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Purpose of Curriculum Assessment
Curriculum Assessment is the process of collecting
information for use in evaluation.
Curriculum assessment may achieve the following purposes:
1. Highlight curriculum expectations
2. Gather information about what students know and can do.
3. Motivate students to learn better.
4. Motivate and encourage teachers to meet the identified needs
of students.
5. Provide evidence to tell how well the students have learned.
6. Obtain feedback that helps teachers, students and parents
make good decisions to guide instructions.
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There are certain indicators to
measure intended curriculum.
1. Are the objectives achievable within the learners’ developmental levels?
2. Can the objectives be accomplished within the time frame?
3. Are the resources adequate to accomplish the objectives?
4. Are the objectives specific and clear?
5. Are there ways of measuring the outcomes of the objectives?
6. Are the objectives observable?
7. Are the objectives doable?
8. Are the objectives relevant?
9. Are the objectives SMART?
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To assess the Implemented
Curriculum the following questions can be
addressed:
1. Are the learning activities congruent with the stated objectives?
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?
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6.Are there activities provided to address individual differences.
7. Do the activities motivate the learners to do more and harness their
potentials?
8. Do the activities provide maximum learning experiences?
9. Do the activities utilize multiple sensory abilities of the learners?
10.Do the activities address multiple intelligences of the learners?
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ACHIEVED CURRICULUM
Refers to the curriculum outcomes based on the first two types of
curriculum, the intended and the implemented. It is now
considered the product. It can be the learning outcomes, or a
material product itself, like a book, module or instructional
material.
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To measure achieved curriculum
the following questions should
be addressed:
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 knowledge, skills and attitudes and
skills intended to be developed?
4. How many percent of the learners in the same class perform higher that 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.
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The Basic Education Curriculum
(BEC) and the Three Types of Curriculum:
Intended, Implemented and Achieved
Question 1 What does the BEC aim to
accomplish?(Intended curriculum)
1. To raise the quality of Filipino learners
and graduates who will become lifelong
learners.
2. To decongest the curriculum in order
that the teachers and learners will be
able to contextualize it.
3. To use innovative, interdisciplinary and
integrative methods of instructional
delivery whenever possible and
appropriate.
4. To make values development integral
to all learning areas in high school.
5. To increase time for tasks in order to
gain mastery of competencies of the
basic tool subjects
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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.
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Question 2 How was the BEC implemented to accomplish
the goals?(Implemented curriculum)
1. The BEC decongested
the overcrowded the
old curriculum into five
learning areas,
namely, English
Mathematics, Science,
Filipino, and
Makabayan.
2. The teachers in basic
education were trained
to use innovative,
interdisciplinary,
thematic, and
integrative modes of
instructional delivery.
3. 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.
4. English, Science,
Mathematics and Filipino
are the basic tool subjects,
while Makabayan develops
healthy personal and
national self-identity.
5. Makabayan entails the
use of integrated units of
learning areas composed of
several subjects in the
elementary and in the
secondary levels.
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For the elementary level, Makabayan is composed of:
a) Araling Panlipunan or Social Studies
b) Edukasyong Pantahanan at Pangkabuhayan EPP
c) Musika, Sining at Edukasyong Pangkatawan MSEP
d) Good Manners and Right Conduct GMRC
For the high school, Makabayan is composed of:
a) Araling Panlipunan or Social Studies
b) Technology and Home Economics
c) Physical Education, Health, Music and Arts (PEHMA)
d) Edukasyon sa Pagpapahalaga (EP) or Values Education
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Question 3 What has the BEC achieved?(Achieved
curriculum)
● The National Educational
Testing and Research
Center(NETRC)
● The Bureau of Elementary
Education (BEE)
● The Bureau of Secondary
Education (BSE)
A continuous monitoring was done by the school
principals and supervisors in the schools, district and
divisions. This is referred to as school-based
monitoring, to allow curriculum managers to make
immediate adjustments and provide feedback to
the national offices.
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Among the initial achievements of the BEC as expressed by
teachers, parents and students informally are the following:
1. Increased interest and
motivation of students to
go to school.
2. Increased level of
performance in the tool
subject areas.
3. Change in teachers
paradigm from a
dispenser of knowledge to
facilitators of learning
4. Increased instructional
materials support for
teaching and learning
5. Increase in the in-
service training of
teachers
6. More opportunities of
learners to learn on their
own.
7. Use of varied teaching
strategies to complement
the learning styles of the
students.
8. More involvement of
other stakeholders in the
education of the children
9. More involvement of the
school principals in
decision making that
relate to curriculum
implementation.
10.Empowered teachers
and school officials.
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Criteria for Curriculum Assessment
Criteria- are a set of standards to be
followed in assessment. Specifically,
as they apply to criteria are set of
standards upon which the different
elements of the curriculum are being
tested. The criteria determine the
different levels of competencies or
proficiency of acceptable task
performance.
Goals and Objectives- are statements
of curricular expectations. Objectives
indicate clearly what the students will
learn. The items must reflect the tasks,
skills, content behavior and thought
processes that make up curricular
domains and must also match the
students’ needs.
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Goals and instructional objectives
- are formulated and specified for the following purposes:
1. To have focus on curriculum and
instruction which give direction to
where students need to go.
2. To meet requirements specified
in the policies and standards of
curriculum and instruction
3. To provide the students’ the
best possible education and
standards of curriculum and
instruction.
4. To monitor the progress of
students based on the goals set
5. To motivate students to learn
and the teachers to be able to feel
a sense of competence when goals
are attained.
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For goals and objectives to be formulated criteria on certain elements should be
included according to Howell and Nolet in 2000.
1. 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 circumstances should the students work in order to
master that behavior?
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Writing effective goals and objectives should also use the following
general criteria.
1. Syntactic correctness (Are the objectives
syntactically correct?)
2. Compliance with legal requirements (Do
the objectives comply with the legal
requirements of the course of subjects?)
3. The Stranger Test (Do the objectives pass
the stranger test?)
4. Both knowledge and behavior are
addressed (Do theobjectives address both
knowledge and behavior?)
5. The So-What test (Do they
pass the so-what test?)
6. Individualization (Are the
objectives aligned?)
7. Common Sense (Do they
make common sense?)
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Criteria for Assessment of Instruction
The Two Approaches to Instruction:
1. Supplantive Approach-
referred to as “direct” instruction.
The teachers attempts to
promote learning by providing
Explicit directions and
explanations regarding how to
do a tank. With this approach,
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.
2. Generative Approach-
referred to as “constructivist” or
“developmental”. The teacher
functions as a facilitator who
takes a less central role in a
learning process that is
studentdirected.
Generative
instruction 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.
With this approach,
information is presented
on a schedule
determined by students’
interests and goals.
Prerequisites for more
complex information are
expected to be learned as
a consequence of the
larger understanding
students would be guided
to construct.
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What are Curriculum Criteria?
Curriculum Criteria
-are guidelines on standard for curriculum decision-making.
The objectives of a curriculum or teaching plan are the most
important curriculum criteria, since they should be used in
selecting learning experiences and in evaluating learning
achievement.
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The criteria are stated 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?
2. Have teacher and
students engage 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
of 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 is
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
activities?
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According to Hass and Parkay (1993), individual differences, flexibility and systematic
planning are criteria that depend in part on knowledge of the different approaches to
learning. The criterion questions are as follows:
● Does the curriculum or teaching plan include alternative approaches and alternative
activities for learning?
● Have the different learning theories been considered in planning alternative learning
approaches and activities?
● 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 planning?
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What are the characteristics of a Good
curriculum?
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 long term 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 the
programs of the community
8. The curriculum has educational quality
9. The curriculum has administrative flexibility
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What marks a good curriculum?
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.
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What is evaluation?
Evaluation is the process of determining the value of something or the extent to which goals are
being achieved. It is a process of making a decision or reading a conclusion. It involves decision
making about student performance based on information obtained from an assessment process.
Assessment is the process of collecting information by reviewing
the products of student work, interviewing observing , or testing.
Evaluation is the process of using information that is collected
through assessment. It entails a reasoning process that is based
on influence.
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Inference is the 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.
Evaluation is a thoughtful
process. It is the judgment
we make
about the assessment of
student learning based on
established
criteria. It involves the
process of integrating
assessment
information form various
sources and using this
information to
make inferences and
judgments about how well
students have
achieved the curriculum
expectations.
Evaluation provides
information-
Directly to the learner
for guidance
Directly to the
teacher for
orientation of the next
instruction activities.
Directly to external
agencies for their
assessment of
schools functioning in
the light of national
purpose.
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What is curriculum evaluation?
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
specified objectives.
Curriculum evaluation focuses on determining whether the curriculum as recorded
in the master plan has been carried out in the classroom.
In evaluating a curriculum, the following key Questions are usually asked:
● Are the objectives being addressed?
● Are the contents presented in the recommended sequence?
● Are students being involved in the suggested instructional experiences?
● Are the students reacting to the contents?
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Formative and Summative Evaluation
Summative evaluation is evaluation that takes place at the end of a unit or section
of instruction.
Summative evaluation takes place at the end of the lesson or project and tells the
evaluator what has happened. It sum’s up the learning. It is the after-the-fact, like
end-of-the-year testing.
Formative evaluation takes place during the lesson or project and tells the evaluator
what is happening. It is on-going and yields information that can be used to modify
the program prior to termination.
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What are Assessment Strategies?
Assessment Strategies are structures through which student knowledge and
skills are assessed. These are:
1. Pencil-and-paper-strategy
2. Performance based strategy
3. Observational
4. Personal communication
5. Oral
6. Reflective
7. Combinations of strategies
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PAPER-AND-PENCIL STRATEGY
The Essay
A. Definition
The essay:
• Is a writing sample used to assess student understanding
and or how well students can analyze and synthesize
information;
• Is a pencil-and-paper assessment where a student constructs a response to a question, topic
or brief statement
• Provides the student with opportunity to communicate his/her reasoning in a written response.
B. Purpose
The essay is used to:
• Assess the student’s ability to communicate idea in writing;
• Measure understanding and mastery of complex information.
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PAPER-AND-PENCIL STRATEGY
C. Characteristics
The essay:
● Measures a student’s ability
● Assesses knowledge, reasoning, organization and communication skills;
● Directly measures the performance specified by the expectations;
● Includes a scoring plan which specifies attributes for a quality answer and indicates the
value associated with each of the attributes;
● Affords the student a chance to construct his/her own answer, demonstrating creativity
and/or originality.
D. Teacher’s Role
The teacher:
● Uses professional judgment to develop the problem, question, or statement and the scoring
of the final product.
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PAPER-AND-PENCIL STRATEGY
E. Considerations
The essay:
● is used to assess separately the student’s ability to communicate ideas, write proficiently
and comprehend context;
● Is less time-consuming to construct compared to objective item testing, but can require
considerable time to evaluate;
● Is not an effective means of assessing more than one or two reasoning skills at any one time.
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The Select Response
A. Definition
The select response:
● Is a paper-and-pencil assessment in which the student is to identify the one correct answer
● Is a commonly used procedure for gathering formal evidence about student learning,
specifically in memory, recall and comprehension
B. Purpose
The select response is used to:
● Test student learning of subject/content knowledge (facts, concepts, principles or
generalizations, or procedures);
● Assess prerequisites knowledge
C. Characteristics
The select response:
● Can be administered to large numbers of students at the same time;
● Can be scored very quickly;
● Is stated in clear, simple language.
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The Select Response
D. Teacher’s Role
The teacher:
● Identifies the format
● Selects the content to be covered;
● Designs the questions.
E. Considerations
The select response:
● Is always influenced by the student’s ability to read and understand the items;
● Can utilize computer and optical scanning technology to save time and effort with item
development, item storage and retrieval, test printing and optical scan scoring;
● Can make it more difficult to determine how the student arrived at an answer with true/false
and multiple choice.
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THE PERFORMANCE-BASED STRATEGY
The Performance Task
A. Definition
The performance task:
• Is an assessment which requires students to demonstrate a skill or proficiency by asking them to
create, produce, or perform;
• May be an observation of a student or group of students performing a specific task to
demonstrate skills and/or
knowledge through open ended, “hands-on” activities.
B. Purpose
The performance task is used to:
• Provide an efficient means of assessment where the
skill cannot be demonstrated with a pencil-and-paper
test;
• Enable learners to demonstrate abilities, skills, attitudes and behaviors
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THE PERFORMANCE-BASED STRATEGY
• Provide information about a learner’s ability to
organize, draw on prior knowledge and experience,
improvise, choose from a range of strategies, represent
learning and make decisions to complete a task
• Test skills in the affective, cognition, psychomotor, and perceptual domains.
C. Characteristics
The performance task:
• can be diagnostic, formative or summative assessment;
• uses ongoing feedback;
• allows most learners to participate successfully in varying degrees;
• provides opportunities for learners to work individually, as well as in small groups;
• focuses on the process as well as the product;
• provides contexts that have relevance to the students;
• provides most realistic assessment of job-related competencies;
• includes tasks such as painting, speeches, musical presentations, research papers, investigations,
athletic performance and etc.
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THE PERFORMANCE-BASED STRATEGY
D. Teacher’s Role
The teacher:
• observes a student or group of students performing a specific task;
• shares with the student the responsibility of developing and organizing the performance task, and
setting assessment criteria;
• assigns a level of proficiency based on the performance.
E. Considerations
The performance task:
• provides an excellent way to assess reasoning skills
• must have clearly defined criteria for the assessment
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The Exhibition/Demonstration
A. Definition
The Exhibition/Demonstration:
• Is a performance in which student demonstrates individual
achievement through application of specific skills and
knowledge
• Is used to assess progress in tasks that require students to be actively engaged in an activity
B. Purpose
The Exhibition/Demonstration is used to:
• Allow students to show achievement of a skill or knowledge
by requiring the student to demonstrate that skill or
knowledge in use.
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THE OBSERVATIONAL STRATEGY
A. Definition
Observation:
• Is a process of systematically viewing and recording student
behavior for the purpose of making programming decisions;
permeates the
Entire teaching process by assisting the
teacher in making the decisions require in effective
teaching.
B. Purpose
Observation:
• Provides systematic, ongoing information about students in
relation to areas of strength and weaknesses, preferred
learning styles, unique interests, learning needs, skills,
attitudes, behavior and performance related expectations.
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The Conference
A. Definition
The conference:
• Is a formal or informal meeting between/among the teacher
and student and/or parent;
• Has a clear focus on learning for discussion
B. Purpose
The conference is used to:
• Exchange information or share ideas between among the
individuals at the conference
• Explore the student’s thinking and to suggest next steps;
• Assess the student’s level of understanding of a particular
concept or procedure;
• Enable a student to move ahead more successfully on a particular piece of work;
• Review, clarify, and extend what the student has already
completed
• Help students internalize criteria for good work
PERSONAL COMMUNICATIONS STRATEGY
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The Interview
A. Definition
The interview:
• Is a form of conversation in which all parties increase their knowledge and understanding
B. Purpose
The interview is used to:
• Focus on inquiry where the purpose of the meeting is based
on investigation
• Explore students’ thinking
• Assess the student’s level of understanding of a particular
concept or procedure;
• Gather information, obtain clarification, determine positions
and probe for motivations
• Help determine students’ understanding of qualities of good work.
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ORAL STRATEGY
The Questions and Answers
A. Definition
Questions:
• are posed by the teacher to determine if students
understand what is being/has been presented or to extend thinking, generate ideas or problem-
solve
Answers:
• Provide opportunities for oral assessment when the student respond to a question by speaking
rather than by writing
B. Purpose
The questions and answers are used to:
• Provide mechanism which monitors a students’
understanding while assessing student progress
• Gather information about a students learning needs.
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The Classroom Presentation
A. Definition
The classroom
presentation:
• Is an assessment which
requires students to
verbalize their
knowledge, select and
present samples of
finished work and
organize thoughts, in
order to present a
summary of learning
about a topic.
B. Purpose
The classroom
presentation is used to:
• Provide summative
assessment upon
completion of a project
or an essay;
• Assess students when it
is inappropriate or difficult
to test a
student’s understanding
or knowledge with paper-
and-pencil test.
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THE REFLECTIVE STRATEGY
Self-Assessment
A. Definition
Self-Assessment:
• Is the process of gathering information and reflecting on one’s own learning;
• Is the student’s own assessment of personal progress in knowledge, skills, processes or attitudes;
• Leads a student to a greater awareness and understanding of himself or herself as a learner.
B. Purpose
Self-assessment is used to:
• Assist students to take more responsibility and ownership of their learning;
• Provide insights and information that enable students to make decisions about their learning and
to set personal learning goals.
• Use assessment as a means of learning
• Focus on both the process and products of learning;
• Help students critique their own work;
• Help students internalize the characteristics/criteria of quality student work.
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COMBINATION OF STRATEGY
The Portfolio
A. Definition
The Portfolio:
• Is the purposeful collection of samples of a student’s work that is selective, reflective, and collaborative;
• Demonstrates the range and depth of a students’ achievement, knowledge, and skills over time and across variety
of contexts;
• Has student involvement in selection of portfolio materials as part of the process;
• Is a visual presentation of a students’ accomplishments,
capabilities, strengths, weaknesses, and progress over a specified time
B. Purpose
The portfolio is used to:
• Document typical student work and progress;
• Provide a comprehensive view of the students’ progress,
• Reflect growth and progress but may serve different
purposes during the year;
• Provide a focus for student reflection on their own learning.
• Build a student’s sense of responsibility for his/her own
learning
• Build a student’s confidence in her/his abilities as a learner;
• Promote an ongoing process where students demonstrate, assess and revise in order to improve and produce
quality work.
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The Anecdotal Record
A. Definition
The anecdotal record:
• Is a short narrative describing both a behavior and the context in which the behavior occurred;
• Should objectively report specific and observed behaviors;
• Describes student performance in detail and in writing
B. Purpose
The anecdotal record is used to:
• Provide an ongoing record of written observations of student
progress;
• To record objectively, significant observations that are not part of a formal assessment which
might otherwise be forgotten or remembered incorrectly;
• Record observations of unanticipated performances, behaviors, incidents, or events.
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The Checklist:
A. Definition
The checklist:
• Is a list of actions or descriptions that a rater checks off as the particular behavior or expectation
is observed;
• Is a written list of performance criteria which is used to assess student performance through
observation, or may be used to assess written work;
• Is a list of skills, concepts, behaviors, processes, and/or attitudes that might, or should, occur in a
given situation.
B. Purpose
The checklist is used to:
• Record whether a specific skill or behavior was “evident” or
“not evident”.
• Record the presence or absence of specific behaviors in given situations.
• Record a performance that can should be shown to students to help them see where
improvement is needed.
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The Rating Scale
A. Definition
The rating scale:
• Is a simple tool for assessing performance on a several-point scale
ranging from low to high. It may have as few as 3 points, or as many as
10 points;
• Assesses the extent to which specific facts, skills, attitudes, and/or
behaviors are observed in a student’s work or performance.
• Is based on a set of criteria which allows the teacher to judge
performance, product, attitude, and/or behavior along a
continuum.
• Is used to judge the quality of a performance.
B. Purpose
The rating scale is used
to:
• Provide detailed
diagnostic information on
a student’s
performance, product,
attitude, behavior in
reference to prestated
criteria.
• Record the frequency or
even the degree to which
a student
exhibits a characteristic;
• Record the range of
student achievement in
relation to
specific behaviors;
• Describe performance
along a continuum.
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The Rubrics
A. Definition
The rubric:
• Is a series of statements describing a range of levels of achievement of a process, product, or a
performance.
• Contains brief, written descriptions of the different levels of student performance.
• Defines desired expectations with specific performances outlined for each level;
• Is descriptive rating scale which requires the rater to choose among the different levels;
• Uses criteria and associated descriptions to assess the actual performance.
B. Purpose
The rubric is used to:
• Summarize both student performance and product against pre-stated criteria
• Make scoring of student performance more precise than using a list of items;
• Provide a clear description of what “quality” work looks like.
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The Learning Log
A. Definition
The learning log:
• Is an ongoing record by the student of what he/she does while working on a particular task or
assignment
• Makes visible what a student is thinking and/or doing through frequent recordings over time.
B. Purpose
The learning log is used to:
• Show student progress and growth over time;
• Provide the student with the opportunities to gather and
interpret information, to ask questions, and to make
connections.
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Non-Test Monitoring and Assessment
1. Oral and written reports
2. Teacher and
observation
3. Journal
4. Portfolio of student’s
work
5. Slates or hand signals
6. Games
7. Projects
8. Debates
9. Checklist
10.Cartooning
11.Models
12.Notes
13.Daily assignments
14.Anecdotal record
15.Panel
16.Learning centers
17.Demonstration
18.Problem solving
19.Discussions
20.Organize note sheets
and study guides
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Curriculum and Instruction
A curriculum according to Howell and Evans (1995) and Sands, et. al (1995)
is a structured set of learning outcomes or tasks that educators usually call
goals and objectives.
Curriculum is the “what” of teaching. Howell and Evans (1995) says that
knowledge of the
curriculum is for successful assessment, evaluation, decision making and
teaching.
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Significance brings the content to the degree to which it contributes the basic ideas, concepts,
principles and generalizations and to the development of particular learning abilities, skills,
processes and attitudes
Validity refers to the degree to the degree of authenticity of the content selected and to the
congruence of the content in the light of the objectives selected.
Interest is the degree to which the content either caters or fosters particular interests in the
students.
Learnability is the appropriateness of the content in the light of the particular students who are to
experience the curriculum.
Feasibility refers to the question, “Can the selected content be taught in the time allowed,
considering the resources, staff and particular community?
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The other aspect of the curriculum described here are the objectives.
The objectives provide cue to what content should be included. Curriculum objectives guide the
learning outcomes to be achieved as well as the activities to accomplish these objectives.
Each objectives provides a condition, a performance and an extent of performance.
Objectives should meet the criteria of SMART.
Both the objectives and the contents are inputs to what it is defined as the curriculum.
Instruction is the actual engagement of the learners of the planned learning activities. It is the
implementation of the curriculum plan.
Meaningful instruction can be achieved through the different learning experiences provided.
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Curriculum and Assessment
Curriculum is also related to assessment. Assessment is the process of collecting
information which describes student achievement in relation to curriculum
expectations.
Level 4- student has demonstrated all the required knowledge
and skills and achievement has exceeded the standard set.
Level 3- student has demonstrated most of the required
knowledge and skills and achievement exceeded the standard set.
Level 2- student has demonstrated some of the required
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Instruction and Assessment
Instruction refers to the various ways of teaching, teaching styles, approaches,
techniques and steps in delivering the curriculum. It is a complex activity that
requires teachers to use a variety of action to accomplish a variety of functions.
These factors may include the following:
1. Learner
2. Teacher
3. Learning environment
4. Subject matter
5. Method of teaching and learning
6. Measurement
