criteria for curriculumassessment- -report

7/27/2019 Criteria for CurriculumAssessment- -REPORT

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JHOSAN C. RAMOS ERWIN AGANA


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1. Explain the criteria for curriculum

assessment.2. Explore the criteria for determining

the purposes.

3. Appreciate the value in writingeffective criteria for goals andobjectives.

4. Identify the two approaches toinstruction and how they can helpteachers improve teaching.


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REFERENCES www.google.com Bilbao, P. P., Lucido, P.

I., Iringan, T. C. & Javier, R.B. Curriculum development

(2008). Quezon City, Philippines: Lorimar Publishing Inc.


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A set of standards to

be followed inassessment.


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GOALS AND OBJECTIVES

are statements of curricular

expectations.

are sets of learning outcomes

specifically designed for students.


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1. To have focus on curriculum andinstruction which give direction to

where students need to go.

2. To meet the requirements specifiedin the policies and standards ofcurriculum instruction.


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1. Content- From theobjectives, what contentshould students learn?

2. Behavior- What willstudents do to indicate thatthey have learned?


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3. Criterion- What level of

performance should the students

have to master the behavior?4. Condition- Under what

circumstance should thestudents work in order to master

that behavior?


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1. Are the general objectivessyntactically correct?- Syntactic

Correctness

Teachers need to include logicallythe elements: content, behavior,

criteria and conditions.


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2. Do the objectives comply with thelegal requirements of the course of

subjects?- Compliance with legalrequirements


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3. Do the objectives pass thestranger test?- The Stranger

Test

4. Do the objectives address both

knowledge and behavior?- Bothknowledge and behavior areaddressed


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5. Do they pass the so-what test?-The So-What Test

6. Are the objectives aligned?-Individualization

7. Do they make common sense?-Common Sense


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INSTRUCTIONS

refers to the implementation of theobjectives. It is concerned with the

methodologies and strategies ofteaching.


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1. Supplantive Approach- referred toas direct instruction (Adams &

Englemann,1996).

2. Generative Approach- referred toas constructivist or

developmental.


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The teacher attempts to promote learning byproviding explicit directions and explanationsregarding how to do a task.

The teacher assumes primary responsibility for linkingnew information with the students prior knowledgeand ultimately whatever the students learn.

Information is presented in an ordered sequence inwhich component subskills are taught directly or afoundation for later tasks.

. This approach to instruction is highly teacher-directed


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The teacher functions as a facilitator who takes a lesscentral role in a learning process that is student-directed (Ensminger & Dangel, 1992).

The teacher provides opportunities for the students tomake own linkages to prior knowledge and to deviseher own strategies for work.

It is constructivist because much of its emphasis is on

helping students to construct their own educationalgoals and experiences as well as the knowledge thatresults.

Information is presented on a schedule determined by

students interests and goals.


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Subskills may not be taught explicitly

Pre-requisites for more complex informationare expected to be learned as a consequence

of the larger understanding students wouldbe guided to construct.

Learning is assumed to be sociallyconstructed out of the interaction betweenthe students innate and predisposition andthe social context in which the student lives.


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All things work

together for good, tothem that LOVE the

LORD!


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People are not lazy .

They simply haveimpotent GOALS-that

is, GOALS that do notinspire them


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Thank you for listening!

Presented by:

JHOSAN C. RAMOS


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Curriculum criteria are

guidelines on standardfor curriculum decision

making.


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1. Have the goals of the curriculum or teachingplan been clearly stated; and are they usedby teachers and students in choosingcontent, materials and activities forlearning?

2. Have teacher and students engaged instudent-teacher planning in defining thegoals and in determining how they will beimplemented?


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3. Do some of the planned goals relate to the society orthe community in which the curriculum will beimplemented or the teaching will be done?

4. Do some of the planned goals relate to the individuallearner and his or her needs, purposes, interest andabilities?

5. Are the planned goals used as criteria in selecting anddeveloping learning materials for instruction?6. Arethe planned goals used as criteria in evaluatinglearning achievement and in the further planning oflearning sub goals and activities?


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Does the curriculum or teaching plan include

alternative approaches and alternative

activities for learning?

Have the different learning theories have

been considered in planning alternativeactivities for learning?


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Has the significance of rewarded responses,transfer, generalization, advance organizers,

self-concept, meaningfulness of the whole,personal meaning, imitation, identificationand socialization been considered in the

following?


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1.The curriculum is continuously evolving.2. The curriculum is based on the needs of

the people3. The curriculum is democratically

conceived.

4. The curriculum is the result of long-

term effort.5. The curriculum is a complex of details.


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6. The curriculum provides for the logical

sequence of subject matter.

7. The curriculum complements andcooperates with other program of the

community

8. The curriculum has educational quality.9. The curriculum has administrative

flexibility.


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Some marks of a good curriculum

which may be used as criteriafor evaluation purposes given by

J. Galen Saylor:


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1. A good curriculum issystematically planned and

evaluated. 2. A good curriculum reflects

adequately the aims of the school.

3. A good curriculum maintains

balance among all aims of the

school


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4. A good curriculum promotescontinuity of experience.

5.A good curriculum arranges

learning opportunities flexibly

for adaptation to particularsituations and individuals.


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6. A good curriculum utilizes the most

effective learning experiences and

resources available.

7. A good curriculum makes maximumprovision for the development of eachlearner.


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EVALUATIONis the process of determining thevalue of something or the extent to which

goals are being achieved.

a process of making a decision or reading aconclusion. It involves decision-making abouta student performance based on informationobtained from an assessment process.


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a) Directly to the learner for guidance

b) Directly to the teacher for orientationof the next instruction activities

c) Directly to external agencies for theirassessment of schools functioning in thelight of the national purpose.


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Curriculum Evaluation focuses on determiningwhether the curriculum as recorded in themaster plan has been carried out in the

classroom.

Curriculum Evaluation is the process ofobtaining information for judging the worth of

an educational program, product, procedure,educational objectives or the potential utility ofalternative approaches designed to attainspecific objectives (Glass and Worthem, 1997).


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1. Are the objectives being

addressed?

2. Are the contents being

presented in the recommendedsequence?


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3. Are the students being

involved in the suggestedinstructional experiences?

4. Are the students reacting to

the contents?


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FORMATIVE EVALUATION

ANDSUMMATIVE EVALUATION


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is evaluation that takes place at theend of the unit or section of

instruction. It takes place at the endof the lesson or project and tells the

evaluator what has happened. Itsums-up the learning.


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takes place during the lesson orproject and tells the evaluator what

is happening. It is ongoing andyields information that can be used

to modify the program prior totermination. (Howel & Nolet,

2000).


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Thank you for listening!

Presented by:

ERWIN AGANA

criteria for curriculumassessment- -report

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