Chapter 3: Implementing the Curriculum

Curriculum Implementationmeans putting into practice the written curriculum that has been
designed in syllabi, course of study, curricular guides, and subjects. It is a process wherein the
learners acquire the planned or intended knowledge, skills and attitudes that are aimed at
enabling the same learners to function effectively in society. (SADC MoE Africa, 2000)

Ornstein and Hunkins in 1998 defined curriculum implementation as the interaction between
the curriculum that has been written and planned and the persons (teachers) who are in charge to
deliver it. To them curriculum development implies the following:

Shift from what is current to a new or enhanced curriculum

Change in knowledge, actions, attitudes of the persons involved.
Change in behavior using new strategies and resources.
Change which requires efforts hence goals should be achievable

Loucks and Lieberman (1983) define curriculum implementation as the trying out of a new
practice and what it looks like when actually used in a school system. It simply means that
implementation should bring the desired change and improvement.

In the classroom context, curriculum implementation means teaching what has been
written in the lesson plan. Implementing means using the plan as a guide to engage with the
learners in the teacher-learning process with the end in view that learning has occurred and
learning outcomes have been achieved. It involves the different strategies with the support
instructional materials to go with the strategy.

In a large scale, curriculum implementation means putting the curriculum into operation
with the different implementing agents. Curriculum takes place in a class, a school, a district, a
division, or the whole educational system. In higher education, curriculum implementation
happens for the course, a degree program, the institution, or the whole higher education system.
It requires time, money, personal interaction, personal contacts and support.

CURRICULUM IMPLEMENTATION AS A CHANGE PROCESS

Kurt Levins Force Field Theory and Curriculum Change

Kurt Levin (1951), the father of social psychology explains the process of change. The
model can be used to explain curriculum change and implementation.

In the education landscape, there are always two forces that oppose each other. These are
the driving force and the restraining force. When these two forces are equal, the state is
equilibrium, or balance. There will be a status quo, hence there will be no change. The situation
or condition will stay the same. However, when the driving force overpowers the restraining
force, then change will occur. If the opposite happens that is when the restraining force is
stronger than the driving force, change is prevented. This is the idea of Kurt Levin in his Force
Field Theory.

According to Levin, change will be better if the restraining forces shall be decreased,
rather than increasing the driving force.

Categories of Curriculum Change

McNeil in 1990 categorized curriculum change as follows:

1. Substitution -- the current curriculum will be replaced or substituted by a new one.

Sometimes, we call this a complete overhaul. Example, changing an old book to entirely
new one, not merely a revision.

2. Alteration In alteration, there is a minor change to the current or existing curriculum.

For example, instead of using a graphing paper for mathematics teaching, this can be
altered by using a graphing calculator.

3. Restructuring Building a new structure would mean major change or modification in

the school system, degree program or educational system. Using an integrated curriculum
for the whole school for K to 12 requires the primary and secondary levels to work as a
team.

4. Perturbation These are changes that are disruptive, but teachers have to adjust to them
within a fairly short time. For example, if the principal changes the time schedule because
there is a need to catch up with the national testing time or the dean, the teacher has to
shorten schedule to accommodate unplanned extra-curricular activities.
5. Value Orientation To McNeil, this is a type of curriculum change. Perhaps this
classification will respond to shift in the emphasis that the teacher provides which are not
within the mission or vision of the school or vice versa. For example, when new teachers
who are recruited in religious schools give emphasis on academics and forget the
formation of values or faith, they need a curriculum value orientation. Likewise, all
teachers in the public schools, undergo teacher induction program which is a special
curriculum for newly hired teachers.

Regardless of the kind of change in curriculum and implementation, the process of change may
contain three important elements. As a process, curriculum implementation should be
developmental, participatory and supportive.
 It should be developmental in the sense that it should develop multiple perspectives,
increase integration and make learning autonomous, create a climate of openness and trust, and
appreciate and affirm strengths of the teacher.

There are simple stages in the developmental change process for the teachers. First, is
orientation and preparation. The initial use is very mechanical or routinary. However, as the
skills are honed and mastery of the routine is established, refinement follows.

Participatory. For curriculum implementation to succeed, it should be participatory,

specially because other stakeholders like peers, school leaders, parents and curriculum specialists
are necessary.

Supportive. Curriculum implementation is required in the process of change. Material

support like supplies, equipment and conductive learning environment like classrooms and
laboratory should be made available. Likewise, human support is very much needed.

Time is an important commodity for a successful change process.

LESSON 2: Implementing a Curriculum Daily in the Classroom

A teaching activity is like implementing a miniscule curriculum. A daily lesson is based

on a planned or written curriculum, which will be put to action by the teacher in the classroom.
Before the lesson ends the teacher must find out if the students have truly learned. Let us see
how this process will be shown.

Starting the Class Right: Laying Down the Curriculum Plan

Main parts of a lesson plan:

(1) Objectives or Intended Learning Outcomes

(2) Subject Matter

(3) Procedure or Strategies of Teaching

(4) Assessment of Learning Outcomes

(5) Assignment or Agreement

Blooms Taxonomy (1956) Revised Blooms Taxonomy by Anderson

(2001)
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Revised Blooms Taxonomy: A Quick Look

There are three major changes in the revised taxonomy: These are:

(a) Changing the names in the six categories from nouns to verbs.

(b) Rearranging these categories

(c) Establishing the levels of the knowledge level in the original version.

Categories Example Key Words

Remembering. Recall or retrieve previous Defines, describes, identifies, labels, lists,

learned information outlines, selects, states

Understanding. Comprehend meaning, Comprehends, explains, distinguishes,

translation, state problem in own words, estimates, gives examples, interprets, predicts,
making meaning. rewrites, summarizes

Applying. Use concept in new situation, Applies, changes, computes, operates,

applies what has been learned in new situation constructs, modifies, uses, manipulates,
prepares, shows, solves

Evaluating. Make judgments about the value Appraises, compares, criticizes, defends,
of ideas or materials. describes, discriminates, evaluates, interprets,
justifies, summarizes

Creating. Build a structure or pattern from Composes, compiles, designs, generates,

various elements. Put parts together to create a modifies, organizes, rearranges, reorganizes,
whole, to make new meaning and structure. revises, rewrites, summarizes, creates.

Levels of Knowledge

1.) Factual Knowledge -- ideas, specific data or information

2.) Conceptual Knowledge words or ideas known by common features, multiple examples
which may either be concrete or abstract. Concepts are facts that interrelate with each other to
function together.

3.) Procedural Knowledge how things work, step-by-step actions, methods of inquiry.

4.) Metacognitive Knowledge knowledge of cognition in general, awareness of knowledge of

ones own cognition, thinking about thinking.
Intended Learning Outcomes should be written in SMART way. Specific, Measurable,
Attainable, Result Oriented and Time Bound.

Subject Matter or Content. (SM) comes from a body of knowledge (facts, concepts,
procedure and metacognition) that will be learned through the guidance of the teacher.
Subject matter is the WHAT in teaching. In a plan, this is followed by the references.

Procedure or Methods and Strategies. This is the crux of curriculum implementation.

How a teacher will put life to the intended outcomes and the subject matter to be used
depends on this component.

There are many ways of teaching for the different kinds of learners. (Corpuz and
Salandanan, 2013) enumerated the following approaches and methods, which may be useful
for the different kinds of learners. Some are time tested methods, while others are non-
conventional constructivist methods.

1.) Direct Demonstration Methods: Guided Exploratory/ Discovery Approach, Inquiry

Method, Problem-based Learning (PBL), Project Method.

2.) Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells, Think-Pair-
Share

3.) Deductive or Inductive Approaches: Project Method, Inquiry-Based Learning.

4.) Other Approaches: Blended learning, Reflective Teaching, Integrated Learning,

Outcomes-Based Approach.

Technology offers various tools of learning and these range from non-projected and
projected media from which the teacher can choose, depending on what he sees fit with the
intended instructional setting.

Factors in Technology Selection

In deciding on which technology to use from a wide range of media available, the factors
on which to base selection are:

1. Practicality. Is the equipment (hardware) or already prepared lesson material (software)

available? If not, what would be the cost in acquiring the equipment or producing the lesson
in audial or visual form?
 2. Appropriateness in relation to the learners. Is the medium suitable to the learners
ability to comprehend? Will the medium be a source of plain amusement or entertainment,
but not learning?

3. Activity/Suitability. Will the chosen media fit the set instructional event, resulting in
either information, motivation, or psychomotor display?

4. Objective-matching. Overall, does the medium help in achieving the learning

objective(s)?

The Role of Technology in Curriculum

3 Current Trends that could carry on to the nature of education in the future.

Paradigm shift from teacher-centered to student-centered approach

Broadening realization that education is not simply a delivery of facts and
information, but an educative process of cultivating the cognitive, affective,
psychomotor, and much more the contemplate
The increase in the use of new information and communication technology or ICT.

Role of Educational Technology in delivering the school curriculums instructional

program:

Upgrading the quality of teaching-and-learning in schools

Increasing the capability of the teacher to effectively inculcate learning, and
for students to gain mastery of lessons and courses
Broadening the delivery of education outside schools through non-traditional
approaches to formal and informal learning, such as Open Universities and
lifelong learning to adult learners.
Revolutionizing the use of technology to boost educational paradigm shifts
that give importance to student-centered and holistic learning

Stakeholders in Curriculum Implementation

Stakeholders are individuals or institutions that are interested in the curriculum.

Curriculum Stakeholders

1. Learners are at the core of the curriculum

- the old view that students are mere recipients of the curriculum, is now changing. Learners hae
more dynamic participation from the planning, designing, implementing and evaluating.
However, the degree of their involvement is dependent on their maturity.
Why do curricularists place a lot of premium on the students? It is because, the learners make the
curriculum alive. A written curriculum that does not consider the students, will have little chance
to succeed.

2. Teachers are curricularists.

Teachers are stakeholders who plan, design, teach, implement and evaluate the
curriculum. No doubt, the most important person in curriculum implementation is the teacher.
Teachers influence upon learners cannot be measured. Better teachers foster better learning. But
teachers need to continue with their professional development to contribute to the success of
curriculum implementation. Teachers should have full knowledge of the program philosophy,
content and components of curriculum and ways of teaching.

A teacher designs, enriches and modifies the curriculum to suit the learners
characteristics. As curriculum developers, teachers are part of textbook committees, teacher
selection, school evaluation committee or textbooks and module writers themselves.

When a curriculum has already been written the teachers role is to implement like a
technician, however, teachers are reflective persons. They put their hearts into what they do.
They are very mindful and in the center of everything they do, is the learner.

Some of the roles that the teachers do in curriculum implementation are:

guiding, facilating and directing the activities of the learners;

choosing the activities and the methods to be utilized;
choosing the materials that are necessary for the activity;
evaluating the whole implementation process,
and making a decision whether to continue, modify or terminate the curriculum

All these roles are very crucial to achieve success in the implementation. Unsuccessful
implementation may even lead to educational failure.

Truly, the teacher has a great stake in the curriculum. Curriculum planning, designing and
implementing are in the hands of a good teacher. In the educational setting, it is clear that the
teacher has a very significant role in curriculum development.

3.) School leaders are curriculum managers

Principals and school heads, too, have important roles in curriculum implementation
process in schools. They should understand fully the need for change and the
implementation process. They should be ready to assist the teachers and the students in the
implementation. Communication line should be open to all concerned should the should the
school leaders lead in curriculum teamwork.
 Convincing the parents on the merits of the new curriculum is the job of the school heads.
They should be committed to change and should employ strategies to meet the needs of the
teachers, and learners like buildings, books, library, and other needed resources.

4. Parents

Parents are significant school partners. Besides the students, teachers and school
administrators, play an important role in curriculum implementation. When children bring
home a homework from school, some parents are unable to help. Schools need to listen to
parents concerns about school curriculum like textbooks, school activities, grading systems
and others. Schools have one way of engaging parents cooperation through Brigada
Eskwela In this event, parents will be able to know the situation.

How do parents help shape the curriculum in schools? Here are some observations.

The school composed of parents who are positively involved in school activities have
better achievement than schools with uninvolved parents. Disciplinary problems are
minimal, and students are highly motivated. When parents take interest in their
childs learning, they become closer to the school.

The home is the extended school environment. In lifelong learning, the achieved
learning in schools are transferred at home. Thus, the home becomes the laboratory
of learning. Parents see to it that what children learn in school are practised at home.
They follow up lessons, they make available materials for learning and they give
permission for the participation of their children.

In most schools, parent associations are organized. This is being encouraged in

School Based Management. In some cases, this organization also includes teachers to
expand the school learning community. Many school projects and activities are
supported by this organization. This is considered as the best practice in most
performing schools.

5. Community as the Curriculum Resources and a Learning Environment

It takes the whole village to educate the child goes the statement of former First Lady
Hillary Clinton. What do you think of this statement?

Yes, it is true that the school is in the community; hence the community is the extended
school ground, a learning environment. All the barangay leaders, the elders, others citizens and
residents of the community have a stake in the curriculum. It is the bigger school community that
becomes the venue of learning. The rich natural and human resources of the community can
assist in educating the children. The community is the reflection of the schools influence and the
school is a reflection of the community support.
6. Other Stakeholders in Curriculum Implementation and Development

Some stakeholders may not have direct influence on the school curriculum. These are
agencies and organizations that are involved in the planning, design, implementation and
evaluation of the school curriculum.

a.) Government Agencies (DepEd, TESDA, CHED; Professional Regulation Commission [PRC]
and Civil Service Commission [CSC]; Local Government Units [LGU]

b.) Non-Government Agencies (Gawad Kalinga [GK]; Synergia; Metrobank Foundation

A school curriculum whether big or small is influenced by many stakeholders. Each one
has a contribution and influence in what should replace, modify and substitute the current
curriculum. Each one has a significant mark in specific development and change process of
curriculum development.
Chapter 4: Evaluating the Curriculum

Curriculum evaluation is a component of curriculum development that responds to public

accountability. It looks into educational reforms or innovations that happen in the teachers
classrooms, the school, district, division or the whole educational system as well. It is
establishing the merit and worth of a curriculum. Merit refers to the value and worth of the
curriculum. Test results will only be used as one of the pieces of evidence of evaluation. For in
the end, the purpose of evaluation is to improve and not to prove.

Curriculum evaluation is a new idea for many teachers, not knowing that everyday, the
teacher is involved in several components of evaluation. There are two ways of looking at
curriculum evaluation:

1.) Curriculum Program Evaluation may focus on the overall aspects of a curriculum or the
curriculum itself. More often, it refers to a big curriculum program. Examples of these
programs that may undergo a curriculum program evaluation are the K to 12 Curriculum, the
Mother Tongue Curriculum, the Process Approach in Mathematics Curriculum, the
Outcomes-Based Curriculum in Teacher Education, or Experiential Teacher Education.

2.) Curriculum Program Component Evaluation. A curriculum component may include

separate evaluation of (a) achieved learning outcomes (b) curriculum process [teaching-
learning methods/strategies] (c) instructional materials [i.e. books, modules, models]

Curriculum Evaluation is both a process and a tool. As a process it follows a procedure

based on models and frameworks. As a tool, it will help teachers and program implementers
to judge the worth and merit of the program and innovation or curricular change. For both
process and a tool, the results of evaluation will be the basis to IMPROVE curriculum.

PERSONS DEFINITION

Ornstein, A. & Curriculum evaluation is a process done in order to gather data

Hunkins F. (1998) that enables one to decide whether to accept, change, eliminate
the whole curriculum of a textbook.

McNeil, J. (1977) Evaluation answers two questions: (1) Do planned learning

opportunities, programmes, courses and activities as developed
and organized actually produce desired results? (2) How can a
curriculum best be improved.

Gay, L. (1985) Evaluation is to identify the weaknesses and strengths as well

as problems encountered in the implementation, to improve the
curriculum development process. It is to determine the
effectiveness of and the returns on allocated finance.
 Oliva, P. (1988) It is a process of delineating, obtaining and providing useful
information for judging alternatives for purposes of modifying,
or eliminating the curriculum.

Reasons for Curriculum Evaluation

Why is there a need to evaluate a curriculum? The curriculum processes presented by

Tyler, Taba and others at the end of the line of cycle undergo an evaluation. All of them
agree that planning, designing and implementing are less useful unless there is evaluation.
Here are some of the specific reasons.

Curriculum evaluation identifies the strengths and weaknesses of an existing

curriculum that will be the basis of the intended plan, design or implementation. This
is referred to as the needs assessment.
When evaluation is done in the middle of the curriculum development, it will tell if
the designed or implemented curriculum can produce or is producing the desired
results. This is related to monitoring.
Based on some standards, curriculum evaluation will guide whether the results have
equaled or exceeded the standards, thus can be labelled as success. This is sometimes
called terminal assessment.
Curriculum evaluation provides information necessary for teachers, school
managers, curriculum specialist for policy recommendations that will enhance
achieved learning outcomes. This is the basis of decision making.

In curriculum evaluation, important processes were evolved such as (a) needs assessment, (b)
monitoring, (c) terminal assessment, and (d) decision making

Curriculum Evaluation Models

Curriculum models by Ralph Tyler and Hilda Taba end with evaluation. Evaluation is a
big idea that collectively tells about the value or worth of something that was done.

How can a merit or worth of an aspect of a curriculum be determined? Curriculum

specialists have proposed an array of models which are useful for classroom teachers and
practitioners. Let us look at some of these:

1.) Bradley Effectiveness Model

In 1985, L. H. Bradley wrote a hand book on Curriculum Leadership and Development.

This book provides indicators that can help measure the effectiveness of a developed or written
curriculum. For purposes of the classroom teachers, some of the statements were simplified.
 Bradleys Effectiveness Model for Curriculum Development Indicators

Vertical Does the curriculum reflect the format (i.e. K to 12, OBE,
Curriculum Inquiry, etc.) that enables teachers quickly access what is being
Continuity taught in the grade/year levels below or above the current level?
(Example: If you are looking at Science 5, below means Science
4 and above means, Science 6)

Horizontal Does the curriculum provide content and objectives that are
Curriculum common to all classes of the same grade level?
Continuity (Example: All English 101 for all 1st year college students)

Instruction Are lesson plans/syllabi/ course design derived from the

Based on curriculum and strategies? Are material used correlated with the
Curriculum content, objectives and activities?

Broad Is there evidence of involvement of the different curriculum

Involvement stakeholders in the planning, designing and implementation and
review of the curriculum

Long Range Is review cycle followed within the period of planning and
Planning implementation of the curriculum

Positive Human Did the initial thoughts about the curriculum come from
Relations teachers, principals, curriculum leaders and stakeholders?

Theory-Into Is there clarity of vision, mission, graduation outcomes, program

Practice philosophy, learning outcomes in the curriculum?

Planned Change Are there tangible evidence to show that the internal and external
publics accept the developed program?

2. Tyler Objectives Centered Model

Ralph Tyler in 1950 proposed a curriculum evaluates model which until now
continues to influence many curriculum assessment processes. His monograph was entitled Basic
Principles of Curriculum Instruction.

Curriculum Elements Evaluation Process

1. Objective/Intended 1. Predetermined intended

Learning Outcomes learning outcomes or
objectives
2. Situation or Context
3. Evaluation
Instruments/Tools
4. Utilization Tool
2. Identify the
situation/context that gives
opportunity to develop
behavior or achieve
objectives
3. Select, modify and
construct evaluation
instruments or tools. Check
its objectivity, reliability and
validity
4. Utilize the tools to obtain
results
5. Compare the results
obtained from several
instruments before and after
to determine the change.

5. Analysis of Results 5. Analyze the results

obtained to determine
strength and weaknesses.
Identify possible explanation
about the reasons for the
particular pattern

6. Utilization of Results 6. Use the results to make

the necessary modification

3. Daniel Stufflebeams Context, Input, Process Product Model (CIPP)

The CIPP Model of Curriculum Evaluation was a product of the Phi Delta Kappa
cmmitte chaired by Daniel Stufflebeam. The model made emphasis on that the result of the
evaluation should provide data for decision making. There are four stages of program operation.
Thse include: (1) CONTEXT EVALUATION, (2) INPUT EVALUATION, (3) PROCESS
EVALUATION and (4) PRODUCT EVALUATION. However, any evaluator can only take any
of the fur stages as the focus of the evaluation.

Context Evaluation- assesses needs and problems in the context for decision makers to
determine the goals and objectives of the program/curriculum.
Input Evaluation- assesses the alternative means based on the inputs of for the
achievement of objectives to help decision makers to choose options for optimal means.
Process Evaluation- monitors the process both to ensure that the means are actually being
implemented and make necessary modifications.
Product Evaluation- compares actual ends with intended ends and leads to a series of
recycling decisions.
 For all the four stages, the six steps are suggested.

Stages of the CIPP Model Steps Taken in All the Stages

1. Context Evaluation

Step 1: Identify the kind of decision to be made.

2. Input Evaluation
3. Process Evaluation
Step 2: Identify the kinds of data t make decision.
Step 3: Collect the data needed.
Step 4: Establish the criteria to determine quality of data.
Step 5: Analyze data based on the criteria.
Step 6: Organize needed information needed for decision
makers.

4. Product Evaluation

4. Stake Responsive Model. Responsive model is or oriented more directly to program activities
than program intent or purposes.

Robert Stake (1975) recommends to the curriculum evaluator the following steps.

The curriculum evaluator follows the steps below.

Step 1 Meet with stakeholders to identify their perspectives and intentions regarding
curriculum evaluation.
Step 2 Draws from Step 1 documents to determine the scope of the evaluation.
Step 3 Observes the curriculum closely to identify the unintended sense of
implementation and any deviations from announced intents
Step 4 Identifies the stated real purposes of the program and the various audiences.
Step 5 Identifies the problems of the curriculum evaluation at hand and identifies an
evaluation design with needed data.
Step 6 Select the means needed to collect data or information.
Step 7 Implements the data collection procedure
Step 8 Organizes the information into themes.
Step 9 Decides with the stakeholders the most appropriate formats for the report.

5. Scriven Consumer Oriented Evaluation. Michael Scriven, in 1967 introduced this

evaluation among many others when education products flooded the market. Consumers of
educational products which are needed to support an implemented curriculum often use
consumer-oriented evaluation. These products ar used in school which requires a purchasing
decision. These products include textbooks, modules, educational technology like softwares and
other instructional materials. Even teachers and schools themselves nowadays write and produce
these materials for their own purposes.
Consumer-oriented evaluation uses criteria and checklist a a tool for either formative and
summative evaluation purposes. The use of criteria was prposed by Scriven for adoption by
educational evaluators

Steps in Conducting a Curriculum Evaluation

Steps What to Consider

Curriculum Program Sponsors,
1. Identifying primary audiences Managers and Administrators,
School Heads, Participants (Teachers
and Students) Content Specialist;
other stakeholders

2. Identifying critical issues/problems Outcomes (expected, desired,

intended) Process (Implementation)
Resources (Inputs)

3. Identifying data source People (teachers, students, parents,

curriculum developers) Existing
documents, Available records;
Evaluation Studies.

4. Identifying techniques for collecting data Standardized Test, Informal Tests;

Samples of Students Work;
Interviews; Participant
Observations, Checklist, Anecdotal
Records.

5. Identifying established standards and Standards previously set by agency

criteria (DepEd, CHED, Professional
Organization)

6. Identifying techniques in data analysis Content Analysis, Process Analysis,

Statistic Comparison, Evaluation
Processes

7. Preparing evaluation report Written; Oral; Progress; Final;

Summary; Descriptive, Graphic,
Evaluative and Judgmental; List of
Recommendation

8. Preparing modes of display Case studies; Test Scores Summary;

Testimonies; Multimedia
presentation; Product Display
(exhibits); Technical Report
Curriculum Evaluation Through Learning Assessment

The assessment of learning is an evaluation process that tells whether the intended learning
outcomes through the teaching-learning process, have been converted into achieved learning
outcomes.

1. Achieved Learning Outcomes

Achieved learning outcome is defined in outcomes-based education as a product of

what have been intended the beginning of the learning process. Indicators of the learning
outcomes which are accomplished are also achieved learning outcomes. Standards and
competencies are used as the indicators and measures of these outcomes.

Our country has established the Philippine Qualification Framework (PQF) as a

standard which will be aligned to the ASEAN Reference Qualification Framework (ARQF) for
the comparability of the learning outcomes at the different levels of educational ladder. The PQF
is shown in the diagram below.

The Philippine Educational System is divided into eight levels. In each level, the
learners are expected to achieve specific standards and competencies of the learning outcomes.
The eight levels of complexity of learning outcomes are based on three domains:

Knowledge, Skills and Values

Application
Responsibilitydegree of independence

KPUP Knowledge, Process, Understanding, PerformanceLevels of Learning Outcomes.

-- Knowledge, Process, Understanding, Performance reflect different learning outcomes that are
arranged in hierarchy or complexity. Knowledge being the basic level of learning outcomes and
Performance being the advanced level of learning outcomes

Learning Description of Learning Outcomes

Level 1 Knowledge factual knowledge, conceptual

knowledge, procedural knowledge,
metacognition

Level 2 Processskills that the students use based on

facts and information for making meaning and
understanding.

Level 3 Understanding big ideas or concepts

Level 4 PRODUCT/PERFORMANCEWhat
products (material, tangible) or performance
(oral, visual, written) as evidence of learning?
i.e. portfolio, painting, drama, research
projects, etc.)

Assessment Tools for Each Level of Learning Outcomes

Types of Tests to Measure Knowledge, Process and Understanding

1. Objective Test Tests that require only one and one correct answer. It is difficult to
construct but easy to check.

A. Pencil and Paper Test

a.1. Simple Recall (e.g. Fill in the blanks; Enumeration; Identification; Simple Recall)
b.1. Alternative Response (True or False; Yes or No)
c.1. Multiple Choice
d.1. Matching Type (Perfect Matching Type; Imperfect Matching Type)

2. Subjective Test Learning outcomes which indicate learners ability to originate, and
express ideas is difficult to test through objective type test. Hence in subjective type test,
answers through reflections, insights, and opinion can be given through essay.
A. Essay
(1) Restricted Response Item This is like an expanded form of short answer type
objective test.
(b) Extended Response ItemThe student is generally free to select any factual
information that can help in organizing the response.

Type of Essay Test Item Examples of Complex Learning Outcomes that can be
measured

Restricted Response Essay Items Ability to:

Explain cause-effect relationships
Describe application of principles
Formulate valid conclusion
Enumerate and explain
Explain methods and procedure

Extended Response Essay Item Ability to:

Organize ideas
Integrate learning
Design an experiment
 Evaluate the worth of ideas

PERFORMANCE ASSESSMENT TOOLS

1. Checklist is a tool that consists of a list of qualities that are expected to be observed as
present or absent. The presence is to be marked (checked) and the absence is marked. X

2. Rating Scale - is a tool that uses a scale in a number line as a basis to estimate the numerical
value of a performance or product

3. Rubrics for Portfolio is a compilation of the experiences as authentic learning outcomes

presented with evidence and reflections.

LEVELS OF ASSESSMENT FOR THE LEVELS OF LEARNING OUTCOMES

Knowledge Level 1
Process or Skills Level 2
Understanding -- Level 3
Products or Performance Level 4

PLACING VALUE TO THE ASSESSMENT RESULTS FROM KPUP

Beginning 74 and below

Developing 75-79
Approaching Proficiency 80-84
Proficient 85-89
Advanced 90 above

PLANNING, IMPLEMENTING AND EVALUATING; UNDERSTANDING THE

CONNECTIONS

Does curriculum development end with evaluation? Yes, according to some models
presented by Hilda Taba and Ralph Tyler. However, since curriculum development is a
continuous process, it can also be viewd like a PIEPlanning, Implementing and Evaluating
(PIE) is a cyclical process which means that after evaluating, the process of planning starts again.

Planning, Implementing and Assessing are three processes in curriculum development

that are taken separately but are connected to each other.

Planning is an initial process in curriculum development. It includes determining the needs

through an assessment.
Needs would include those of the learners, the teachers, the community, and the society as these
relate to curriculum

Intended outcomes should be smartspecific, measurable, attainable, with result, and within
the frame of time. Intended outcomes should be doable, achievable and desired.

A curriculum planner can also be a curriculum implementer. In fact, a curriculum planner who
implements the curriculum must have a full grasp of what is to be done.

Curriculum evaluation as a big idea may follow evaluation models which can be used for
programs and projects .