Module 4: Lesson 1 Assessing the Curriculum

Lesson 1:
Intended vs. Implemented vs. Achieved Curriculum
Report by : Jujie S. Atilano & Saima Nuruddin

Objectives:
1. To understand the meaning and purposes of
curriculum assessment.
2. To focus on the continues process of
assessment
☞ The intended Curriculum
☞ The implemented Curriculum
☞ The achieved Curriculum

Curriculum Assessment
 process of collecting information for use
in evaluation.
 an important part of the systems
approach to curriculum development.

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.

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

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.

Indicators to measure intended curriculum
 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?

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

To assess the implemented curriculum the
following questions can be addressed:
1. Are the learning activities congruent with
the stated objective?
2. Are the materials and methods
appropriate for the objectives set?
3. Does the teacher have the skill to
implement the activities or use the
strategy?
4. Does the teacher utilize the various ways
of doing to complement the learning styles
of the students?
5. Are there alternative activities for the
learners to do to accomplish the same
objectives?

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

3. Achieved Curriculum
 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.

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

Curriculum
Achieved
Fig. 5 – The Relationship of the 3 types of Curriculum

Howcan we compare and contrast:
a. Intended curriculum
(written)
b. Implemented curriculum
(taught)
c. Achieved curriculum
(learned / attained)

 First, to compare the written
(intended) curriculum to the taught
(implemented) curriculum, we may
use curriculum mapping.

CurriculumMapping
 is a technique that is very
useful. Essentially, a curriculum
map is created by the teacher
of the subject by recording
what he/she is actually doing in
the classroom at various
points throughout the day.

 A second analysis is
BACKWARD MAPPING.
 That is, analysing items on a
culminating test to determine
the actual achieved
curriculum.

Question 1 - What does the BEC aim
to accomplish? (Intended Curriculum)
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
 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
The curriculum objectives are
expressed in terms of
competencies: knowledge, skills,
values and attitudes which the
learners will develop or acquire.
These objectives or competencies
determine the content which
focuses on learning how to learn.

Question 2 - How was the BEC implemented to
accomplish the goals? (Implemented Curriculum)
To accomplish the goals, the following activities or
actions were done or are being implemented in the
different basic education schools of the country.
 The BEC decongest the overcrowded old
curriculum into five learning areas, namely,
English, Mathematics, Science, 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.
 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 self-identity.
Makabayan entails the use of
integrated units of learning areas
composed of several subjects in the
elementary and in the secondary
levels.

For The Elementary Level, Makabayan Is Composed
Of;
a. Araling Panlipunan or Social Studies (Sibika at
Kultura for Grades 1 and 2 and Heograpiya,
Kasaysayan, at Sibika (HeKaSi) for Grades 4, 5, and
6)
b. Edukasyon Pantahanan at Pangkabuhayan (EPP)
for Grade 5 and 6
c. Musika, Sining at Edukasyong Pangkatawan
(MSEP) for Grades 4 to 6 while for Grades 1-3,
MSEP is integrated in Sibika at Kultura.
d. Good Manners and Right Conduct (GMRC) is
integrated in all learning areas.

For the High School, the components of Makabayan
learning area are as follows:
a. Araling Panlipunan (AP) or Social Studies is
composed of Philippine History and Government, 1st
Year; Asian Studies, 2nd Year; World History, 3rd
Year and Economics, 4th Year.
b. Technology and Home Economics
c. Physical Education, Health, Music and Arts (PEHMA)
d. Edukasyon sa Pagpapahalaga (EP) or Values
Education
6. The school year 2002-2003 was declared as the pilot
year in the public school. Private basic education
schools were encouraged to join in the implementation
of the BEC the later years.

Question 3 - What has the BEC achieved?
(Achieved Curriculum)
 The National Educational Testing and
Research Center (NETRC), the Bureau of
Elementary Education (BEE), and the
Bureau of Secondary Education (BSE)
were tasked to do the evaluation of the
BEC.
 This is referred to as a school-based
monitoring to allow curriculum managers to
make immediate adjustments and provide
feedback to the national offices.

Although, no formal report has been perused,
among the initial achievements of the BEC as
expressed by teachers, parents and students
informally are the following:
 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

Module 4: Lesson 1 Assessing the Curriculum

Question:
1. What are the 3 types of Curriculum
Assessment with at least 2 example
question to measures the Curriculum
Assessment.
a.________________________ (3pts.)
☞
☞
b.________________________ (3pts.)
☞
☞
c.________________________ (3pts.)
☞
☞
A Total of : 15
15

Module 4: Lesson 1 Assessing the Curriculum

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Module 4: Lesson 1 Assessing the Curriculum