1. Assessing
the
Curriculum

2. Curriculum assessment
- process of collecting information for use in
evaluation.
- an important part of the systems approach
to curriculum development.

3. Purposes:
 Highlight
curriculum expectations.
 Gather information about what students
know and can do.
 Motivate students to learn better.
 Motivate and encourage teachers to meet
the identified needs of students.
 Provide evidence to tell how well the
students have learned.
 Obtain feedback that helps
teachers, students and parents make good
decisions to guide instruction.

4. Types of Assessments
1.
2.
3.
Intended Curriculum
Implemented Curriculum
Achieved Curriculum

5. 1. Intended Curriculum
- refers to a set of objectives set at the
beginning of any curricular plan
- answers what the curriculum maker wants
to do

6. Indicators to measure intended
curriculum
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Are the objectives achievable with in the learner’s
developmental levels?
Can the objectives be accomplished with in the time
frame?
Are the resources adequate to accomplish the
objectives?
Are the objectives specific and clear?
Are there ways of measuring the outcomes of the
objectives?
Are the objectives observable?
Are the objectives doable?
Are the objectives relevant?
Overall, are the objectives SMART?

7. What does the BEC aim to
accomplish?
From the DEpEd BEC primer, the
following are the goals of the basic
education curriculum.
 To raise the quality of Filipino learners
and graduates who will become
lifelong learners
 To decongest the curriculum in order
that the teachers and learners will be
able to contextualize it

8.  To
muse innovative, interdisciplinary
and integrative modes of
instructional delivery whenever
possible and appropriate
 To make values development
integral to all learning areas in high
school
 To increase time for tasks in order to
gain mastery of competencies of
the basic tool subjects

9. 2. Implemented Curriculum
 refers
to the various learning activities or
experiences of the students in order to
achieve the intended curricular
outcomes.

10. To assess the implemented
curriculum the following questions
can be addressed:
 Are
the learning activities congruent
with the stated objective
 Are the materials and methods
appropriate for the objectives set?

11.  Does
the teacher have the skill to
implement the activities or use the
strategy?
 Does the teacher utilize the
various ways of doing to
complement the learning styles of
the students?
 Are there alternative activities for
the learners to do to accomplish
the same objectives?

12.  Are
there activities provided to address
individual differences?
 Do the activities provide maximum learning
experiences?
 Do the activities motivate the learners to
do more and harness their potentials?
 Do the activities utilize multiple sensory
abilities of the learners?
 Do the activities address multiple
intelligences of the learners?

13. How was the BEC implemented to
accomplish the goals?
 The
BEC decongest the overcrowded old
curriculum into five learning
areas, namely, English, Mathematics, Scien
ce, Filipino and Makabayan. The first three
subject areas will develop
internationalism, while the last two learning
areas will develop Filipinism.
 The teachers in basic education were
trained to use
innovative, interdisciplinary, thematic, and
integrative modes of instructional delivery.
Teachers of different disciplines plan and
teach together in tandem or teams in all
subject areas as possible.

14. 
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Teaching- learning processes are interactive to
enhance learning. There is open communication
between teachers and learners and among
learners themselves. Instructional materials and
multimedia are fully utilized to support
interactions thus teaching and learning become
more interesting. Teachers consider the learner
as an active partner rather than a passive
receiver of knowledge.
English, Science, Mathematics and Filipino are
the basic tool subjects, while Makabayan
develops healthy personal and national selfidentity.
Makabayan entails the use of integrated units
of learning areas composed of several subjects
in the elementary and in the secondary levels.

15. 3. Achieved Curriculum
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Refers to the curriculum outcomes based on
the first two types of curriculum
Now considered the product.
Any achieved curriculum must fit with the
objectives and the activities that were
conducted.
Indicates the performance vis a vis the
objectives and the various activities.
Usually described by test scores or other
performance indicators measured by
evaluation tools.

16. To measure achieved curriculum:
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Do the learning outcomes achieved by the
learners approximate the level of performance set
at the beginning of the curriculum?
Are the learning outcomes achieved higher or
lower than the objectives set?
Do the achieved learning outcomes reflect the
knowledge, skills, attitudes and skills intended to
be developed?
How many percent of the learners in the same
class perform higher than the level set at the
beginning?
Do the curricular outcomes reflect the goals and
the aspirations of the community where the
curriculum was implemented?

17. What has the BEC achieved?
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Increased interest and motivation of students to go to
school
Increased level of performance in the tool subject areas
Change in teachers paradigm from a dispenser of
knowledge to facilitators of learning
Increased instructional materials support for teaching and
learning
Increase in the in-service training of teachers
More opportunities of learners to learners to learn on their
own
Use of varied teaching strategies to complement the
learning styles of students
More involvement of other stakeholders in the education
of the children
More involvement of the school principals in the decision
making that relate to curriculum implementation

18. Thank you!