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Curriculum Development:Criteria For Curriculum Assessment
This document discusses criteria for curriculum assessment. It defines criteria as standards used to assess different elements of the curriculum. Criteria determine competency levels and are used to formulate goals and objectives, which indicate what students will learn. Goals and objectives are formulated to focus instruction, meet standards, provide the best education, monitor progress, and motivate students and teachers. Effective goals and objectives include specific content, behaviors, performance levels, and learning conditions. The document also discusses approaches to instruction and criteria for evaluating instruction methods. Overall, it provides guidelines for developing and assessing curriculum using defined criteria.
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Introduction to curriculum assessment criteria, defining standards for assessing curriculum elements.
Goals and objectives outline curricular expectations and student learning outcomes, guiding instruction.
Criteria for formulating effective goals and objectives in curriculum include content, behavior, and conditions.
Instruction methods: Supplantive (direct) and Generative (constructivist) approaches in curriculum.
Essentials of a good curriculum include continuous evolution, democratic conception, and alignment with individual needs.Evaluation is assessing value and goal achievement through systematic collection and analysis of student performance.
Curriculum Evaluation assesses the implementation and effectiveness of educational programs and objectives.Distinguishing between formative and summative evaluations to assess learning at various stages.
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Curriculum Development:Criteria For Curriculum Assessment
- 1. University of PerpetualHelp System DALTA-Molino Campus COLLEGE OF EDUCATION MODULE IV Assessing the Curriculum LESSON 2 Criteria for Curriculum Assessment
- 2. CRITERIA FOR CURRICULUM ASSESSMENT DEFINED
- 3. Criteria • A setof standards to be followed in assessment. • As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
- 4. Criteria • will determinethe different levels of competencies or proficiency of acceptable task performance
- 5. CRITERIA FOR GOALS AND OBJECTIVES
- 6. Goals and objectives •are statements of curricular expectations. • are sets of learning outcomes specifically designed for students.
- 7. Objectives • indicate clearlywhat the students will learn after instruction has taken place.
- 8. Goals and objectivesare formulated and specified for the following purposes: 1. To have focus on curriculum and instruction which give direction to where students need to go.
- 9. Goals and objectivesare formulated and specified for the following purposes: 2. To meet the requirements specified in the policies and standards of curriculum instruction.
- 10. Goals and objectivesare formulated and specified for the following purposes: 3. To provide the students the best possible education and describe the students level of performance
- 11. Goals and objectivesare formulated and specified for the following purposes: 4. To monitor the progress of students based on the goals set.
- 12. Goals and objectivesare formulated and specified for the following purposes: 5. To motivate the students to learn and the teachers to be able to feel a sense of competence when goals are attained.
- 13. CRITERIA FOR GOALSAND OBJECTIVES For goals and objectives to be formulated, criteria on certain elements should be included according to Howell in Nolet in 2000. 1. Content- From the objectives, what content should students learn?
- 14. 2. Behavior- Whatwill 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?
- 15. Writing effective goalsand objectives should also use the following general criteria. 1. Are the general objectives syntactically correct?- Syntactic Correctness See if it has all its parts Teachers need to include logically the elements: content, behavior, criteria and conditions
- 16. 2. Do theobjectives comply with the legal requirements of the course of subjects?- Compliance with legal requirements There should be a direct relationship between the annual goals and the students’ present levels of educational performance.
- 17. The annual goalsshould describe what the learners can reasonably be expected to accomplish within a given appropriate instructional resources. Short term instructional objectives should be stated so clearly so that it is obvious how we would measure to see if the objectives are met.
- 18. The objectives shoulddescribe a sequence of intermediate steps between a child’s present level of educational performance and the annual goals that are established.
- 19. 4. Do theobjectives address both knowledge and behavior?- Both knowledge and behavior are addressed The confusion between knowledge and behavior: although it is knowledge that we are most often trying to transmit, we need to see behavior to know if we have succeeded.
- 20. 3. Do theobjectives pass the stranger test?- The “Stranger Test” Goals and instructional objectives must be measurable so that their status can be monitored. The simplest way to judge if a goal or objective can be reliably measured is to apply the stranger test (Kaplan, 1995).
- 21. The statement ofbehavior must be in an objective to provide a measurable indicator of learning. But it is the learning, not the behavior, that is of primary importance to most teachers.
- 22. 5. Do theypass the “so-what” test?- The “So-What” Test (validity) Because the purpose of education is to prepare people to be socially competent, the so-what test asks whether the goals and instructional objectives are important.
- 23. Good objectives specifyoutcomes that will benefit students by teaching them things that are socially significant (Ensminger & Dangel, 1992) and not simply make life easier for parents and teachers.
- 24. To pass theso-what test, an objective should act to develop, rather than to suppress, behavior. In cases where behaviors need to be suppressed, goals and objectives should include alternate positive behaviors (Kaplan, 200; Martin & Pear, 1996; Sulzer-Azaroff & Mayer, 1991).
- 25. 6. Are theobjectives aligned?- Individualization Appropriate goals and instructional objectives are derived from assessment data. They must be aligned with the students’ present level of educational performance and student’s goals.
- 26. 7. Do theymake common sense?- Common Sense Instructional objectives don’t have to fit into one sentence and trying to make them do so can be very confusing. Objectives tell what the students will learn, not descriptions of what the students will follow to learn.
- 27. CRITERIA FOR ASSESSMENT OFINSTRUCTIONS Instruction refers to the implementation of the objectives. It is concerned with the methodologies and strategies of teaching.
- 28. The two approachesto instruction: 1. Supplantive Approach- referred to as “direct” instruction (Adams & Englemann,1996). 2. Generative Approach- referred to as “constructivist” or “developmental.”
- 29. Supplantive Approach • Theteacher attempts to promote learning by providing explicit directions and explanations regarding hw to do a task.
- 30. Supplantive Approach • Theteacher assumes primary responsibility for linking new information with the students’ prior knowledge and ultimately whatever the students learn.
- 31. Supplantive Approach • Informationis 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.
- 32. Generative Approach • Theteacher functions as a facilitator who takes a less central role in a learning process that is student-directed (Ensminger & Dangel, 1992).
- 33. Generative Approach • Theteacher provides opportunities for the students to make own linkages to prior knowledge and to devise her own strategies for work.
- 34. Generative Approach • Itis “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.
- 35. Generative Approach • Subskillsmay 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.
- 36. Generative Approach • Learningis assumed to be socially constructed out of the interaction between the student’s innate and predisposition and the social context in which the student lives.
- 37. Generative Approach • Butadvocates of the generative approach sometimes take a restrictive view of social context In which the student lives (Stone, 1996). Often, they do not seem to view teachers and classrooms as part of the social context. Therefore they see intentional instruction by teachers (or parents) as “unnatural” or “meaningful”.
- 38. WHAT ARE CURRICULUM CRITERIA?
- 39. WHAT ARE CURRICULUM CRITERIA? Curriculumcriteria are guidelines on standard for curriculum decision making.
- 40. The objectives ofa curriculum or teaching plan are the most important curriculum criteria, since they should be used in selecting learning experiences and in evaluating learning achievement.
- 41. The criteria arestated in the form of questions as follows: 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?
- 42. 2. Have teacherand students engaged in student-teacher planning in defining the goals and in determining how they will be implemented?
- 43. 3. Do someof the planned goals relate to the society or the community in which the curriculum will be implemented or the teaching will be done?
- 44. 4. Do someof the planned goals relate to the individual learner and his or her needs, purposes, interest and abilities?
- 45. 5. Are theplanned 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?
- 46. According to Hassand Parkay (1993), individual differences, flexibility and systematic planning are criteria that depend in part on knowledge of the different approaches to learning. The criterion are as follows: Does the curriculum or teaching plan include alternative approaches and alternative activities for learning?
- 47. Have the differentlearning 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?
- 48. WHAT ARE CHARACTERISTICS OFA GOOD CURRICULUM? A good curriculum must possess specific characteristics in the pursuit of the aims of education the schools are to pursue. A good curriculum includes the following: 1.The curriculum is continuously evolving.
- 49. 2. The curriculumis based on the needs of the people. 3. The curriculum is democratically conceived. 4. The curriculum is the result of long-term effort. 5. The curriculum is a complex of details.
- 50. 6. The curriculumprovides 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.
- 51. WHAT ARE MARKSOF A GOOD CURRICULUM? Some marks of a good curriculum which may be used as criteria for evaluation purposes given by J. Galen Saylor:
- 52. 1. A goodcurriculum is systematically planned and evaluated. A definite organization is responsible for coordinating and planning and evaluation. Steps in planning and evaluation are logically defined and taken. Ways or workings utilize the contributions of all concerned.
- 53. 2. A goodcurriculum reflects adequately the aims of the school. The faculty has defined comprehensive educational aims. The scope of the curriculum includes areas related to all stated aims. Each curriculum opportunity is planned with reference to one or more aims.
- 54. In planningcurriculum opportunities from year to year and in each area, teachers consider the total scope of aims.
- 55. 3. A goodcurriculum maintains balance among all aims of the school. The curricu lum gives attentio
- 56. The totalplan of curriculum opportunities in basic areas, school activities and special interest reflects careful planning with respect to all aims. Guidance of each individual helps provide him with a program which is well-balanced in terms of his needs and capacities.
- 57. The schoolorganization, schedule, and facilities help in giving appropriate attention to each aim. Classroom activities and schedules are arranged so as to provide a balanced program of varied learning activities.
- 58. 4. A goodcurriculum promotes continuity of experience. Provisions are made for the smooth transition and continuing achievement of pupils from one classroom, grade or school to another.
- 59. Curriculum plan inareas which extend over several years are developed vertically. Classroom practices give attention to the maturity and learning problems of each pupil.
- 60. Cooperative planning andteaching provide for exchange of information about pupil’s learning experiences.
- 61. 5.A good curriculumarranges learning opportunities flexibly for adaptation to particular situations and individuals. Curriculum guides encourage teachers to make their own plans for specific learning situations. Cooperative teaching and planning utilize many opportunities as they arise to share learning resources and special talents.
- 62. Time allotments andschedules are modified as need justifies. In accordance with their maturity, pupils participate in the planning of learning experiences. The selection of learning experiences reflects careful attention to the demands of the learning situation.
- 63. 6. A goodcurriculum utilizes the most effective learning experiences and resources available. Learning experiences are developed so that pupils see purpose, meaning and significance in each activity. Needed available resources are utilized at the time they are relevant and helpful.
- 64. Use of theright learning resource for each pupil is encouraged. Teachers discriminate wisely between activities which pupils carry on independently and those in which teacher-pupil interaction is desirable.
- 65. 7. A goodcurriculum makes maximum provision for the development of each learner. The program provides a wide range of opportunities for individuals of varying abilities, needs, and interests. Extensive arrangements are made for the educational diagnosis of individual learners.
- 66. Extensive arrangements aremade for the educational diagnosis of individual learners. Self-directed, independent study is encouraged wherever possible and advisable. Self-motivation and self-evaluation are stimulated and emphasized throughout the learning opportunities of the school.
- 67. The curriculum promotes individual development rather conformity to some hypothetical standard. The school attempts to follow up its former students both as a service to them and for evaluative data.
- 68. WHAT IS EVALUATION? Evaluationis the process of determining the value of something or the extent to which goals are being achieved.
- 69. EVALUATION • a processof making a decision or reading a conclusion. It involves decision-making about a student performance based on information obtained from an assessment process.
- 70. Assessment is theprocess of collecting information by reviewing the products of student work, interviewing, observing, or testing.
- 71. Evaluation is theprocess of using information that is collected through assessment. The ultimate purpose of any evaluation process that takes place in schools is to improve student learning.
- 72. EVALUATION • entails areasoning process ,that is based on influence.
- 73. • Inference isthe process of arriving at a logical conclusion from a body of evidence. It usually refers to the process of developing a conclusion on the basis of some phenomenon that is not experienced or observed directly by the person drawing the inference.
- 74. Evaluation • is thejudgment we make about the assessment of student learning based on established criteria. It involves a process of integrating assessment information from various sources and using this information to make inferences about how well students have achieved curriculum expectations.
- 75. Evaluation • involves placinga value on and determining the worth of student assessment. • usually made so that the progress can be communicated to students and parents. (www.cals_ncsu.edu)
- 76. Evaluation provides information- 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.
- 77. WHAT IS CURRICULUM EVALUATION? CurriculumEvaluation focuses on determining whether the curriculum as recorded in the master plan has been carried out in the classroom.
- 78. WHAT IS CURRICULUM EVALUATION? CurriculumEvaluation 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).
- 79. In evaluating acurriculum, the following key questions are usually asked: 1. Are the objectives being addressed? 2. Are the contents being presented in the recommended sequence?
- 80. 3. Are thestudents being involved in the suggested instructional experiences? 4. Are the students reacting to the contents?
- 81. FORMATIVE AND SUMMATIVE EVALUATION Summativeevaluation 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.
- 82. Formative evaluation takesplace 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).
- 83. 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.
- 84. Thank you forlistening! Reported by: Valino, Alyssa Denise A BSED 4