materials,
laboratory equipment, playgrounds, zoos and other facilities
which support and help in the implementation of the curriculum
and enable each learner to achieve real and lifelong learning
5. Assessed Curriculum – refers to the tested and evaluated curriculum. At the end of the
teaching episodes, series of evaluations are being done by the
teachers to determine the extent of teaching or to tell if the students
are progressing like pencil-and-paper tests, authentic instruments
like portfolio are being utilized
6. Learned Curriculum – are what the students actually learn and what is measured
– Refers to the learning outcomes achieved by the students as
indicated by the results of the tests and changes in behavior which
can either be cognitive, affective or psychomotor
7. Hidden Curriculum – is the unintended curriculum which is not deliberately planned but
may modify behavior or influence learning outcomes like peer
influence, school environment, physical condition, teacher-learner
interaction and mood of the teachers
Activity 2: Identify the specific types of curriculum being applied or operating in ASIST and
categories each types based on the 7 Types of Curriculum Operating in Schools by
Allan Glatthorn. Do an evaluation and make your own recommendation.

Major Foundations of Curriculum

1. Philosophical Foundations – philosophy provides educators, teachers and curriculum makers
with framework for planning, implementing and evaluating
curriculum in schools
– Helps in answering what schools are for, what subjects are
important, how students should learn and what materials and
methods should be used for the succeeding decision making
– The philosophy of a curriculum planner, implementor or
evaluator reflects his or her experiences, common beliefs, social
and economic background and education like John Dewey,
1916, looks at “Education as a Way of Life” a laboratory in
which philosophy becomes concrete and is tested
– Ralph Tyler’s framework shows that philosophy is one of the
five criteria in selecting educational purposes

Four Educational Philosophies

1. Perennialism
a. Aim of Education: To educate the rational person; to cultivate the intellect
 b. Role of Education: Teachers help students think with reason. Based
on the Socratic Methods of oral exposition or recitation. Explicit or
deliberate teaching of traditional values.
c. Focus in the Curriculum: Classical subjects, literary analysis and
curriculum is constant
d. Curriculum Trends: Use of great books and return to liberal arts
2. Essentialism
a. Aim of Education: To promote the intellectual growth of the
individual and educate a competent person
b. Role of Education: The teacher is the sole authority in his or her
subject area or field of specialization
c. Focus in the Curriculum: Essential skills of the 3 R’s and essential subjects of English,
Science, History, Math and Foreign Language
d. Curriculum Trends: Excellence in education, back to basics and cultural literacy
3. Progressivism
a. Aim of Education: To promote democratic and social living
b. Role of Education: Knowledge leads to growth and development of
lifelong learners who actively learn by doing
c. Focus in the Curriculum: Subjects are interdisciplinary,
intergrative and interactive. Curriculum is focused on
student’s interest, human problems and affairs
d. Curriculum Trends: School reforms, relevant and contextualized curriculum, humanistic
education
4. Reconstructionism
a. Aim of Education: To improve and reconstruct society education for change
b. Role of Education: Teachers act as agents of change and reform in
various educational projects including research
c. Focus in the Curriculum: Focus on present and future trends
and issues of national and international interests
d. Curriculum Trends: Equality of educational opportunities in education, access to global
education
 Educational Philosophy lays the foundation of any curriculum. A curriculum planner or
specialist, a curriculum implementor or the teacher, school administrator or curriculum
evaluator whether school-based or externally anchors his/her decision making process on
a sound philosophy

Reflection 1: “My Philosophy of Education”

2. Historical Foundations
a. Franklin Bobbit (1876-1956) – presented curriculum
as a science that emphasizes on students’ need.
Curriculum prepares students for adult life. To Bobbit,
objectives with corresponding activities should be
grouped and sequenced. This can only be done if
instructional activities and tasks are clarified
 b. Werret Charters (1875-1952) – like Bobbit, to
Charters curriculum is a science. It gives emphasis on
student’s needs. The listing of objectives and matching
these with corresponding activities ensures the content
or subject matter is related to objectives. The subject
matter and the activities are planned by the teacher
c. William Kilpatrick (1871-1965) – curricula are
purposeful activities which are child-centered. The
purpose of the curriculum is child development and
growth. The project method was introduced by
Kilpatrick where teacher and student plan the
activities. The curriculum develops social
relationships
d. Harold Rugg (1886-1960) – curriculum should develop
the whole child. With the statement of objectives and
related learning activities, curriculum should produce
outcomes. He emphasized social studies and the teacher
plans curriculum in advance
e. Hollis Caswell (1901-1989) – sees curriculum as
organized around social functions on themes, organized
knowledge and learner’s interest. Caswell believes that
curriculum is a set of experiences. Subject matter is
developed around social functions and learners’ interest
f. Ralph Tyler (1902-1994) – as one of the hallmarks of
curriculum, he believes that curriculum is a science and
an extension of school’s philosophy. It is based on
student’s needs and interest. To Tyler, curriculum is
always related to instruction. Subject matter is organized
in terms of knowledge, skills and values. The process
emphasizes problem solving. The curriculum aims to
educate generalists and not specialists
 Historical development shows the different changes in the purposes, principles and content
of the curriculum. The different changes are influenced by educational philosophy,
psychology and pedagogical theories. This implies that curriculum is ever changing
putting in knowledge and content from many fields of disciplines.

Midterms Exam

3. Psychological Foundations – Psychology provides a basis for the teaching and learning
process. It unifies elements of the learning process and some
of the questions which can be addressed by psychological
foundations of education.
a. Behaviorist psychology – dominated the 20th Century psychology
– Includes among others connectionism of Edward Thorndike, which
influenced both Ralph Tyler and Hilda Taba who are considered to
be one of the well known curricularists
 – Ivan Pavlov’s classical conditioning and B.F. Skinner’s operant
conditioning were all behaviorists in character
– Albert Bandura’s modeling and observation theory, is also related to
behavior
– Among the behaviorists, Robert Gagne’s hierarchical learning or
sets of behavior, 1987, and five learning outcomes became classic
examples.
1. Intellectual Skills or “knowing how” to categorize and use
symbols, forming concepts and problem solving
2. Information or “knowing what” knowledge about facts, dates and
names
3. Cognitive strategies or learning skills
4. Motor skills
5. Attitudes, feelings and emotions learned through experiences
– To behaviorists, learning should be organized in order that students
can experience success in the process of mastering the subject
matter. The method is introduced in a step by step manner with
proper sequencing of task which is viewed by other educational
psychologists as simplistic and mechanical
b. Cognitive Psychology – how do learner’s store information? How do they retrieve data and
generate conclusions? Are the questions asked by cognitive
psychologists
– Cognitive psychologists focus their attention on how individuals
process information and how they monitor and manage thinking
– Among the advocates of cognitive psychology are Jean Piaget for his
Cognitive Development stages, Lev Vygostky for his Social
Constructionism, Howard Gardner for his Multiple Intelligences,
Felder and Silverman for their Learning Styles and Daniel Goleman
for Emotional Intelligences
– Cognitive theorists, learning constitutes a logical method for
organizing and interpreting learning
– Learning is rooted in the tradition of subject matter and is similar to
the cognitive development theory
– Teachers use a lot of problem and thinking skills in teaching learning
and exemplified by practices like reflective thinking, creative
thinking, intuitive thinking and discovery learning
c. Humanistic Psychology – humanist psychologists are concerned with how learners can
develop their human potential
– Traditional psychologists do not recognize humanistic
psychology as a school of psychology. However, observers view
humanistic psychology as the third force learning theory after
behaviorism and cognitive development. It is built on Gestalt
psychology where learning can be explained in terms of the
wholeness of the problem and where the environment is
changing and the learner is continuously reorganizing his or her
perceptions. Aside from the theory of Gestalt, Abraham’s
 Maslow’s Theory of Human Needs for self actualizing person’s
and Carl Roger’s Non-directive lives, also fall under humanistic
psychology
– Among the humanistic psychology, curriculum is concerned with
the process not the products; personal needs not the subject
matter; psychological meaning and environmental situations
 Psychology has a great influence in the curriculum. Learners are not machines and the
mind is not a computer. Humans are biological beings affected by their biology and their
cultures. The psychological foundations will help curriculum makers in nurturing a more
advanced, more comprehensive and complete human learning

4. Social Foundations – Schools exist within the social context

– Societal culture affects and shapes schools and their curricula
– The way school buildings are structured, the way classrooms and
students are organized reflect the cultural views and values of the
society
– Society as ever dynamic is a source of very fat changes which are
difficult to cope with and to adjust to
– Thus, schools are made up to help to understand these changes
– However, some observations point out to the fact that schools are
conservative institutions that lag behind when they are supposed to be
agents of change
– Thus, in order for schools to be relevant, school curricula should
address diversity, explosion of knowledge, school reforms and
education for all
– The relationship of curriculum and society is mutual and encompassing,
hence, to be relevant, the curricula should reflect and preserve the
culture of society and its aspirations
– At the same time, society should also imbibe the changes brought about
by the formal institutions called schools

Elements/components of the Curriculum

A. Aims, goals and objectives
B. Subject matter/content
C. Learning experiences
D. Evaluation approaches
 When translated into questions, each component can be addresses by the following:
a) What is to be done?
b) What subject matter to be included?
c) What strategies, resources and activities will be employed?
d) What methods and instruments will be used to assess the results of the curriculum?

A. Curriculum Aims, Goals and Objectives

 A formal curriculum is embedded in a formal institution called schools
 Schools are established institutions which are either run by the government or by the private
sector
 Philippine educational system is divided in three educational levels: primary, secondary and
tertiary levels.
 Based on the Philippine Constitution of 1987, all schools aim to:
a. Inculcate patriotism and nationalism
b. Foster love of humanity
c. Promote respect for human rights
d. Appreciate the role of national heroes in the historical development of the country
e. Teach the rights and duties of citizenship
f. Strengthen ethical and spiritual values
g. Develop moral character and personal discipline
h. Encourage critical and creative thinking
i. Broaden scientific and technological knowledge and promote vocational efficiency

Aims of Elementary Education (Education Act of 1982)

 In the elementary level, schools through their curricula should aim to:
a. Provide knowledge and development skills, attitudes, values essential to personal
development necessary for living in and contributing to a developing and changing society
b. Provide learning experiences which increase the child’s awareness and responsiveness to
the changes in the society
c. Promote and intensify knowledge, identification with and love for the nation and the people
to which he belongs
d. Promote work experiences which develop orientation to the world of work and prepare the
learner to engage in honest and gainful work

Aims of Secondary Education (Education Act of 1982)

 In the high school or secondary level, educational curricula aim to:
a. Continue to promote the objectives of elementary education
b. Discover and enhance the different aptitudes and interests of students in order to equip
them with skills for productive endeavor and or to prepare them for tertiary schooling

Aims of Tertiary Education (Education Act of 1982)

 Tertiary education refers to college and university formal education based on the curricula of
the different courses. The different courses should aim to:
a. Provide general education programs which will promote national identity, cultural
consciousness, moral integrity and spiritual vigor
b. Train the nation’s manpower in the skills required for national development
c. Develop the professions that will provide leadership for the nation
d. Advance knowledge through research and apply new knowledge for improving the quality
of human life and respond effectively to changing society
 Based on the mandate of the constitution, each school therefore should be guided by its vision,
mission and goals and its curricula should also revolve around it.

Reaction: Are the aims of the Education Act of 1982 for tertiary education being practiced by
ASIST? If yes in what way? If not how? (Suggestions/Recommendation)
 School’s Vision – is a clear concept of what the institution would like to become in the future
– Provides the focal point or unifying element according to which the school
staff, faculty, students perform individually or collectively
– Is the guiding post around which all education efforts including curricula
should be directed
– Is very ambitious but that is a characteristic of a vision
Ex. A center of professional excellence and quality education in the
Province of Abra providing opportunities to young Abrenios to
acquire knowledge, develop skills and form attitudes needed for
national development and global competitiveness.
 School’s Mission – spells out how it intends to carry out its vision
– Targets to produce the kind of persons the student will become after
having been educated over a period of time
Ex. The college shall primarily provide technological and vocational
education and shall inspire leadership in the field of agriculture,
forestry, home technology, agricultural education and industry,
through scientific research and extension, and such other courses as
the Board of trustees may deem wise and necessary.
 School’s Goals – are broad statements or intents of the vision and mission which is to be
accomplished
– Source data in making goals include the learners, the society and the fund
of knowledge
Example:
1. To produce quality graduates who are locally and globally competitive;
2. To disseminate and showcase client-responsive technologies and other
solutions to development problems;
3. To develop/operate new knowledge and verify client-oriented
technologies and other solutions to local and national development
problems;
4. To develop and operate Income generating Projects (IGP’s) to augment
the finance of the college;
5. To realize ASIST as a dynamic and responsive learning and performing
organization efficiently and effectively managing its resources.
 In curriculum, these goals are made simple and specific for the attainment of each learner,
which are called “educational objectives”

Educational Objectives (Benjamin Bloom and Robert Mager)

1. Explicit formulations of the ways in which students are expected to be changed by the
educative process
2. Intent communicated statements describing a proposed change in learners
 Objectives – direct change in behavior which is the ultimate aim in learning
– Provide the bases for the selection of learning content and learning experiences
– Set of criteria against which learning outcomes will be evaluated

3 Domains of Objectives (Benjamin Bloom and Associates)

1. Cognitive Domain (Bloom et al 1956) – domain of thought process
a. Knowledge – recall, remembering of prior learned materials in terms of facts, concepts,
theories and principles (lowest cognitive level)
b. Comprehension – ability to grasp the meaning of material (lowest form of understanding)
c. Application – the ability to use learned material in new and concrete ways
d. Analysis – ability to break down material into component parts so that its organizational
structure may be understood
e. Synthesis – ability to put parts together to form a new whole
f. Evaluation – ability to pass judgment on something based on given criteria

2. Affective Domain (Krathwohl, 1964) – domain of valuing, attitude and appreciation

a. Receiving – student’s willingness to pay attention to particular event, stimuli or classroom
activities
b. Responding – active participation on the part of the students
c. Valuing – concerned with the worth or value a student attaches to a particular phenomena,
object or behavior
d. Organization – concerned with bringing together different values and building a value
system
e. Characterization by a value or value complex – developing a lifestyle from a value system

3. Psychomotor Domain (Simpson, 1972) – domain of the use of Psychomotor attributes

a. Perception – use of sense organs to guide motor activities
b. Set – refers to the readiness to take a particular type of action
c. Guided Response – concerned with the early stages in learning complex skills (imitation and
trial and error are some of the ways of doing)
d. Mechanism – responses have become habitual (Performance skills are with ease and
confidence)
e. Complex overt responses – skillful performance and with complex movement patterns
f. Adaptation – skill well developed that the ability to modify is very easy
g. Origination – refers to creating new movement patterns to fit the situation (creativity is
evident)

B. Curricular Content or Subject Matter

 Is present in any curricula regardless of their design or models
 Is more than simply information to be learned in school
 Is a compendium of facts, concepts, generalization, principles and theories
 Another term for knowledge
 Subject-centered View of Curriculum means that the fund of knowledge represents the
repository of accumulated discoveries and inventions of man down the centuries, due to man’s
exploration of his world
 Learner-centered View of Curriculum relates knowledge to the individual’s personal and
social world and how he or she defines reality
 Gerome Bruner states that “knowledge is a model we construct to give meaning and
structure to regularities in experience”

Subject Areas in Basic or General Education with their Subject Matter

1. Communication Arts – include skills in listening, speaking, reading and writing as well as the
effective use of language in daily living
2. Mathematics – includes numeric and computational skills, geometry and measurement,
algebra, logic and reasoning
3. Science – includes all branches of the natural sciences, exploration and discovery dealing with
the natural phenomena and the use of scientific method of investigation
4. Social Studies – include basic elements of Geography, History, Sociology, Anthropology,
Economics, Civics, Political Science and Psychology
5. Physical Education – includes health and physical fitness, individual and team sports,
spectatorship and wise use of leisure
6. Vocational Education – includes psychomotor and manipulative skills in basic crafts and
trades, design, work ethic and appreciation of manual productive
work

Criteria in the Selection of Subject Matter content or knowledge for the curriculum
1. Self-sufficiency – according to Scheffler (1970) the prime guiding principle for content
selection is helping the learners to attain maximum self-sufficiency in
learning but in the most economical matter – means less teaching effort
and educational resources, less learner’s effort but more results and
effective learning outcomes
2. Significance – when content or subject matter will contribute to basic ideas, concepts,
principles and generalization to achieve the overall aim of the curriculum,
then it is significant. It is also significant if it will develop learning abilities,
skills, processes and attitude. Subject matter is significant if it will develop
the cognitive, affective and psychomotor skills of the learner; and if the
cultural aspects are also considered
3. Validity – authenticity of the subject matter is its validity. With information explosion,
oftentimes, knowledge selected for school content may become obsolete. Thus,
subject matter should be checked or verified at regular intervals, to determine if
the content that was originally continues to be
4. Interests – for a learner-centered curriculum, this is the key criterion because a learner will
value the content if it is meaningful to him or her. Students’ interests should be
considered and adjusted taking into consideration maturity, prior experiences,
educational and social value of their interest among others
5. Utility – usefulness of the content or subject matter may be relative to the learner who is
going to use it – maybe either be for the present or the future. Questions like “will
I use it in my future job?”, “will it add meaning to my life or develop my human
potential?” or “will the subject matter be useful in solving my current problems?”
6. Learnability – subject matter in the curriculum should be within range of the experiences of
the learners. Optimal placement and appropriate organization and sequencing of
contents are the two ways by which these can be done
7. Feasibility – can the subject matter or content be learned within the time allowed, resources
available, expertise of the teacher and the nature of the learner? Content selection
should be considered within the existing reality in schools, in society and
government
Organizing Different Learning Contents (Palma, 1992)
1. Balance – curriculum content should be fairly distributed in depth and breadth of the
particular learning area or discipline which ensures that the level or area will not
be overcrowded or less crowded
2. Articulation – when each level of subject matter is smoothly connected to the next, glaring
gaps and wasteful overlaps in the subject matter will be avoided – teamwork
among teachers is needed
3. Sequence – is the logical arrangement of the subject matter
– refers to the deepening and broadening of the content as it is taken up in the
higher level
4. Integration – means that horizontal connections are needed in subject areas that are similar
so that learning will be related to one another
– help the learner get a wholistic or unified outlook in life
5. Continuity – learning requires a continuing application of knowledge, skills, attitudes or
values so that these will be used in daily living
– refers to the constant repetition, review and reinforcement of learning

C. Curriculum Experiences – core or the heart of the curriculum

– instructional strategies and methods will put into action the goals
and the use the contents in order to produce the outcome.
– Teaching strategies convert the written curriculum into instruction
– Include a multitude of teaching methods and educational activities
will enhance learning like time-tested methods, inquiry
approaches, constructivist and other emerging strategies that
complement new theories in teaching and learning
– Educational activities like field studies, viewing, conducting
experiments, interacting experiments, interacting with computer
programs, field trips and other experiential learning

Guides for selection and use of methods

1. Teaching methods are means to achieve the end. They are used to translate the objectives into
action.
2. There is no single best teaching method. Its effectiveness will depend on the learning
objectives, the learners and skill of the teacher.
3. Teaching methods should stimulate the learners desire to develop the cognitive, affective,
psychomotor, social and spiritual domain of the individual.
4. In the choice of the teaching methods, learning styles of the students should be considered.
5. Every method should lead to the development of the learning outcomes in the three domains:
cognitive, affective and psychomotor.
6. Flexibility should be considered in the use of the teaching methods.

D. Curriculum Evaluation – according to Worthen and Sanders (1987) “all curricula to be

effective must have the element of evaluation.
– Refer to the formal determination of the quality, effectiveness or
value of the program, process and product of the curriculum
 – Tuckman (1985) defines evaluation as meeting the goals and
matching them with the intended outcome
– Most widely use is Stufflebeam’s CIPP (Context, Input, Process,
Product) Model
– Context: refers to the environment of the curriculum
– Input: refers to the ingredients of the curriculum which
includes the goals, instructional strategies, the learners, the
teachers, the contents and all the materials needed.
– Process: refers to the ways and means of how the curriculum
has been implemented (looks into the entire operation of the
curriculum)
– Product: indicates if the curriculum accomplishes its goals
(determine to what extent the curriculum objectives have been
achieved)

CIPP Model Component Use for Curriculum Evaluation

Context To define the environment relevant to the curriculum, describing the
actual and intended conditions of the program, identifying unmet
needs, and diagnosing barriers that prevent needs from being met.
Input To determine to what extent available resources were used to
achieve the curriculum objectives.
Process To identify deficiencies in the procedural design or in the
implementation of the curriculum, i.e., what actually took place
during instruction? To provide information necessary to make
modifications to the implementation strategies used during
instruction. To maintain procedural documentation.
Products To compare actual outcomes against a standard of what is acceptable
to make judgments to continue, terminate, modify, or refocus an
activity.

– CIPP model can be taken as a whole or each component taken

separately (long and continuous process)
– Within the evaluation process, smaller and more specific
activities are needed to determine the effectiveness of the
curriculum which include assessment and measurement of the
learning outcomes, the ultimate product of the curriculum,
diagnostic, placement, formative and summative evaluation or
the norm-referenced or criterion-referenced measurement

Curriculum Evaluation Suggested Plan of Action

1. Focus on one particular component of the curriculum (will it be the subject area, the grade
level, the course, or the degree program?) Specify the objectives of evaluation.
2. Collect or gather the information. Information is made up of data needed regarding the object
of evaluation.
3. Organize the information which requires coding, organizing, storing and retrieving data for
interpretation.
4. Analyze information (an appropriate way of analyzing will be utilized)
5. Report the information (result of the evaluation should be reported to specific audiences and
reporting can be done formally in conferences with stakeholders or informally though roundtable
discussion and conversations)
6. Recycle the information for continuous feedback, modification and adjustments to be made.

Interrelationship of the components of a curriculum

Aims Content
/
Objectiv Subject
es Matter

Methods
Evaluati /
on Strategi
es