JHOSAN C.

RAMOS

ERWIN AGANA

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Explain the criteria for curriculum assessment. Explore the criteria for determining the purposes. Appreciate the value in writing effective criteria for goals and objectives. Identify the two approaches to instruction and how they can help teachers improve teaching.

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.

 A set of

standards to be followed in assessment.

GOALS AND OBJECTIVES are statements of curricular expectations. are sets of learning outcomes specifically designed for students.

1. To have focus on curriculum and instruction which give direction to where students need to go.
2. To meet the requirements specified in the policies and standards of curriculum instruction.

3. To provide the students the best possible education and describe the students level of performance.
4. To monitor the progress of students based on the goals set. 5. To motivate the students to learn and the teachers to be able to feel a sense of competence when goals are attained.

. Content- From the objectives, what content should students learn?

2. Behavior- What will students do to indicate that they have learned?

3. Criterion- What level of performance should the students have to master the behavior?
4. Condition- Under what circumstance should the students work in order to master that behavior?

1. Are the general objectives syntactically correct?- Syntactic Correctness

Teachers need to include logically

the elements: content, behavior, criteria and conditions.

2. Do the objectives comply with the legal requirements of the course of subjects?- Compliance with legal requirements

3. Do the objectives pass the

stranger test?- The Stranger Test

4. Do the objectives address both knowledge and behavior?- Both knowledge and behavior are addressed

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

INSTRUCTIONS
refers to the implementation of the objectives. It is concerned with the methodologies and strategies of teaching.

1. Supplantive Approach- referred to as direct instruction (Adams & Englemann,1996).

2. Generative Approach- referred to as constructivist or developmental.

 The teacher attempts to promote learning by providing explicit directions and explanations regarding how to do a task. The teacher assumes primary responsibility for linking new information with the students prior knowledge and ultimately whatever the students learn. Information is presented in an ordered sequence in which component subskills are taught directly or a foundation for later tasks. . This approach to instruction is highly teacher-directed

 The teacher functions as a facilitator who takes a less central role in a learning process that is studentdirected (Ensminger & Dangel, 1992). The teacher provides opportunities for the students to make own linkages to prior knowledge and to devise her own strategies for work.
It is constructivist because much of its emphasis is on helping students to construct their own educational goals and experiences as well as the knowledge that results.

Information is presented on a schedule determined by students interests and goals.

Subskills may not be taught explicitly

Pre-requisites for more complex information are expected to be learned as a consequence of the larger understanding students would be guided to construct. Learning is assumed to be socially constructed out of the interaction between the students innate and predisposition and the social context in which the student lives.

All things work

together for good, to them that LOVE the LORD!

People are not lazy .

They simply have impotent GOALS-that is, GOALS that do not inspire them

Thank you for listening!

Presented by:

JHOSAN C. RAMOS

Curriculum criteria are guidelines on standard for curriculum decision making.

1. Have the goals of the curriculum or teaching plan been clearly stated; and are they used by teachers and students in choosing content, materials and activities for learning?
2. Have teacher and students engaged in student-teacher planning in defining the goals and in determining how they will be implemented?

3. Do some of the planned goals relate to the society or the community in which the curriculum will be implemented or the teaching will be done? 4. Do some of the planned goals relate to the individual learner and his or her needs, purposes, interest and abilities?
5. Are the planned goals used as criteria in selecting and developing learning materials for instruction?6. Are the planned goals used as criteria in evaluating learning achievement and in the further planning of learning sub goals and activities?

 Does the curriculum or teaching plan include

alternative approaches and alternative activities for learning?

Have the different learning theories have

been considered in planning alternative activities for learning?

 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 following?

1.The curriculum is continuously evolving. 2. The curriculum is based on the needs of the people 3. The curriculum is democratically conceived. 4. The curriculum is the result of longterm effort. 5. The curriculum is a complex of details.

6. The curriculum provides for the logical sequence of subject matter. 7. The curriculum complements and cooperates with other program of the community 8. The curriculum has educational quality. 9. The curriculum has administrative flexibility.

Some marks of a good curriculum which may be used as criteria for evaluation purposes given by J. Galen Saylor:

 1. A good curriculum is

systematically 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

4. A good curriculum promotes

continuity of experience.
5.A good curriculum arranges

learning opportunities flexibly for adaptation to particular situations and individuals.

6. A good curriculum utilizes the most

effective learning experiences and resources available.

7. A good curriculum makes maximum

provision for the development of each learner.

EVALUATION is the process of determining the value of something or the extent to which goals are being achieved.
a process of making a decision or reading a conclusion. It involves decision-making about a student performance based on information obtained from an assessment process.

a) Directly to the learner for guidance

b) Directly to the teacher for orientation of the next instruction activities

c) Directly to external agencies for their assessment of schools functioning in the light of the national purpose.

Curriculum Evaluation focuses on determining whether the curriculum as recorded in the master plan has been carried out in the classroom.

Curriculum Evaluation is the process of obtaining information for judging the worth of an educational program, product, procedure, educational objectives or the potential utility of alternative approaches designed to attain specific objectives (Glass and Worthem, 1997).

1. Are the objectives being addressed? 2. Are the contents being presented in the recommended sequence?

3. Are the students being involved in the suggested instructional experiences? 4. Are the students reacting to the contents?

FORMATIVE EVALUATION AND SUMMATIVE EVALUATION

 is evaluation that takes place at the

end of the unit or section of instruction. It takes place at the end of the lesson or project and tells the evaluator what has happened. It sums-up the learning.

 takes place during the lesson or

project and tells the evaluator what is happening. It is ongoing and yields information that can be used to modify the program prior to termination. (Howel & Nolet, 2000).

Thank you for listening!

Presented by:

ERWIN AGANA