ASSESSING THE CURRICULUM

LESSON 2
Criteria for curriculum Assessment
Tomasa C. Iringan Ph. D
TAKE ACTION
Now, we are all set to do action...
a. Think Pair Share
With a partner, discuss about the criteria for curriculum assessment.
b. Give your own concept of the criteria for curriculum assessment.

Our own concept of the criteria for curriculum assessment is that is

guidelines on standards or basis for curriculum decision making, if the
curriculum is good in appropriate for all students and also for teachers
every level.

c. Based on your observation in the school and in the classroom, what criteria are
used for determining the purposes and also the criteria followed for implementing
the curriculum.

Based on our observation in the school and in the classroom, the criteria
that are used for determining the purposes and the criteria followed for
implementing the curriculum are the goals and objectives of a curriculum
or teaching plan.

d. From your experience, how are curriculum outputs assessed? Write down your
own criteria.

From our experience, the curriculum outputs assessed through curriculum

evaluation.
For us, our own criteria are the following:

Goals and objectives

Teaching plans
Teaching approach
Contents of the curriculum or contents of subject matter
Needs and interest of student
Achievements the students

REFLECT
1. What is your concept about criteria and criteria for curricular assessment?
Criteria area a sets standards to be followed in assessment. Specifically, as they
apply to curriculum, criteria are set of standards upon which the different elements of
the curriculum are being tested. The criteria will determine the different levels of
competencies or proficiency of acceptable task performance.
2. What do you mean by your concept on criteria?
What we mean in our concept on criteria is that it serves as a guidelines or basis on
standards to be followed for decision making.
3. Were there some areas you have examined to get your ideas? How did you
conceptualize?
There were some areas that we have examined to get our idea about criteria in
curriculum assessment, like for examples in areas of subject like, Principle of Teaching
1 and 2, educational technology 1 and 2 and such, wherein they always consider all
things about curriculum which is one of the major factor for the success of teaching and
learning process. Another example is the Educational Technology, now that we are in
21st century they integrate the technology in teaching and learning process. In that way
how we conceptualizes our idea.
4. Is there another way to think about the criteria for curriculum assessment?
Yes, we believe that there still another way to think about the criteria for curriculum
assessment because everything is continually changing.
5. How are your concepts different from others?
Our own concept and the concept of other are not different from each other. There
are many similarities although there is still a minimal difference. The reason why we say
this is because we are all depends on the basic or primary knowledge in a curriculum
development. We based on the given information of it.

Module IV
ASSESSING THE CURRICULUM

Lesson 3
Tools to Assess Curriculum
Tomasa Iringan, Ph. D.
TAKE ACTION
Now, let us to do action..
a.
Think-pair-share.
Get a partner and discuss about the different assessment strategies and recording tools
used by your teachers.
b.
Make your own definition and description of what assessment strategies and
tools used by your teachers.
c.
Small group discussion- with the group, share your observation how these
strategies are done and the tools utilized.
REFLECT
1.
What is your definition and description of assessment strategies and tools in
assessing curriculum?
According to Lucas and Corpus (2007), assessment as a process of gathering
information about students learning and then analyzing and interpreting them for the
purpose of making decisions. They further assert that assessment may involve, among
others, activities such as administering different kinds of written observation of
behaviour or performance, examination of work samples, use of checklist, and interview.
Okano, as cited in Cohen et al. (1997) stresses that assessment is being used,
on the one hand, for educational improvement, increase school effectiveness and
curriculum reforms, and on the others, for political control of teachers, students and
curricula, centralized policy making, narrow accountability, credentialism, educational
selection, and the determination of life chances in competitive markets.
Through the use of above information as a foundation of our learning, we define
assessment strategies as a process, methods, or techniques that can be used to
determine the quantity and quality of students learning development in terms of three
domains (cognitive, affective, and psychomotor). And to do this strategies with the use
of different tools which are appropriate for what it intends to know or measure or what is
the purpose
.
2.
What do you mean by your own definition and description?
What we mean to our definition and description of assessment strategies and
tools, is, assessment strategies are the structure through which students skills and
knowledge are assessed. To do this, you have to utilize different tools. The selection of

strategy is determined both by what is to assessed and the reasons or purposes for the
assessment. And also, assessment strategies is somehow similar to some teaching
strategies.
3.

How did you arrive at your definition and description?

We arrive to this definition and description by depending on the general facts or

primary information about curriculum assessment. And also, we depend on our
knowledge that we gain from the other subject areas and other sources.
4.

What does your description imply in terms of your beliefs and values?

Our definition and description implies that in assessing curriculum, you should
not only base on cognitive-based assessment but also to affective-based assessment.
You should also consider the affective characteristics and or qualities as factors towards
a comprehensive assessment.
5.

How do your definition and description differ from the rest of the groups?

Our definition and description of assessment strategies and tools are not very
different to the other group. We have some similarities, because, we all depend on fixed
information, general facts and truths about curriculum development through our
experiences, observations, and also because of different resources.
6.

How else can you describe the different assessment strategies and tools?

We think that it is the only way can describe the different assessment strategies
and tools because its already very common to us specially to the teachers side.

Prepared by: Sumer Anne V. Talabis