Linking Curriculum, Assessment, and Instruction

LINKING CURRICULUM,
INSTRUCTION AND ASSESSMENT

MEMBERS
Joebeth Dalisay Kenneth Avril Louise

Izar Palomo
SUBDIVISION OF
TOPICS
Integration of Curriculum, Instructional Approaches
1 Instruction, and Assessment that Support the Curriculum
3
Assessment in the Issues or Concerns on
2 Curriculum Development Curriculum Development
4
Integrating Curriculum, Instruction and Assessment
CURRICULUM
Curriculum,
Assessment and
Instruction
ASSESSMENT INSTRUCTION
• Curriculum refers to the courses offered by an
educational institution. (Meriam-Webster Dictionary)
• The curriculum is all the learning experiences planned
CURRICULUM and directed by the school to attain its educational goals.
(Tyler, 1957)
• A written document that systematically describes goals
planned, objectives, content, learning activities,
evaluation procedures and so forth. (Pratt, 1980)
• Assessment refers to the wide variety of methods or
tools that educators use to evaluate, measure, and
document the academic readiness, learning progress,
ASSESSMENT skill acquisition, or educational needs of students.
(Glossary of Education Reform)
• Assessment is the collection of relevant information that
may be relied on for making decisions. (Fenton, 1996)
• Instruction is the process or act of imparting knowledge.
(Collins Dictionary)
• It is defined as the purposeful direction of the learning
INSTRUCTION process. (Huitt, 2003)
• Any intentional effort to stimulate learning by the
deliberate arrangement of experiences to help learners
achieve a desirable change in capability. (Smaldino et al.,
2015)
What’s in between them?
CURRICULUM
Curriculum,
Assessment and
Instruction
ASSESSMENT INSTRUCTION
Curriculum and
Assessment
Curriculum
and
Assessment
A curriculum lays out the different types of assessment to be used and how
the students will do it. What the learners need to achieve is established by
the curriculum.
Assessment is the method used to identify students’ achievements relative to

the curriculum expectations.
Curriculum and Curriculum and
Assessment Instruction
Curriculum
and
Instruction
Instruction is the actual implementation of the learning tasks done by
teachers. It is where the students are directly exposed to the curriculum.
These two should not be separated because there will be no effective
instruction if there is no curriculum, and there is no meaningful curriculum
without instruction.
Curriculum and
Instruction
Assessment
Assessment
and
and
Instruction
Instruction
Assessment and Instruction are interconnected with each other.
Instruction is the process of implementing the learning
expectations, while the assessment is the means of determining
whether these expectations have been met or not. Additionally,
Assessment instruction defines what must the assessment contain.
Lastly, assessment provides the results that will define the next
and steps for instruction.
Instruction
Assessment
and
Instruction
Assessment in the Curriculum
Development
Assessment is used to:
• Diagnose, monitor, and direct student learning,

• Evaluate the students, and
• Determine the effectiveness of the curriculum and instructional
methods used.
Instructional Approaches that Support the
Curriculum
Curriculum
Instructional Approaches are techniques that
teachers use to help students become independent,
strategic learners.
In planning instruction, teachers prepare a set or
combination of instructional approaches and
methods appropriate to different lessons.
Curriculum
Instructional Approaches may be categorized as:
• Direct Instruction • Independent Study

• Indirect Instruction • Interactive Instruction
• Experiential Learning
Issues or Concerns on Curriculum
Development
Poor Academic Curricular Innovations
lack the sense of Lack of Monitoring
Performance of
Ownership from the and Evaluation
Learners Stakeholders
Innovations result to Innovations are not

Teachers Communicated at all
Burn-Out
Development
Performance of
This issue may be accounted
to different reasons:
1. Poor Implementation of
Curriculum Innovations result to Innovations are not
2. Lack of instructional Teachers Communicated at all
Materials
Burn-Out
3. Overcrowded Classrooms
4. Characteristics of
Teachers
Development
Performance of
• Implementers lack the full
understanding of the
curriculum itself and its
Innovations result to
changes. Innovations are not
Teachers • The goal is unclear, Communicated
thus at all
stakeholders have a lot of
Burn-Out questions about the
implementation and
evaluation of the curriculum.
Development
Performance of
• Inadequate monitoring
activities to determine
Innovations result to Innovations are notthe strengths or
weaknesses and
problems within the
Burn-Out curriculum.
Development
• The numerous changes in
the curriculum burn out
the teachers.
• It becomes hard for lack the sense of Lack of Monitoring
Performance of
teachers to cope with Ownership from the and Evaluation
Learnersthese changes and this Stakeholders
affects their performance
and motivation.

Burn-Out
Development • Only the proponents or
managers of curriculum
Curricular Innovations
Poor Academic
Lack
understand the changes
lack the sense of in of Monitoring
Performance of
Ownership from thethe curriculum. and Evaluation
Learners • Those who are directly
Stakeholders
involved in the
implementation only
blindly follows.
Burn-Out
Development
Performance of

Burn-Out
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Idk what to put

hereeee
THANK YOU!
Joebeth Kenneth Avril Louise

Dalisay Izar Palomo

Linking Curriculum, Assessment, and Instruction

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LINKING CURRICULUM,

INSTRUCTION AND ASSESSMENT

Joebeth Dalisay Kenneth Avril Louise

Assessment is the method used to identify students’ achievements relative to

• Diagnose, monitor, and direct student learning,

• Direct Instruction • Independent Study

Innovations result to Innovations are not

Innovations result to Innovations are not

Innovations result to Innovations are not

Idk what to put

Joebeth Kenneth Avril Louise

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