CRITERIA FOR

CURRICULUM
ASSESSMENT
Criteria
• A set of 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.
Criteria
• will determine the different
levels of competencies or
proficiency of acceptable
task performance.
CRITERIA FOR GOALS AND
OBJECTIVES
Goals and Objectives
• are statements of
curricular expectations.
• are sets of learning
outcomes specifically
designed for students.
Objectives
• indicate clearly what the
students will learn after
instruction has taken
place.
Goals and 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 the requirements
specified in the policies and
standards of curriculum
instruction.
3. To provide the students
the best possible
education and describe
the students level of
performance
4. To monitor the progress
of students based on the
goals set.
5. To motivate the students
to learn and the teachers to
be able to feel a sense of
competence when goals are
attained.
CRITERIA FOR GOALS AND
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?
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
circumstance should the students
work in order to master that
behavior?
Writing effective goals and
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
2. Do the objectives 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.
3. Do the objectives 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.
4. Are the objectives 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.
5. Do they make 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.
CRITERIA FOR ASSESSMENT
OF INSTRUCTIONS

Instruction refers to the

implementation of the
objectives. It is concerned with
the methodologies and
strategies of teaching.
The two approaches to
instruction:
1. Supplantive Approach-
referred to as “direct”
instruction (Adams &
Englemann,1996).
2.Generative Approach-
referred to as “constructivist”
or “developmental.”
Supplantive Approach
• The teacher attempts to promote
learning by providing explicit
directions and explanations
regarding how to do a task.
• The teacher assumes primary
responsibility for linking new
information with the students’
prior knowledge and ultimately
whatever the students learn.
Supplantive 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.
Generative Approach
• The teacher functions as a
facilitator who takes a less central
role in a learning process that is
student-directed (Ensminger &
Dangel, 1992).
Generative Approach
• The teacher provides opportunities
for the students to make own
linkages to prior knowledge and to
devise her own strategies for work.
Generative Approach
• It 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.
• Information is presented on a
schedule determined by students’
interests and goals.
WHAT ARE CURRICULUM
CRITERIA?
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.
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
engaged 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 or 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
his 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 and
activities?
WHAT ARE CHARACTERISTICS
OF A 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.
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 other program of
the community.
8. The curriculum has educational
quality.
9. The curriculum has
administrative flexibility.
WHAT ARE MARKS OF A GOOD
CURRICULUM?
Some marks of a good curriculum
which may be used as criteria for
evaluation purposes given by J.
Galen Saylor:
1. A good curriculum 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.
2. A good curriculum reflects
adequately the aims of the school.
 The faculty has defined
comprehensive educational aims.
 Each curriculum opportunity is
planned with reference to one or
more aims.
 In planning curriculum
opportunities from year to year
and in each area, teachers
consider the total scope of aims.
3. A good curriculum maintains
balance among all aims of the
school.
 The total plan of curriculum
opportunities in basic areas, school
activities and special interest
reflects careful planning with
respect to all aims.
 The school organization, 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.
4. A good curriculum promotes
continuity of experience.
Provisions are made for the smooth
transition and continuing
achievement of pupils from one
classroom, grade or school to
another.
5.A good curriculum arranges
learning opportunities flexibly for
adaptation to particular situations
and individuals.
Curriculum guides encourage
teachers to make their own plans
for specific learning situations.
6. A good curriculum 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.
7. A good curriculum 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.
WHAT IS EVALUATION?

Evaluation is the process of

determining the value of something
or the extent to which goals are
being achieved.
EVALUATION
• a process of making a decision or
reading a conclusion. It involves
decision-making about a 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. The ultimate
purpose of any evaluation process
that takes place in schools is to
improve student learning.
• 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 the judgment 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.
Evaluation
• involves placing a 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)
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.
WHAT IS
CURRICULUM EVALUATION?
Curriculum Evaluation focuses on
determining whether the
curriculum as recorded in the
master plan has been carried out
in the classroom.
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 specific objectives (Glass
and Worthem, 1997).
In evaluating a curriculum, the
following key questions are usually
asked:
1. Are the objectives being
addressed?
2. Are the contents being presented
in the recommended sequence?
3. Are the students being involved in
the suggested instructional
experiences?
4. Are the students reacting to the
contents?
FORMATIVE AND SUMMATIVE
EVALUATION
Summative evaluation 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.
Formative evaluation takes place
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).
 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.
Thank you for
listening!
Reported by:
Josephine
Salomon-
Felizarta