MODULE 6: EVALUATING THE CURRICULUM

WHAT IS CURRICULUM EVALUATION?

• Curriculum evaluation is premised on the concept of alignment of planned,
written, and implemented curriculum.
• “Curriculum evaluation is a process done in order to gather data that
enables one to decide whether to accept, change, eliminate the whole
curriculum of a textbook” – ORNSTEIN, A. & HUNKINS, F. (1998)
• Evaluation answers two questions: – MC NEIL, J. (1977)
1) Do planned learning opportunities, programs, courses, and activities
as developed and organized actually produce desired results?
2) How can a curriculum best be improved?
• “Evaluation is to identify the weaknesses and strengths as well as
problems encountered in the implementation, to improve the curriculum
development process. It is to determine the effectiveness of and the
returns on allocated finance” – GAY, L. (1985)
• “It is a process of delineating, obtaining and providing useful information
for judging alternatives for purposes of modifying, or eliminating the
curriculum.” – OLIVIA, P. (1988)

WAYS IN CURRICULUM EVALUATION

1. Curriculum Program Evaluation
• Refers to the overall aspects of a curriculum as a subject, degree
program, curriculum reform program and the like.
2. Components of a Curricular Program
This will cover separate evaluation for a curriculum component such as
(1) Achieved Learning Outcomes
(2) Teaching Learning Process
(3) Instruction Materials
(4) Assessment of Learning Outcomes

REASONS FOR CURRICULUM EVALUATION

1. Needs Assessment
• Curriculum evaluation identifies the strengths and weaknesses of an
existing curriculum that will be the basis of the intended plan, design,
or implementation.
• "start with what people already know and build on what they already
have."
2. Monitoring
• When evaluation is done in the middle of the curriculum development,
it will tell if the designed or implemented curriculum can produce or is
producing the desired results
3. Terminal Assessment
 • Based on some standards, curriculum evaluation will guide whether
the results have equaled or exceeded the standards, thus can be
labeled as success.

4. Decision making
• Curriculum evaluation provides information necessary for teachers,
school managers, and curriculum specialist for policy
recommendations that will enhance achieved learning outcomes.

PURPOSES OF CURRICULUM EVALUATION

1) Essential in providing feedback to learners
2) Helpful in determining how well learners have achieved the objectives of
the curriculum
3) To improve curriculum

USE OF CURRICULUM EVALUATION FOR ADMINISTRATORS AND TEACHERS

1) Evaluation helps in making decisions about improving teaching and
learning processes.
2) It helps in shaping academic policies.
3) It guides in initiating curricular changes and innovations
4) It ensures quality of any curricular programs.
5) It helps schools align their curriculum to different curriculum sources and
influences.
6) It determines the level of success of the school’s vision and mission

CURRICULUM EVALUATION MODELS

1. Bradley Effectiveness Model
• First, you have to identify what curriculum you will evaluate. Then, find out
if the curriculum you are evaluating answers Yes or No. Answering yes to
all the questions means, good curriculum as described by Bradley.
2. TYLER OBJECTIVES- CENTERED MODEL
• In using Tyler’s model, the following curriculum components and processes
are identified in curriculum evaluation. Using all the steps to evaluate the
curriculum and obtaining all Yes answer would mean the curriculum has
passed the standards.
3. DANIEL STUFFLEBEAM’S CONTEXT, INPUT, PROCESS, PRODUCT MODEL
(CIPP)
• The model emphasized that the result of evaluation should provide data
for decision making.
• Four Stages
1) Context Evaluation
2) Input Evaluation
3) Process Evaluation
4) Product Evaluation
• Six Steps in CIPP
1. Identify the kind of decision to be made.
2. Identify the kinds of data to make the decision.
3. Collect the data needed.
4. Establish the criteria to determine quality of data.
5. Analyze data based on the criteria.
6. Organize needed information needed for decision makers

4. STAKE RESPONSIVE MODEL

• Responsive model is oriented more directly to program activities than
program intents. Evaluation focuses more on the activities rather than
intent or purposes.
• Steps to the Curriculum Evaluator through Stake Responsive Model
 1) Meets with stakeholders to identify their perspectives and intentions
regarding curriculum evaluation.
2) Draws from Step 1 documents to determine the scope of the
evaluation.
3) Observes the curriculum closely to identify the unintended sense of
implementation and any deviations from announced intents.
4) Identifies the stated real purposes of the program and the various
audiences.
5) Identifies the problems of the curriculum evaluation at hand and
identifies an evaluation design with needed data.
6) Selects the means needed to collect data or information.
7) Implements the data collection procedure.
8) Organizes the information into themes.
9) Decided with stakeholders the most appropriate formats for the report.

SCRIVEN CONSUMER ORIENTED EVALUATION

• Consumer-oriented evaluation uses criteria and checklist as a tool for
either formative or summative evaluation purposes.
• Using the checklist for instructional material review or evaluation may help
any curricularist make a decision as to which textbook, modules or any
instructional support material will be used, revised, modified, or rejected.

A SIMPLE WAY OF CURRICULUM EVALUATION PROCESS

STEPS WHAT TO CONSIDER

1. Identifying primary audiences Curriculum program sponsors,
managers and administrators,
school heads, participants like
teachers and students, content
specialist and other stakeholders
2. Identifying critical Outcomes (expected, desired,
issues/problems intended) process (implementation)
resources (inputs)
3. Identifying data source People (teachers, students, parents,
curriculum developers) existing
documents, available records,
evaluation studies
4. Identifying techniques for Standardized test, informal tests,
collecting data samples of student work,
interviews, participant observations,
checklist, anecdotal records
5. Identifying established standards Standards previously set by agency
and criteria (DepEd, CHED, Professional
Organization
6. Identifying techniques in data Content analysis, process analysis,
analysis statistics, comparison, evaluation
process
7. Preparing evaluation report Written, oral, progress, final,
summary, descriptive, graphic,
evaluative, and judgmental, list of
recommendations
8. Preparing modes of display Case studies test scores summary.
Testimonies, multimedia
representation, product display
(exhibits), technical report
 MODULE 7 EVALUATING THE CURRICULUM
CURRICULUM EVALUATION THROUGH LEARNING ASSESSMENT
• Philippines Qualification Framework (PQF)
• Assessment Tools for Each Level of Learning Outcomes
• Assessment Tools to Measure Authentic Learning Performance and
• Levels of Assessment for the Levels of Learning Outcomes

1. PHILIPPINE QUALIFICATION FRAMEWORK (PQF)

• It is a reference system of national standards of what qualifications one
has earned by education and training in the Philippines.
• It specifies what an individual has learned in and out of formal schooling
(lifelong learning) based on qualifications, levels, and degree of
competencies on knowledge, skills, applications, values, and degree of
independence.
Matching the Competencies and Outcomes with the PQF by Doing Learning
Assessment
Department Order No. 73 which is the K to 12 Grading System 12
• It was known as the KPUP Grading System. It stands for Knowledge,
Process, Understanding and Performance
2. TYPES OF TESTS TO MEASURE KNOWLEDGE, PROCESS AND
UNDERSTANDING
Objective Test
a) Pencil and Paper Test
• As the name suggests, the test is written on paper and requires a
pencil to write. However, in modern times, a pencil and paper test can
also be translated to an electronic vision, which makes the test
paperless.
b) Simple Recall
• This is the most common tool to measure knowledge. There are
varieties of Simple Recall test. It includes:
- Fill in the blanks
- Identification
- Enumeration
c) Alternative Response Test
• This is the type of paper and pencil test, where two options or choices
are provided. The items can be stated in a question or a statement
form. Examples are:
- True or False (The Philippine population has reached one million.)
- Yes or No (Has the Philippine population reached one million?)
d) Multiple Choice Test
• This is the type identified as the most versatile test type because it can
measure a variety of learning outcomes. It consists of a problem and
a list of suggested solutions. The incomplete statement or direct
question is called the stem. The list of suggested solutions in words,
numbers, symbols, or phrases are called alternatives, options or
choices.
e) Matching Type Test
• The most common matching type test is made up of two parallel
columns, the first column (A) is the premise that presents the problem,
and the second column (B) provides the answer. There are many
modified matching types as well.
• Matching type test is useful in measuring factual information as well
as relationships between two things, ideas, or concepts.
• It reduces guessing, to the minimum as compared to alternative
response test.

Subjective Test
• Learning outcomes which indicate learner’s ability to originate and express
ideas is difficult to test through objective type test. Hence in subjective type
test, answers through reflections, insights, and opinion can be given
through essay.
1. Essay Test
• It allows freedom of response. Students are free to select, relate and
present ideas in their own words. The type of answers would reflect
the extent of the learners’ knowledge of the subject matter, the ability
to use higher order thinking skills and express ideas in an accurate
creative and appropriate language.
➢ Restricted Response Items
• This is like an expanded form of short answer type objective
test. There is a limit on both the content scope and the form
of student response. It is most useful in measuring learning
outcomes that require the interpretation and application of
data in a specific area. Ex. What are the main body parts of
plant? Describe each part. Why is the barometer one of the
most useful instruments to forecast the weather? Explain in
one paragraph
➢ Extend Response Item.
• The students is generally free to select any factual
information that can help in organizing the response. The
contents of an extended essay will depend on the analysis,
synthesis, evaluation and other higher order thinking skills of
the test takers.
Ex. Evaluate the significance of the result of national
referendum of Scotland to the global peace condition.
2. What can you say about NATO’s position on the ISIS?
3. Comment on the term “new normal” that refers to the
environmental condition and climate change

3. ASSESSMENT TOOLS TO MEASURE AUTHENTIC LEARNING PERFORMANCE

AND PRODUCTS (KPUP)
Authentic Evaluation
• Test that measures real life tasks, performances, and actual products. The
most common of the authentic assessments are the performance
assessment and the use of portfolio.
• Grant Wiggins (1998), an assignment is authentic if it:
˗ realistic.
˗ requires judgment and innovation.
˗ asks the student to “do” the subject.
˗ replicates or simulates the contexts in which adults are “tested” in the
workplace or in civic or personal life.
˗ assesses the student’s ability to efficiently and effectively use a
repertoire of knowledge and skills to negotiate a complex task.
 ˗ allows appropriate opportunities to rehearse, practice, consult
resources, and get feedback on and refine performances and products.
• Performance Assessment Tools

Rating Scale
• It is a tool that uses a scale in a number line as a basis to estimate the
numerical value of a performance or a product. The value is easier to score
if the points are in whole numbers. The value is easier to score if the points
are in whole numbers. The most popular rating scale is called Likert Scale.

Rubrics for Portfolio

• A portfolio is a compilation of the experiences as authentic learning
outcomes presented with evidence and reflections. To assess the total
learning experiences as presented in a holistic package, an assessment
tool called a rubric is utilized.
4. LEVELS OF ASSESSMENT FOR THE LEVELS OF LEARNING OUTCOMES
• DepEd Order 73, s. 2012
1) Knowledge
2) Process or skills
3) Understanding
4) Products or Performance

PLACING VALUE TO ASSESSMENT RESULTS FROM K-12 CURRICULUM

• D.O 8, s. 2015
• Quarterly Assessment
➢ Synthesize all the concepts, skills and values learned for the entire
quarter.
➢ Once at the end of the quarter

GRADES AT THE END OF THE SCHOOL YEAR AND HOW THESE ARE COMPUTED
Kindergarten
• Use of checklist, anecdotal record and portfolios are used instead of
numerical grades which are based on Kindergarten Curriculum Guide.

Grade 1 to Grade 10 (Junior High)

Grade 11-12 (Senior High)

REPORTING SUMMATIVE GRADES BY QUARTER/SEMESTER OR END OF THE
YEAR
 MODULE 8: CURRICULUM DEVELOPMENT REFORMS AND ENHANCEMENT
REFORMS FOR BASIC EDUCATION CURRICULUM

Republic Act 10533: Enhanced Basic Education Act of 2013

• Latest educational reform in Philippine Education signed into law by
President Benigno Aquino III last May 15, 2013.
• It is an act enhancing the Philippine Basic Education System by
strengthening its curriculum and increasing the number of years for basic
education appropriating funds therefore and for other purposes.
WHY K - 12?
• What are the subjects or courses that can equip the Filipinos with the right
skills and competencies for local needs and international standards?
• What is the appropriate length of school years that the students need to
take and complete those competencies?

Response of the K to 12 Curriculum

a) K to 12 makes the Philippine education system at par with the
international standard of 12-year basic education
b) Broaden the goals of high school education for college preparation,
vocational and technical career opportunities as well as creative arts,
sports, and entrepreneurial employment in a rapidly changing and
increasingly globalized environment;
c) Make education learner-oriented and responsive to the needs, cognitive
and cultural capacity, the circumstances and diversity of learners, schools
and communities through the appropriate languages of teaching and
learning, including mother tongue as a learning resource

1. Mastery of basic competencies is insufficient due to the congested

curriculum.

2. The Philippines is the only remaining country in Asia with a 10-year basic
education program.
• The short duration of the basic education program also puts millions
of overseas Filipino workers, especially professionals, and those who
intend to study abroad at a disadvantage.
 • Graduates of Philippine schools are not automatically recognized as
professionals outside the country due to the lack of two years in basic
education
• Frequently asked question raised during the advocacy period for the K
to 12 Curriculum
➢ Filipino students can do in 10 years what students in foreign
countries do in 12 years. Many Filipino graduates who went
through ten years of basic education excel in studies as well as in
their place of work abroad, so why add two years more?

3. The Philippines is the only remaining country in Asia with a 10-year basic
education program

4. The new curriculum gives students the chance to choose among three
tracks
• The students who intend to pursue college after High School are well-
prepared as they will be equipped with skills and knowledge to deal
with more complex concepts in college.
• Those who decide to work after SHS, may likewise have the training
and skills they have gained through immersion.

Employability of Filipino High School Graduates

• The K to 12 Curriculum prepares the students for the world of work,
middle level skills development, entrepreneurship, and college
education.
• As early as Grade 7 and Grade 8, the student is made to explore at
least 8 subjects in the 4 areas of Technology and Livelihood Education
 (TLE) namely: Home Economics, ICT, Industrial Arts, and Agriculture
and Fishery Arts.
• In grade 10 and Grade 12, the student is supposed to have obtained
a National Certificate (NC) Level 1 and NC Level II from TESDA. NCI
and NCII make a Grade 12 graduate employable.

STANDARDS AND PRINCIPLES IN DEVELOPING THE ENHANCED BASIC

EDUCATION CURRICULUM
• Section 5 of the Enhanced Basic Education Act of 2013, stipulates the
curricular standards which the curriculum developers adhered to in
crafting the K to 12 Curriculum:
a) The curriculum shall be learner-centered, inclusive, and
developmentally appropriate;
b) The curriculum shall be relevant, responsive, and research-based;
c) The curriculum shall be culture-sensitive;
d) The curriculum shall be contextualized and global;
e) The curriculum shall use pedagogical approaches that are
constructivist, inquiry-based, reflective, collaborative, and integrative;
f) The curriculum shall adhere to the principles and framework of Mother
Tongue-Based Multilingual Education (MTB-MLE) which starts from
where the learners are and from what they already knew proceeding
from the known to the unknown; instructional materials and capable
teachers to implement the MTB curriculum shall be available;
g) The curriculum shall use the spiral progression approach to ensure
mastery of knowledge and skills after each level; and
h) The curriculum shall be flexible enough to enable and allow schools to
localize, indigenize, and enhance the same based on their respective
educational and social contexts. The production and development of
locally produced teaching materials shall be encouraged and approval
of these materials shall devolve to the regional and division education
units.

THE SENIOR HIGH SCHOOL CURRICULUM

• There are 4 tracks in Senior High School. There are Academic track, Tech-
Voc Track, Sports Track, and Arts and Design Track.
• The academic track has 4 strands, namely:
➢ Science, Technology, Engineering, and Math (STEM)
➢ Humanities and Social Sciences (HUMSS)
➢ Accounting, Business, and Management (ABM)
➢ General Academic Strand (GAS)