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    Midterm Exam Curriculum Development Midyear 2024

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    Midterm Exam Curriculum Development Midyear 2024

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    Midterm Exam Curriculum Development Midyear 2024

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    ajsugabo26

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    Romblon State University

    GRADUATE EDUCATION AND PROFESSIONAL STUDIES


    Liwanag, Odiongan, Romblon

    MELM 223 Curriculum Development


    MIDTERM EXAMINATION
    MIDYEAR 2024

    Name: _______________________________ SCORE: _______________


    Date: JULY 14, 2024
    Instructor/Professor: DR. MA. TERESA M. CHICO

    ANSWER THE FOLLOWING:

    I. Prepare a comparative analysis of two different curriculum models (e.g., Tyler's


    Rationale Model vs. Walker’s Deliberative Model). (15 points)
    a. Define each model and its components.
    b. Explain how each model conceptualizes the role of objectives, content, and
    assessment in curriculum development.
    c. Provide examples of how these models might influence the design of a
    curriculum for any grade school learning area of your choice.

    II. Examine the philosophical foundations of the MATATAG curriculum framework


    introduced by the Philippine Department of Education. (20 points)
    a. Define MATATAG’s key principles and objectives.
    b. Identify and explain the educational philosophies (such as Progressivism or
    Essentialism) reflected in MATATAG’s framework.
    c. Show how MATATAG incorporates elements of these philosophies (e.g.,
    learner-centered activities, integration of core subjects).
    d. Provide examples from the MATATAG curriculum that illustrate these
    philosophical principles (e.g., project-based learning, interdisciplinary
    connections).

    III. Cite the purpose, mission, vision, goals and objectives of the school where you
    belong. Draft your school’s VMGO that align in the MATATAG curriculum principles.
    (8 points)

    IV. Explain fully the interplay between the teachers, learners and environment which
    play a vital role in shaping educational outcomes. (7 points)

    Prepared by:

    DR. MA. TERESA M. CHICO


    Professor
    Romblon State University
    GRADUATE EDUCATION AND PROFESSIONAL STUDIES
    Liwanag, Odiongan, Romblon

    SCORING RUBRICS:

    Meets Standards Within Standards Approaching Below Standards


    INDICATORS Standards

    Content Student has an Student has a good Student has some Student doesn’t
    Knowledge in-depth and understanding of understanding of the give answer
    complete the concept. concept. showing
    understanding of understanding of
    the concept the concept.
    Organization Logically organized, Somewhat digresses Central point and Unorganized and
    well structured, from central idea, flow of ideas is lost, vague, no particular
    critical thinking ideas do not logically lacks organization flow was followed
    evident follow each other’s
    Providing All of the examples Most of the examples At least one of the Examples are NOT
    examples are specific, relevant are specific, relevant pieces of examples is relevant AND/OR
    and explanations and explanations are relevant and has an are not explained.
    are given that show given that show how explanation that
    how each piece of each piece of show that piece of
    evidence supports evidence supports evidence supports
    the student’s the student’s position the student’s position
    position

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