FM-AA-CIA-15 Rev.

0 10-July-2020

Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 8
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STUDY GUIDE FOR MODULE NO. 8
8
Module 8 Curriculum Design and Organization
MODULE OVERVIEW

In this context, the process of curriculum development takes another step from
planning, designing, organizing, and implementing. Curriculum evaluation as a phase of
curriculum development addresses the need for public accountability, as it concerns the
value and worth of the curriculum (Bilbao, Corpuz, and Dayagbil, 2015). It has an impact to
the outlook of the whole educational system; and as professionals in the field; teachers
have an important role to fulfill in the process. Thus, there is a need for teachers to be
equipped with the knowledge on how curriculum evaluation works and the different ways
to evaluate the curriculum, in order to enhance the quality of education.

Curriculum design can be equated with curriculum organization for it is defined as “the
arrangement of the elements into a substantive whole.” This definition assumes that the
curriculum developer has already thought of, or perhaps formulated, the curricular aims,
goals, and objectives, and selected the appropriate curriculum content, learning
experiences, and evaluation procedures. The organization of these components of a
curriculum into a coherent, meaningful, curriculum plan is termed curriculum design. This
curriculum design is influenced by the philosophical, psychological, sociological, and
historical orientation of the curriculum developer and ideally, by the characteristics of a
sound curriculum. Furthermore, designing a curriculum takes into account horizontal and
vertical organization. Vertical organization refers to the longitudinal arrangement of content
as reflected in the presence of sequence, continuity, and vertical articulation in the
curriculum. Horizontal organization refers to the arrangement of content, skills, and
processes from the viewpoints of scope and horizontal integration (Reyes, 2000).

MODULE LEARNING OBJECTIVES

At the end of the discussion, the students will be able to achieve the following learning outcomes:
1. Define curriculum evaluation;
2. Recognize the need for curriculum evaluation;
3. Gain knowledge on the types of evaluation; and
4. Understand the models of curriculum evaluation as well as the curriculum evaluation process.

LEARNING CONTENTS

Activate
1. For 5 minutes, the discussants will hook the listeners’ attention by conducting a warm-up
activity that is supposed to draw the line that connects the learners’ existing knowledge to
the topic to be tackled. At the least, the discussants aims to have the listeners get a hint of
what the topic is all about through a 4-Pics-One-Word game.

ACQUIRE: The discussants will prepare lecture discussion so that the participants can
have their independent and interactive learning, all in while maximizing the use of the time
allotment.

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 8
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Lecture 1 | Curriculum Evaluation

a. Definition
b. Reasons
Lecture 2 | Types of Evaluation Through Learning Assessment
a. Achieved Learning Outcomes (PQF)
b. Assessment Tools for each level of Learning Outcomes
c. Levels of Assessment for the Levels of Learning Outcomes
d. Placing Value to the Assessment Results (KPUP)
Lecture 3 | Evaluation Models and the Curriculum Evaluation Process
a. Evaluation Models
i. Bradley Effectiveness Model
ii. Tyler Objectives Centered Model
iii. Daniel Stufflebeam’s CIPP Model
iv. Stake Responsive Model
v. Scriven Consumer Oriented Evaluation
b. Curriculum Evaluation Process

APPLY: Group Task: The class will be divided into three groups; each group will be
assigned to conduct a data gathering activity for each level of education (primary,
secondary, and tertiary) regarding their respective curriculum evaluation practices. In
another output, the data will be consolidated by the whole class in order to spot differences
and/or similarities between the three.

CURRICULUM DESIGNS
There are a number of curriculum designs that a curriculum developer can choose from.
These designs may be broadly categorized into the following major groups:
1. traditional or subject-centered designs,
2. learner-centered designs,
3. problem-centered or society-centered designs, and
4. unified designs.

LEARNING ACTIVITY 1

Guide questions:
I. a. What are your takeaways from the discussion?
b. Concerning curriculum evaluation, what do you think are the things that you find challenging? How do you
plan to face those challenges?
c. As a student taking up Education as a course, what is the impact of the discussion to your perception of the
responsibilities of a teacher?
II. As a future teacher, I like and/or I do not seem like OBE because….. . In the future when I become a
teacher, I should……

SUMMARY

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 8
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The spiral curriculum is built on two psychological foundations: connectionism
and constructivism. It also employs developmentalism, recognizing that students are not
ready to study certain concepts until they reach the required level of development and until
they have had the necessary experiences. Mastery learning is a curriculum design that
purports to offer the opportunity for all students to succeed by giving individual students all
the time they need to master the objectives, by affording them opportunities to remediate
and recycle without penalty, and by using formative evaluation which is given during
instruction, not to assign grades but to improve learning by improving the curriculum and
instruction. Obviously this dedication to meeting the diverse needs of all students appeals
to those contemporary educators who are dedicated to meeting the needs of students from
all cultural backgrounds

REFERENCES

Bilbao, P., Corpuz B., and Dayagbil, F. (2015). Curriculum Development for Teachers. Quezon City, Metro
Manila: LORIMAR Publishing Inc.
Henson, K. (2001). Curriculum planning. Integrating multiculturalism, constructivism, and education reform.
New York: McGraw-Hill Companies, Inc.
Reyes, F. (2000). Engineering the curriculum. A guide for educators and school managers. Manila : De La
Salle University Press, Inc.
Tanner, D. (2007). Curriculum development. Theory into practice. New Jersey : Pearson Education, Inc.

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