By Terence Dave S.

Pelingon
Master Teacher I, Diclum Elementary School

INTENDED VS. IMPLEMENTED VS. ACHIEVED CURRICULUM

PURPOSES OF CURRICULUM ASSESSMENT 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 instruction.

INTENDED CURRICULUM
Refers to the objectives set at the beginning of any curricular plan. Establishes the goal, specific purposes and immediate objectives to be accomplished. The intended curriculum answers what the curriculum writer wants to do.

SOME QUESTIONS TO ASSESS THE INTENDED CURRICULUM:

1.

2. 3. 4. 5.

6.

Are the objectives achievable within learners development levels? Is it achievable within allotted time? Are there enough resources to achieve the objectives? Are the objectives clear and specific? What are the ways to measure the outcomes of the objectives? Are the objectives observable, relevant & doable?

IMPLEMENTED CURRICULUM
This refers to the various learning activities or experiences of the students in order to achieve the intended curricular outcomes. Implemented curriculum refers to the ACTUAL activities being practiced in schools. These activities may coincide with the specified objectives of the curriculum (intended curriculum) OR may largely be out of agenda.

QUESTIONS TO ASSESS THE IMPLEMENTED CURRICULUM:

Are the learning objectives congruent with the stated objectives of the curriculum? Are the materials and methods appropriate for the objectives set? Does the teacher have the skill to implement the activities or use the strategy? Does the teacher utilize the various ways of doing to complement the learning styles of students? Are there alternative activities for learners to do to accomplish the same objectives? Are there activities to address individual differences?

QUESTIONS TO ASSESS THE IMPLEMENTED CURRICULUM:

Do the activities provide maximum learning experiences? Do the activities motivate the learners to do more and harness their potentials? Do the activities utilize multiple sensory abilities of the learners? Do the activities address multiple intelligences of the learners?

ACHIEVED CURRICULUM
This refers to the curriculum outcomes based on the first two types of curriculum: the intended and the implemented. Achieved curriculum is considered the PRODUCT of the curriculum development process. Any achieved curriculum must MATCH with the objectives and the activities that were made. Achieved curriculum indicates PERFORMANCE in relation to the objectives and the activities. It is usually described thru test scores and other performance indicators.

QUESTIONS TO ASSESS THE ACHIEVED CURRICULUM:

Do the learning outcomes achieved by the learners approximate the level of performance set at the beginning of the curriculum? Are the learning outcomes achieved higher or lower than the objectives set? Do the achieved learning outcomes reflect the knowledge, skills and attitudes intended to be developed? How many percent of the learners in the same class perform higher than the level set at the beginning? Do the curricular outcomes reflect the goals and the aspirations of the community where the curriculum was implemented?

THE RELATIONSHIP OF THE THREE TYPES OF CURRICULUM

CURRICULUM

2002 BASIC EDUCATION CURRICULUM (BEC)

What does the BEC intend to accomplish? (INTENDED CURRICULUM) 1. To raise the quality of the Filipino learners and graduates who will become lifelong learners. 2. To decongest the curriculum in order that the teachers and learners will be able to contextualize it. 3. To use innovative, interdisciplinary and integrative modes of instructional delivery whenever possible and appropriate. 4. To make values development integral in all learning areas. 5. To increase time for tasks in order to gain mastery of competencies of the basic tool subjects.

2002 BASIC EDUCATION CURRICULUM (BEC)

How was the BEC implemented to accomplish the goals? (IMPLEMENTED CURRICULUM)
1.

2.

3.

Learning areas were restructured into 5 learning areas: English, Science, Math, Filipino and Makabayan. Grades 1 & 2 Science and Health is integrated in English. Formal Science subject starts at 3rd Grade. Makabayan comprise Character Education & Sibika & Kultura for Grades 1-3; plus EPP(TLE), MSEP(MAPE) and HeKaSi from Grade 4 to High School

2002 BASIC EDUCATION CURRICULUM

How was the BEC implemented to accomplish the goals? (IMPLEMENTED CURRICULUM) 4. Learning activities are made interactive, integrative, learner-centered, and performance based.

2002 BASIC EDUCATION CURRICULUM

What has the BEC achieved? (ACHIEVED CURRICULUM)
1. 2.

3.

4.
5. 6.

Increased level of performance in tool subjects. Change in teachers paradigm from being dispenser of knowledge to facilitator of learning. Increased instructional materials support for teaching and learning. Increase number of in-service training for teachers. More involvement of stakeholders. Decentralized management of school resources.

CRITERIA FOR CURRICULUM ASSESSMENT DEFINED

Criteria are a set of standards to be followed in assessment. These are set of standards upon which the different elements of the curriculum are being tested. The criteria will determine different levels of competencies or proficiency of acceptable task performance.

CRITERIA FOR GOALS AND OBJECTIVES

(HOWELL AND NOLET, 2000)

CONTENT- from the objectives, What content should students learn? BEHAVIORWhat will students do to indicate that they have learned? CRITERION What level of performance should the students have to master the behavior? CONDITION Under what circumstances should the students work in order to master that behavior?

GENERAL CRITERIA FOR ASSESSING GOALS AND

OBJECTIVES Are the objectives syntactically correct? Do the objectives comply with the legal requirements of the course of subjects? Do the objectives pass the stranger test? Do the objectives address both knowledge and behavior? Do they pass the so-what? test? Are the objectives alligned? Do they make common sense?

CRITERIA FOR ASSESSMENT OF INSTRUCTION

Are the goals of the curriculum or teaching plan clearly stated; and are they used by teachers and students in choosing content, materials and activities for learning? Are the teacher and students engaged in studentteacher planning in defining the goals and in determining how they will be implemented? Are some of the planned goals relate to the community where it will be implemented? Are some of the planned goals related to the individual learner: his needs, purposes, interests, and abilities?

Are the planned goals used as criteria in selecting and developing learning materials for instruction? Are the planned goals used as criteria in evaluating learning achievement and in further planning of learning sub-goals and activities?

CRITERIA FOR ASSESSING APPROACHES THAT CATER TO

INDIVIDUAL DIFFERENCES Does the curriculum or teaching plan include alternative approaches and alternative activities for learning? Has the different learning theories been considered in planning alternative learning approaches and activities? Has the significance of rewarded responses, transfer, generalization, advance organizers, self-concept, meaningfulness of the whole, personal meaning, imitation, identification and socialization been considered in the planning?

WHAT ARE THE CHARACTERISTICS OF A GOOD CURRICULUM?

The curriculum is continuously evolving. The curriculum is based on the need of the people. The curriculum is democratically conceived. The curriculum is the result of a long-term effort. The curriculum is a complex of details. The curriculum provides for the logical sequence of subject matter. The curriculum complements and cooperates with other programs of the community.

The curriculum has educational quality. The curriculum has administrative flexibility.

WHAT ARE THE MARKS OF A GOOD CURRICULUM?

1.

2.

3.

4.

A good curriculum is systematically planned and evaluated. A good curriculum reflects adequately the aims of the school. A good curriculum maintains balance among all aims of the school. A good curriculum promotes continuity of experience.

5.

6.

7.

A good curriculum arranges learning opportunities flexibly for adaptation to particular situations and individuals. A good curriculum utilizes the most effective learning experiences and resources available. A good curriculum makes maximum provision for the development of each learner.

WHAT IS EVALUATION?
the process of determining the value of something or the extent to which goals are being achieved. the process of making a decision or reading a conclusion. involves decision-making about student performance based on information from an assessment process. Assessment is the process of collecting information by reviewing the products of student work, interviewing, observing, or testing.

WHAT IS CURRICULUM EVALUATION?

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

KEY QUESTIONS IN CURRICULUM EVALUATION:

Are the objectives being addressed? Are the contents presented in the recommended sequence? Are the students being involved in the suggested instructional experiences? Are the students reacting to the contents?

ASSESSMENT STRATEGIES ON STUDENT PERFORMANCE

Paper and pencil strategy Performance based strategy Observational strategy Personal communication Oral Assessment Reflective Assessment Combination of Strategies

RECORDING DEVICES / TOOLS

Anecdotal Record Checklist The Rating Scale The Rubrics The Learning Log

NON-TEST MONITORING AND ASSESSMENT

Oral and Written Reports Teacher Observation Journal Portfolio of Students Work Slates or hand signals Games Projects Debates Checklist Cartooning Models

Notes Daily Assignments Anecdotal Record Panel Learning Centers Demonstration Problem-solving Discussions Organize note sheets and study guides

INTERACTION AMONG CURRICULUM, INSTRUCTION AND ASSESSMENT

CURRICULUM

INSTRUCTION

ASSESSMENT