Title of Report

Chapter 3
Curriculum Development
 Course Philosophy
 The course is intended to orient prospective teachers about
the principles, process and procedures of curriculum design
and development. The participants will be informed about
the objectives, selection of content, its scope and outcomes,
teaching strategies, and design of instructional materials.

 The prime focus of this course is to discuss the process of

curriculum development beginning with the construction
phase until it is ready for implementation in educational
organizations.
 What is curriculum?
 Curriculum is defined differently by people who study
curriculum and by end users.

 A curriculum is never a value free document. Foundations of

curriculum are guided by some philosophical sociological
and psychological understanding on the what, why and how
of a curriculum.
INTENDED LEARNING OUTCOMES
(ILOs)
Student Outcome
A. Describe curriculum, its forms and elements and
related terms.
B. Describe the characteristics of curriculum in terms
of aims, goals and objectives and Taxonomies of
educational objectives.
C. Identify models and designs of curriculum and
their implications for teaching and learning.
D. Describe the Process of Curriculum Development
and change in the Philippines
ILO A. KNOWLEDGE
ILO B. COMPREHENSION
ILO C. ANALYSIS
ILO D. SYNTHESIS
ILO E. EVALUATION
f. Know and understand the relationships among evaluation,
assessment and curriculum;

g. Describe at least one trend in curriculum;

h. Understand the philosophical

considerations, purposes, and goals of the curriculum; and

i. Discuss internal and external factors and their influences on

curriculum development
 Course Policies
The following are given as guide in the conduct of the
course: Grading System. The passing final grade is 75%.
The numerical equivalent of the final grade will be
determined from the following rating scale.
Dropping. Dropping from the course is the responsibility
of the student. If the student decides to stop attending the
class, he/she should submit a copy of duly signed dropping
form not later than the date set by the center director.
Failure to comply with this requirement would mean a
grade of 5.00 in the course. Please be guided accordingly.
A Comprehensive
Introduction to
CURRICULUM
DEVELOPMENT
 What is a
Curriculum?
• A blueprint.Curriculum simply means “a course of
study”.
• A course designs.It is a well-planned sequence of
learning experiences occupying several learning
sessions and involving some form of assessment of
the learner’s work.
• It’s a product. It is the result of careful and
systematic planning and writing of a framework to
guide the teaching and learning process.
• A basis. It involves reflecting on and making
decisions about the teaching of the entire course well
before it begins.
 POINT OF VIEW TO CURRICULUM
DEVELOPMENT
Ralph Tyler Model: Four Basic Principles
TYLER’S RATIONALE
1. What educational purposes should the school seek
to attain?
2. What educational experiences can be provided that
are likely to attain these purposes?
3. How can these educational experiences be
effectively organized?
4 . How can we determine whether these purposes are
being attained or not?
 GRASSROOTS APPROACH OF HILDA
TABA
1.Diagnosis of learner’s needs and expectations of the society

2.Formulating of the learning objectives

3.Selection of the learning content

4.Organization of the learning content

5.Selection of the learning content

6.Organization of the learning activities

7.Determination of what to evaluate and the means of doing it

TYPES OF CURRICULUM
Allan Glatthorn, 2000
Recommended Written Taught Supported
Curriculum Curriculum Curriculum Curriculum
Proposed by Appears in Usually Resources –
scholars and school, district, implemented in textbooks,
professional division or the classrooms computers, and
organizations country and schools audio-visual
documents materials

Assessed Learned Hidden Curriculum

Curriculum Curriculum Unintended and unplanned
Tested and Learning curriculum which may
evaluated outcomes modify behavior or influence
curriculum achieved by the learning outcomes
students
 FOUNDATIONS OF
PERENNIALISM
CURRICULUM
• Educate rational person, focal focus is on classical subjects, literary analysis and
curriculum is constant
ESSENTIALISM
• Promote intellectual growth, focuses on essential skills (3Rs) and essential subjects
of English, Science, History, Mathematics and Foreign Languages
PROGRESSIVISM
• Promotes democratic and social living, interdisciplinary, interactive and integrative

RECONSTRUCTIONISM
• Education for change, focuses on present and future trends and issues, equality of
education, access to global education
1.Franklin Bobbit (1876-1956). Presented curriculum as a science. It prepares students
to adult life.
2.Werret Charters (1875-1952). Curriculum should give emphasis on student’s needs.
3.William Kilpatrick (1871-1965). Curricula are purposeful activities which are child-
centered.
4.Harold Rugg (1886-1960). Curriculum should be plan in advance and should produce
outcomes.
5.Hollis Caswell (1901-1989). Curriculum is a set of experiences as organized around
knowledge and learners’ interest.
6.Ralph Tyler (1902-1994). Curriculum is a science and an extension of school’s
philosophy.
COMPONENTS OF THE
CURRICULUM
1.What is to be done? 2.What subject matter
AIMS, GOAL and is to be included?
OBJECTIVES CONTENT

3.What instructional 4.What methods and

strategies, resources instruments will be
and activities will be used to assess the
employed? results of the
EXPERIENCES curriculum?
CLASSIFICATIONS OF
OBJECTIVES

 Cognitive
 Affective
 Psychomotor
COGNITIVE
Benjamin Bloom
An adjusted model of Bloom’s Taxonomy (1956)
of Cognitive Domain was produced by Anderson
and Krathwohl in which the levels five and six
(Synthesis and Evaluation) were inverted and
all the levels became verbs, suggesting that
learning is an active process.
1. Remembering 4. Analyzing
2. Understanding 5. Evaluating
3. Applying 6. creating
REMEMBERING

UNDERSTANDING
APPLYING

ANALYZING
CREATING

EVALUATING
AFFECTIVE
David Krathwohl

Affective Domain provides a framework for teaching,

training, assessing and evaluating the effectiveness of
training and lesson design and delivery and the retention
by and affect upon the learner or trainee.
1. Receiving
2. Responding
3. Valuing
4. Organizing
5. Internalizing
RECEIVING

RESPONDING
VALUING

ORGANIZING
INTERNALIZING
 PSYCHOMOTOR
RH Dave
The psychomotor domain was established to address skills development
relating to the physical dimensions of accomplishing a task. Because
‘motor skills extend beyond the originally traditionally imagined manual
and physical skills, always consider using this domain, even if adequate
cognitive and affective domains cover the learning environment.

1.Imitation
2.Manipulation
3.Precision
4.Articulation
5.Naturalization
IMITATION

MANIPULATION
PRECISION

ARTICULATION
NATURALIZATION
CRITERIA FOR THE SELECTION OF THE
SUBJECT MATTER
 Self-sufficiency
 Significance
 Validity
 Interest
 Utility
 Learnability and feasibility
HOW TO ORGANIZE CURRICULAR
PLANS?
As according to Palma (1992)

Step 1 – Make sure it’s balanced

Step 2 – make sure it’s well articulated
Step 3 – Make sure it’s sequential
Step 4 – Make sure it’s continuous
CONE OF EXPERIENCE
Edgar Dale
EXAMPLES OF HOW STUDENTS LEARN

 Learning by trial and error (Stimulus-

response Theory)
 Learning by conditioning (Classical
Conditioning Theory)
 Learning by insight (Discovery Learning)
 Learning by observation and imitation
through modeling
OTHER MODES OF LEARNING

Based on Howard Gardner’s Theory of Multiple

Intelligence
• Mathematical
• Verbal
• Kinesthetic
• Visual
• Aural
• Interpersonal
• Intrapersonal
APPROACHES TO CURRICULUM
Behavioral Approach
 Based on blueprint
 Learning outcomes are evaluated based on objectives
Managerial Approach
• The principal is the curriculum leader and at the same
time the instructional leader
• More on improving curriculum and pay less attention on
the subject matter
 APPROACHES TO
CURRICULUM
Systems Approach
• Curriculum is examined in terms of how they relate
to each other
• Pay equal attention to administration,
counselling, curriculum, instruction and
evaluation
Humanistic Approach
• Curriculum should focus on the total development of
an individual
• The leader is at the center of the curriculum
CRAFTING THE
CURRICULUM
Remember that a curriculum
may de designed:

o Horizontal
o Vertical
What is our role?
Teachers are considered as:

1. Designer
2. Implementer
3. Evaluator
Curriculum Design Models
1. Subject-centered Design Model. It focuses on
the content of the curriculum. This design
corresponds mostly to the textbooks, written
for the specific subject. It is the reason behind
why school hours are divided.
2. Learner-centered Design Model. The
curriculum is designed in a way that learner is
the center of the educative process.
3. Problem-centered Design Model. Curriculum
design centers and draws on social problems,
needs, interests and abilities of the learners.
DIMENSIONS AND PRINCIPLES
OF CURRICULUM DESIGN
The way we draft and write the
curriculum should be based on these
principles:

1. Scope
2. Sequence
3. Continuity
4. Integration
5. Articulation
6. Balance
SCOPE
• All content, topics, learning experiences and organizing
threads comprising the educational plan (Tyler & Ornstein,
2004), it can be cognitive, affective or psychomotor content.
• It provides boundaries in curriculum as it applies to the
different educational level.
• It can be divided into chunks called units, sub-units,
chapters or sub-chapters as the case may be.
• Content may be outline thematically, linearly or logically.
SEQUENCE
Vertical relationship among elements of the
curriculum
FOUR PRINCIPLES OF SEQUENCE
Smith, Stanley and Shore, 1957

 Simple to complex learning

 Prerequisite learning
 Whole to part learning
 Chronological learning
MAJOR PRINCIPLES FOR ORGANIZING
CONTENTS
Posner and Rudnitsky, 1994
1. World-related sequence
What relationship exist among people, objects or events
of the world?
 Space. Spatial relations will be the basis of
sequence. Time. Chronological principle in
sequencing content.
 Physical Attributes. Physical characteristics of the
phenomena.
MAJOR PRINCIPLES FOR ORGANIZING
CONTENTS
Posner and Rudnitsky, 1994
2. Concept-related sequence
Reflects the organizational of the conceptual world
and how ideas are related in a logical manner.
 Class Relations. Refers to the group or set of things
that share common practices.
 Propositional Relations. Evidence is presented
before propositions.
MAJOR PRINCIPLES FOR ORGANIZING
CONTENTS
Posner and Rudnitsky, 1994
3. Learning-related Sequence
Based on the psychology of learning and how people learn.
 Empirical Prerequisites. Sequence is primarily based on
empirical studies where the prerequisites is required before
learning the next level.
 Familiarity. What is familiar should be taken up first before
the unfamiliar.
 Difficulty. Easy content is taken ahead than the difficult one.
 Interest. Contents and experiences that stimulate interest
are those that are novel. These can arouse curiosity and
interest of learners.
CONTINUITY
Vertical repetition and recurring appearances of the
content provide continuity in the curriculum.
SPIRAL PROGRESSION
Gerome Bruner
 The content is organized according to the
interrelationship between structure of the basic
ideas of a major discipline.
 For learners to develop the ideas, these have to be
developed and redeveloped in a spiral fashion in
increasing depth and breadth as the learners
advance.
INTEGRATION
Subject matter content or
disciplined content lines are
erased and isolation is eliminated.

“Everything is integrated and

interconnected. Life is a series of
emerging themes”.
ARTICULATION
1. Vertical Articulation. Contents are arranged form level
to level so that the content in a lower level is
connected to the next level.
2. Horizontal Articulation. Association among or between
elements that happens at the same time at different
learning areas.
BALANCE
Equitable assignment of content, time, experiences and
other elements.

“Too much or too little maybe disastrous”.

GUIDELINES IN CURRICULUM DESIGN

1.Curriculum design committee should involve teachers, parents,

administrators or even students.
2.School’s vision, mission, goals and objectives should be reviewed
and used as a bases for curriculum design.
3.The needs and the interests of the learners, in particular, and the
society, in general, should be considered.
4.Alternative curriculum design should consider advantages and
disadvantages in terms of cost, scheduling, class size, facilities
and personnel required.
5.The curriculum design should take into account cognitive,
affective, psychomotor skills, concepts and outcomes.
SIX 1.Who teaches? Teachers
FEATURES
OF THE 2.Who do the teachers teach? Learners
CURRICUL
UM 3.What do the teachers teach? KSA

4.How do teachers teach? Strategies and Methods

5.How much of the teaching was learned? Performance

6.With whom do we teach? Community Partners

 ASSESSING THE
CURRICULUM
Lesson 1 - Intended
vs. Implemented vs.
Achieved
Curriculum
Purpose of Curriculum Assessment
Curriculum Assessment is the process of collecting
information for use in evaluation. Curriculum Assessment
may achieve the following purposes:
1. Highlight curriculum expectations
2. Gather information about what students know and can
do
3. Motivate students to learn better
4. Motivate and encourage teachers to meet the identified
needs of students
5. Provide evidence to tell how well the students have
learned
6. Obtain feedback that helps teachers, students and
parents make good decisions to guide instructions.
INTENDED CURRICULUM
 Refers to a set of objectives at
the beginning of any
particular plan. It establishes
the goal, the specific
purposes, and the immediate
objectives to be accomplished
There are certain indicators to measure intended curriculum.

1.Are the objectives achievable within the learners’

developmental levels?
2.Can the objectives be accomplished within the time
frame?
3.Are the resources adequate to accomplish the objectives?
4.Are the objectives specific and clear?
5.Are there ways of measuring the outcomes of the
objectives?
6.Are the objectives observable?
7.Are the objectives doable?
IMPLEMENTED
CURRICULUM
• Refers to the various learning
activities or experiences of
the students in order to
achieve the intended
curricular outcomes.
ACHIEVED CURRICULUM
 Refers to the curriculum outcomes
based on the first two types of
curriculum, the intended and the
implemented. It is now considered
the product. It can be the learning
outcomes, or a material product
itself, like a book, module or
instructional material.
The relationship of the Three
Types of Curriculum
cThe Basic Education Curriculum (BEC) and the
Three Types of Curriculum:
Question 1. What does the BEC aim to accomplish?
(Intended Curriculum)
Question 2. How was the BEC implemented to
accomplish the goals? (Implemented Curriculum)
Question 3. What has the BEC achieved? (Achieved
curriculum)
 ASSESSING THE
CURRICULUM
Lesson 2 - Criteria
for Curriculum
Assessment.
Criteria
 are a set of standards to be followed in
assessment. Specifically, as they apply to
criteria are set of standards upon which the
different elements of the curriculum are
being tested. The criteria determine the
different levels of competencies or
proficiency of acceptable task
performance.
Goals and Objectives
 are statements of curricular expectations.
Objectives indicate clearly what the
students will learn. The items must reflect
the tasks, skills, content behavior and
thought processes that make up curricular
domains and must also match the
students’ needs.
Goals and instructional objectives - are formulated and
specified for the following purposes:
To have focus on curriculum and instruction which give direction to where students
need to go.

To meet requirements specified in the policies and standards of curriculum and

instruction

To provide the students’ the best possible education and standards of curriculum
and instruction.

To monitor the progress of students based on the goals set

To motivate students to learn and the teachers to be able to feel a sense of

competence when goals are attained.
For goals and objectives to be formulated criteria
on certain elements should be included according to
Howell and Nolet in 2000.

1. Content
2. Behavior
3. Criterion
4. Condition
Writing effective goals and objectives should
also use the following general criteria.
1. Syntactic correctness (Are the objectives syntactically correct?)
2. Compliance with legal requirements (Do the objectives comply
with the legal requirements of the course of subjects?)
3. The Stranger Test (Do the objectives pass the stranger test?)
4. Both knowledge and behavior are addressed (Do the
objectives address both knowledge and
behavior?)
5. The So-What test (Do they pass the so-what test?)
6. Individualization (Are the objectives aligned?)
7. Common Sense (Do they make common sense?)
Criteria for Assessment of Instruction
The Two Approaches to Instruction:
1. Supplantive Approach - referred to as “direct” instruction.
The teachers attempt to promote learning by providing
explicit directions and explanations regarding how to do a
tank.
2. Generative Approach - referred to as “constructivist” or
“developmental”. The teacher functions as a facilitator who
takes a less central role in a learning process that is student
directed.
Curriculum Criteria

 Are guidelines on standard for curriculum decision-making. The

objectives of a curriculum or teaching plan are the most
important curriculum criteria, since they should be used in
selecting learning experiences and in evaluating learning
achievement.
The criteria are stated in the form of questions as follows:

1. Have the goals of the curriculum or teaching plan been clearly

stated; and are they used by teachers and students in
choosing content, materials and activities for learning?
2. Have teacher and students engage in student-teacher planning
in defining the goals and in determining how they will be
implemented?
3. Do some of the planned goals relate to the society of the
community in which the curriculum will be implemented or the
teaching will be done?
4. Do some of the planned goals relate to the individual learner
and is or her needs, purposes, interest and abilities?
5. Are the planned goals use as criteria in selecting and
developing learning materials for instruction?

6. Are the planned goals used as criteria in evaluating learning

achievement and in the further planning of learning sub goals
activities?

7. According to Hass and Parkay (1993), individual differences,

flexibility and systematic planning are criteria that depend in part
on knowledge of the different approaches to learning.
What are the characteristics of a good curriculum?

1.A good curriculum is systematically planned and evaluated.

2.A good curriculum reflects adequately the aims of the school.
3.A good curriculum maintains balance among all aims of the school.
4.A good curriculum promotes continuity of experience.
5.A good curriculum arranges learning opportunities flexibly for adaptation
to particular situations and individuals.
6.A good curriculum utilizes the most effective learning experiences and
resources available.
7.A good curriculum makes maximum provision for the development of
each learner.
What is evaluation?
 Evaluation is the process of determining the value of
something or the extent to which goals are being achieved.
It is a process of making a decision or reading a
conclusion. It involves decision making about student
performance based on information obtained from an
assessment process.

 Assessment is the process of collecting information by

reviewing the products of student work, interviewing
observing, or testing.
 Evaluation is the process of using information that is collected
through assessment. It entails a reasoning process that is based on
influence.
 Inference is the process of arriving at a logical conclusion from a body of
evidence. It usually refers to the process of developing a conclusion on
the basis of some phenomenon that is not experienced or observed
directly by the person drawing the inference.
 Evaluation is a thoughtful process. It is the judgment we make about the
assessment of student learning based on established criteria. It involves
the process of integrating assessment information form various sources
and using this information to make inferences and judgments about how
well students have achieved the curriculum expectations.
Evaluation provides information

 Directly to the learner for guidance

 Directly to the teacher for orientation of the next
instruction activities.
 Directly to external agencies for their assessment of
schools functioning in the light of national purpose.
What is curriculum evaluation?

 Curriculum evaluation is the process of obtaining

information for judging the worth of an educational
program, product, procedure, educational objectives
or the potential utility of alternative approaches
designed to attain specified objectives.

 Curriculum evaluation focuses on determining

whether the curriculum as recorded in the master
plan has been carried out in the classroom.
In evaluating a curriculum, the following key Questions
are usually asked:

o Are the objectives being addressed?

o Are the contents presented in the recommended
sequence?
o Are students being involved in the suggested
instructional experiences?
o Are the students reacting to the contents?
Formative and Summative Evaluation
 Summative evaluation is evaluation that takes place at the
end of a unit or section of instruction. Summative evaluation
takes place at the end of the lesson or project and tells the
evaluator what has happened. It sums up the learning. It is
the after-the-fact, like end-of-the-year testing.

Formative evaluation takes place during the lesson or project
and tells the evaluator what is happening. It is on-going and
yields information that can be used to modify the program
prior to termination.
 ASSESSING
THE
CURRICULUM
Lesson 3 -
Tools to Assess
the Curriculum
What are Assessment Strategies?
Assessment Strategies are structures through which student
knowledge and skills are assessed. These are:

1. Pencil-and-paper-strategy
2. Performance based strategy
3. Observational
4. Personal communication
5. Oral
6. Reflective
7. Combinations of strategies
PAPER-AND-PENCIL STRATEGY
The Essay

A. Definition The essay:

 Is a writing sample used to assess student understanding
and or how well students can analyze and synthesize
information;
 Is a pencil-and-paper assessment where a student constructs
a response to a question, topic or brief statement
 Provides the student with opportunity to communicate his/her
reasoning in a written response.
A. Purpose
The essay is used to:
 Assess the student’s ability to communicate idea in writing;
 Measure understanding and mastery of complex information
The Select Response
A. Definition
The select response:
 Is a paper-and-pencil assessment in which the student is to
identify the one correct answer
 Is a commonly used procedure for gathering formal evidence
about student learning, specifically in memory, recall and
comprehension.
B. Purpose

The select response is used to:

 Test student learning of subject/content knowledge (facts, concepts,
principles or generalizations, or procedures); Assess prerequisites
knowledge
THE PERFORMANCE-BASED STRATEGY
The Performance Task
A. Definition
The performance task:
 Is an assessment which requires students to demonstrate a
skill or proficiency by asking them to create, produce, or
perform
 May be an observation of a student or group of students
performing a specific task to demonstrate skills and/or
knowledge through open- ended, “hands-on” activities
B. Purpose
The performance task is used to:
 Provide an efficient means of assessment where the skill
cannot be demonstrated with a pencil-and-paper test;
 Enable learners to demonstrate abilities, skills, attitudes and
behaviors
 Provide information about a learner’s ability to organize, draw
on prior knowledge and experience, improvise, choose from a
range of strategies, represent learning and make decisions to
complete a task
 Test skills in the affective, cognition, psychomotor, and
perceptual domains.
THE EXHIBITION/DEMONSTRATION
A. Definition
The Exhibition/Demonstration:
• Is a performance in which student demonstrates individual
achievement through application of specific skills and knowledge.
• Is used to assess progress in tasks that require students to be
actively engaged in an activity
B. Purpose
The Exhibition/Demonstration is used to:

• Allow students to show achievement of a skill or knowledge by

requiring the student to demonstrate that skill or knowledge in use.
THE OBSERVATIONAL STRATEGY
A. Definition
• Is a process of systematically viewing and recording student
behavior for the purpose of making programming decisions;
permeates the entire teaching process by assisting the teacher in
making the decisions require in effective teaching.
A. Purpose
 Provides systematic, ongoing information about students in
relation to areas of strength and weaknesses, preferred
learning styles, unique interests, learning needs, skills,
attitudes, behavior and performance related expectations.
PERSONAL COMMUNICATIONS STRATEGY
The Conference
A. Definition
The conference:
 Is a formal or informal meeting between/among the
teacher and student and/or parent;
 Has a clear focus on learning for discussion
B. Purpose
The conference is used to:
 Exchange information or share ideas between among the
individuals at the conference
 Explore the student’s thinking and to suggest next steps;
 Assess the student’s level of understanding of a particular
concept or procedure;
 Enable a student to move ahead more successfully on a
particular piece of work;
 Review, clarify, and extend what the student has already
completed
 Help students internalize criteria for good work.
THE INTERVIEW
A. Definition
The interview:
 Is a form of conversation in which all parties increase their
knowledge and understanding.
B. Purpose
The interview is used to:
 Focus on inquiry where the purpose of the meeting is based
on investigation
 Explore students’ thinking
 Assess the student’s level of understanding of a particular
concept or procedure;
ORAL STRATEGY
The Questions and Answers
A. Definition
Questions:
 are posed by the teacher to determine if students understand
what is being/has been presented or to extend thinking,
generate ideas or problem-solve?

Answers:
 Provide opportunities for oral assessment when the student
responds to a question by speaking rather than by writing
B. Purpose
The questions and answers are used to:
 Provide mechanism which monitors a students’
understanding while assessing student progress
 Gather information about a student’s learning
needs.
THE CLASSROOM PRESENTATION
A. Definition
The classroom presentation:
 Is an assessment which requires students to verbalize their
knowledge, select and present samples of finished work and
organize thoughts, in order to present a summary of learning about
a topic.
B. Purpose
The classroom presentation is used to:
 Provide summative assessment upon completion of a project or an
essay;
 Assess students when it is inappropriate or difficult to test a
student’s understanding or knowledge with paper-and-pencil test.
THE REFLECTIVE STRATEGY
Self-Assessment
A. Definition
Self-Assessment:
 Is the process of gathering information and reflecting on
one’s own learning;
 Is the student’s own assessment of personal progress in
knowledge, skills, processes or attitudes;

Leads a student to a greater awareness and understanding
of himself or herself as a learner.
B. Purpose
Self-assessment is used to:
 Assist students to take more responsibility and ownership
of their learning;
 Provide insights and information that enable students to
make decisions about their learning and to set personal
learning goals
 Use assessment as a means of learning
 Focus on both the process and products of learning;
 Help students critique their own work;
 Help students internalize the characteristics/criteria of
quality student work.
COMBINATION OF STRATEGY
The Portfolio
A. Definition
The Portfolio:
 Is the purposeful collection of samples of a student’s work that is
selective, reflective, and collaborative;
 Demonstrates the range and depth of a
students’ achievement, knowledge, and skills over time and across a
variety of contexts;
 Has student involvement in selection of portfolio materials as part of
the process;
 Is a visual presentation of a students’ accomplishments,
capabilities, strengths, weaknesses, and progress over a specified
time
B. Purpose

The portfolio is used to:

 Document typical student work and progress;
 Provide a comprehensive view of the students’ progress,
efforts and achievements
 Reflect growth and progress but may serve different purposes
during the year;
 Provide a focus for student reflection on their own learning.
 Build a student’s sense of responsibility for his/her own learning
 Build a student’s confidence in her/his abilities as a learner;
 Promote an ongoing process where students demonstrate,
assess and revise in order to improve and produce quality work.
RECORDING DEVICES/TOOLS

Recording devices provide various means of

organizing the recordings of information about student
achievement. These are:
1. Anecdotal record
2. Checklist
3. Rating scale
4. Rubric
5. Learning log
The Anecdotal Record

A.Definition
The anecdotal record:
 Is a short narrative describing both a behavior
and the context in which the behavior
occurred;
 Should objectively report specific and observed
behaviors;
 Describes student performance in detail and in
writing.
B. Purpose

The anecdotal record is used to:

 Provide an ongoing record of written observations
of student progress;
 To record objectively, significant observations that
are not part of a formal assessment which might
otherwise be forgotten or remembered incorrectly;
 Record observations of unanticipated
performances, behaviors, incidents, or events.
The Checklist
A. Definition
The checklist:
 Is a list of actions or descriptions that a rater checks off as the
particular behavior or expectation is observed;
 Is a written list of performance criteria which is used to assess
student performance through observation, or may be used to
assess written work;
 Is a list of skills, concepts, behaviors, processes, and/or
attitudes that might, or should, occur in a given situation?
B. Purpose
The checklist is used to:
 Record whether a specific skill or behavior was
“evident” or “not evident”.
 Record the presence or absence of specific
behaviors in given situations.
 Record a performance that can should be shown
to students to help them see where improvement
is needed.
The Rating Scale
A. Definition
The rating scale:
• Is a simple tool for assessing performance on a several-point
scale ranging from low to high. It may have as few as 3
points, or as many as 10 points;
 Assesses the extent to which specific facts, skills, attitudes,
and/or behaviors are observed in a student’s work or
performance.
 Is based on a set of criteria which allows the teacher to
judge performance product, attitude, and/or behavior along
a continuum.
 Is used to judge the quality of a performance.
B. Purpose

The rating scale is used to:

 Provide detailed diagnostic information on a
student’s performance, product, attitude, behavior
in reference to prestated criteria.
 Record the frequency or even the degree to
which a student exhibits a characteristic;
 Record the range of student achievement in
relation to specific behaviors;
 Describe performance along a continuum.
The Rubrics
A. Definition
The rubric:
 Is a series of statements describing a range of levels of
achievement of a process, product, or a performance.
 Contains brief, written descriptions of the different levels of
student performance.
 Defines desired expectations with specific performances
outlined for each level;
 Is descriptive rating scale which requires the rater to choose
among the different levels;
 Uses criteria and associated descriptions to assess the actual
performance.
B. Purpose

The rubric is used to:

 Summarize both student performance and
product against pre-stated criteria
 Make scoring of student performance more
precise than using a list of items;
 Provide a clear description of what “quality” work
looks like.
The Learning Log
A. Definition
The learning log:
 Is an ongoing record by the student of what
he/she does while working on a particular task or
assignment.

Makes visible what a student is thinking and/or
doing through frequent recordings over time.
B. Purpose

The learning log is used to:

 Show student progress and growth over time;
 Provide the student with the opportunities to
gather and interpret information, to ask
questions, and to make connections.
 Non-Test Monitoring and Assessment
1. Oral and written reports 11. Models
2. Teacher and observation 12. Notes
3. Journal 13. Daily assignments
4. Portfolio of student’s work 14. Anecdotal record
5. Slates or hand signals 15. Panel
6. Games 16. Learning centers
7. Projects 17. Demonstration
8. Debates 18. Problem solving
9. Checklist 19. Discussions
10.Cartooning 20. Organize note sheets and study
guides
 ASSESSING THE
CURRICULUM
Lesson 4 – Linking
Curriculum, Instruction
and Assessment
Curriculum and Instruction
 A curriculum according to Howell and Evans (1995) and Sands,
et. al (1995) is a structured set of learning outcomes or tasks that
educators usually call goals and objectives. Curriculum is the
“what” of teaching.
 Howell and Evans (1995) says that knowledge of the curriculum is
for successful assessment, evaluation, decision making and
teaching.
 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.
 Validity
 refers to the degree to the degree of authenticity of the content
selected and to the congruence of the content in the light of the
objectives selected.
Interest
 is the degree to which the content either caters or fosters
particular interests in the students.
 Learnability
 is the appropriateness of the content in the light of the
particular students who are to experience the curriculum.
Feasibility
 refers to the question, “Can the selected content be taught in
the time allowed, considering the resources, staff and
particular community?
Curriculum and Assessment
 Curriculum is also related to assessment.
 Assessment is the process of collecting information which
describes student achievement in relation to curriculum
expectations.
 There are four levels of achievement based on curriculum
expectations.

Level 4- student has demonstrated all the required knowledge

and skills and achievement has exceeded the standard set.

Level 3- student has demonstrated most of the required

knowledge and skills and achievement exceeded the standard set.

Level 2- student has demonstrated some of the required

Instruction and Assessment
 Instruction refers to the various ways of teaching,
teaching styles, approaches, techniques and steps in
delivering the curriculum. It is a complex activity that
requires teachers to use a variety of action to
accomplish a variety of functions.
 These factors may include the
following:

1. Learner
2. Teacher
3. Learning environment
4. Subject matter
5. Method of teaching and learning
6. Measurement
 PHILIPPINES
CURRICULUM
DEVELOPMENT
 INTRODUCTION

The education sector (along with other

government agencies) has the task of
contributing to the achievement of national
development goals espoused in the
country’s development plan. The general
purpose and goals of education in the
Philippines have been cited in the national
constitution.
Elementary and Secondary Education

The 1982 Education Act identifies the aims of both

elementary and secondary education. For elementary
education, the aims are:

o to provide the knowledge and develop the skills, attitudes

and values essential to personal development and
necessary for living in and contributing to a developing and
changing social milieu;
o to provide learning experiences which increase the child’s
awareness of and responsiveness to the changes in and just
demands of society and to prepare him/her for constructive
and effective involvement;

o to promote and intensify the child’s knowledge of, identification

with, and love for the nation and the people to which he/she
belongs; and

o to promote work experiences which develop the child’s

orientation to the world of work and creativity and prepare
him/her to engage in honest and gainful work.
 The regional level basic education aims and
objectives reflect those at the national level, but are
modified to suit local conditions and concerns. For
secondary education the aims are:

o the provision of general education that was started at

the elementary level; and
o the preparation of students for college and/or the
world of work.
Curriculum Policies and Legislation

 Curriculum policies are usually set forth by the

Department of Education, Culture and Sports
through various orders, circulars, memoranda and
bulletins. They are aligned with national priorities
and contribute to the achievement of development
goals.
 Thanks
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