CHAPTER 4

EVALUATING THE CURRICULUM

Module 5: Curriculum Evaluation and the Teacher

Module Overview
This module is all about curriculum evaluation in the context of its definition and the role of the
teacher as an evaluator. It will present ways to evaluate the curriculum as written, planned, or
implemented. It will reference popular curriculum models currently used in educational programs
here and abroad.
Curriculum evaluation is a component of curriculum development that responds to public
accountability. It looks into educational reforms on innovations that happen in the teacher's
classrooms, the school, district, division, or the whole educational system. It is establishing the
merit and worth of a curriculum. Merit refers to the value and worth of the curriculum. The test
result will only be used as one of the evidence of evaluation. In the end, the purpose of the
evaluation is to improve and not to prove.
Curriculum evaluations are premised on the alignment of planned, written, and implemented
curricula. It is an attempt to answer two big questions
1. As written and implemented, planned courses, programs, and activities produce desired
outcomes?
2. How can these school curricula be improved?

Lesson 1: What, Why, and How to Evaluate a Curriculum

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

1. Curriculum Program Evaluation may focus on the overall aspects of 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
Integrated Science Program, the Teacher Education Program, the Mother Tongue
Curriculum, the Process Approach in Mathematics Curriculum, the Outcomes-Based
Curriculum in Teacher Education, or Experiential Teacher Education Program are some
of the big curriculum programs.
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: A Process and a Tool
Do you have a clear understanding of what curriculum evaluation is all about? Is it
synonymous with the assessment of learning? Analysis of the various definitions reveals that
evaluation is both a process and a tool. It follows a procedure based on models and frameworks to
get to the desired results. As a tool, it will help teachers and program implementers to judge the worth
and the merit of the program and innovation or curricular change. For both process and a tool, the
evaluation results will be the basis to IMPROVE curriculum.
Let us look at how curricularists define curriculum evaluation. Read what each of them says.

Persons Definition
Ornstein & Curriculum evaluation is a process done to gather data that
Hunskin (1998) enables one to decide whether to accept, change, or eliminate
the whole textbook curriculum.
Evaluation answers two questions 1. Do planned learning
McNeil (1977) opportunities, programs, courses, and activities as developed
and organized produce desired results? 2. How can a curriculum
best be improved?
The evaluation identifies the weaknesses, strengths, and
Gay (1985) problems encountered in the implementation to improve the
curriculum development process. It is to determine the
effectiveness of and the returns on allocated finance.
It is a process of delineating, obtaining, and providing useful
Oliva (1988) information for judging alternatives to modify or eliminate the
curriculum.

Reason 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 or cycle undergo an evaluation. They all agree that planning,
designing, and implementing are less useful unless evaluated. 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. It is referred to as
the needs assessment.

 When the evaluation is done in the middle of the curriculum development, it will tell if the
designed or implemented curriculum can produce the desired results. It is related to
monitoring.

 Based on some standards, curriculum evaluation will guide whether the results have
equaled or exceeded the standards, thus can be labeled as success. It is sometimes
called terminal assessment.

 Curriculum evaluation provides information necessary for teachers, schools, managers,

curriculum specialists for policy recommendations that will enhance achieved learning
outcomes. It 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 done.
How can the 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. wrote a handbook on Curriculum Leadership and Development. This book

provides indicators that can help measure the effectiveness of a developed or written
curriculum. For the classroom teachers, some of the statements were simplified.

First, you have to identify what curriculum you will evaluate. Example: Elementary
Science Curriculum, Teacher Education Curriculum, Student Teaching Curriculum, Field Study
Curriculum. Then find out if the curriculum you are evaluating answers Yes or No. Answering
Yes to all the questions means a good curriculum, as described by Bradley.

Bradley Effectiveness Model for Curriculum Development Indicators

Indicators Descriptive Questions Yes or No
 Does the curriculum reflect the format (i.e., K to
12, OBE, Inquiry) that enables teachers to
Vertical quickly access what is taught in the grade/year
Curriculum levels below or above the current level?
Continuity (Example: If you are looking at Science 5, below
means Science 4 and above means Science 6)

Horizontal  Does the curriculum provide content and

Curriculum objectives common to all classes of the same
Continuity grade level? (Example: All English 101 for all 1st-
year college students)
Instruction  Are lesson plans/ syllabi/ course design derived
Based on from the curriculum and strategies? Are materials
Curriculum used correlated with the content, objectives, and
activities?
 Is there evidence of involvement of the different
Broad curriculum stakeholders in the planning,
involvement designing and implementing, and reviewing of
the curriculum?
Long Range  Is the review cycle followed within the planning
Planning and implementation of the curriculum?
Positive  Did the initial thoughts about the curriculum
Human come from teachers, principals, curriculum
Resource leaders, and other stakeholders?
Theory-Into  Is there clarity of vision, mission, graduation
Practice outcomes, program philosophy, learning
outcomes in the curriculum?
Planned  Is there tangible evidence to show that the
Change internal and external publics accept the
developed program?
If any of the indicators is answered with a "No," actions should be made to make it Yes.

2. Tyler Objectives Centered Model

Ralph Tyler, in 1950 proposed a curriculum evaluation model, which continues to

influence many curriculum assessment processes. His monograph was entitled Basic Principle
of Curriculum and Instruction.
 Using Tyler's model, curriculum components and processes are identified in curriculum
evaluation.

Curriculum Elements Evaluation Process Action Taken:

Yes or No
Objectives/Intended 1. Pre-determine intended learning
Learning Outcomes outcomes or objectives.

2. Identify the situation/context that allows

Situation or Context developing behavior or achieving
objectives.
3. Select, modify and construct evaluation
Evaluation instruments or tools. Check its objectivity,
Instruments/Tools reliability, and validity.
4. Utilize the tools to obtain results.
Utilization of Tool Compare the results obtained from
several instruments before and after to
determine the change.
5. Analyze the results obtained to determine
strengths and weaknesses. Identify
Analysis of Results possible explanations about the reasons
for the particular pattern.
Utilization of 6. Use the results to make the necessary
Results modifications.

Using all the steps to evaluate the curriculum and obtaining all YES answers would mean the
curriculum has PASSED the standards. Tyler's model of evaluating the curriculum is relatively easy to
understand, which many teachers can follow.

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

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

 Context Evaluation- assess the needs and problems in the context for decision-makers
to determine the goals and objectives of the program/curriculum.

 Input Evaluation- assess the alternative mean based on the inputs for achieving
objectives to help decision-makers choose options for optimal means.

 Process Evaluation- monitors the processes to ensure that the means are being
implemented and make necessary modifications.

 Product evaluation- compares actual ends with intended ends and leads to a series of
recycling decisions.

For all 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

Step 2: identify the kinds of data to make that decision.

2. Input Evaluation
Step 3: Collect the data needed.

3. Process Evaluation Step 4: Establish the criteria to determine the quality of

data.

Step 5: Analyze data based on the criteria.

4. Product Evaluation Step 6: Organize needed information needed for decision-

makers.

4. Stake Responsive Model- Responsive model is oriented more directly to program activities
than program intents. The evaluation focuses more on the activities rather than intent or
purposes.

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

The curriculum evaluator follows the steps below.

Step 1 Meets 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 Observe 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 Selects 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 stakeholders the most appropriate formats for the report.

5. Scriven Consumer-Oriented Evaluation – MichealScriven, in 1967, introduced this

evaluation among many others when education products flooded the market. Consumers of
educational products needed to support an implemented curriculum often use consumer-
oriented evaluation. These products are used in schools which require a purchasing decision.
The products include textbooks, modules, educational technology like software, and other
instructional materials. Even teachers and schools nowadays write and produce these
materials for their purposes.
 The consumer-oriented evaluation uses criteria and a checklist as a tool for either
formative or summative evaluation purposes. Scriven proposed the use of criteria and
checklists for adoption by educational evaluators.
An example of an Instructional Material Review Form by Marvin Patterson of Florida
State University is adapted for better understanding.

Preliminary Information Recommendation

Title: ________Retain for further review

Author(s)
________Reject (Comments)
Publisher:

Copyright date:

Material Evaluator:

Use the following codes to rate the material.

+ means yes or good quality - means no or poor quality

o means all right but not good quality NA means not applicable

+ o - NA
yes all right no not
Criteria or but not or applicable
no so good poor

1. Content covers a significant portion of the

course competencies.
2. Contents are up-to-date.
3. Reading level is appropriate for most students
who will use the material.
4. Intended learning outcomes competencies are
stated.
5. Formative and summative assessments are
included.
6. Activities are varied to meet the needs of
students.
7. The teacher's guide is included with
management suggestions.
8. Materials are presented in a logical order.
9. Learning outcomes, competencies, and/ or
tasks.
10. Degree of the match between learning activities
and intended learning outcomes.
11. Quality of test items and degree of math with
intended learning outcomes.
12. Quality of direction on how students will process
through the materials.
13. Quality of drawings, photographs, and other
 materials.
14. The overall design of the learning activities for
individual instruction.
15. Quality of management procedures for teachers
(TGs)
16. Optional (List course map competencies
covered by the instructional material)

Using the checklist of instructional material review or evaluation may help any curricularist
decide which textbook, modules, or instructional support material will be used, revised, modified, or
rejected.

A Simple Way of Curriculum Evaluation Process

For a very simple and practical curriculum evaluation, responding to the following questions
will provide evaluation data for curriculum decisions. Just ask the following questions, and any NO
Answer to an Item will indicate a need for a serious curriculum evaluation process.
1. Does the curriculum emphasize learning outcomes?
2. Does the implemented curriculum require fewer demands?
3. Can this curriculum be applied to any particular level? (kindergarten, elementary, secondary,
tertiary levels)
4. Can the curriculum aspects be assessed as (a) written, (b) taught, (c) supported, (d) tested,
and (e) learned?
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide for qualitative methods of assessment?
9. Can the curriculum provide the data needed for decision-making?
10. Are the findings of evaluation available to stakeholders?

In summary, whatever curriculum evaluation models are to be used, ASCD, 1983 suggest the
following steps.

Steps in Conducting a Curriculum Evaluation

Steps What to Consider
1. Identifying primary audiences  Curriculum Program Sponsors, Managers,
Administrator, 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 sources  People (teachers, students, parents, curriculum
developers) Existing documents; Available
 records; Evaluation Studies.
4. Identifying techniques for collecting  Standardized Test, Informal tests; Samples of
data. Students Work; Interviews; Participant
Observations, Checklist, Anecdotal records,
5. Identifying established standards  Standards previously set by the agency
and criteria (DepEd, CHED, Professional Organization,
6. Identifying techniques in data  Content Analysis, Process Analysis, Statistics,
analysis Comparison, Evaluation Process
7. Preparing evaluation report  Written; Oral; Progress; Final; Summary;
Descriptive, Graphic, Evaluative and
Judgemental; List of Recommendations
8. Preparing modes of display  Case studies; Test Scores Summary,
Testimonies; Multimedia representation;
Product Display (exhibits); Technical Report

The steps are easy to follow. Begin thinking of how curriculum evaluators will proceed in
finding out if there is a need to modify, enhance or continue with the implementation of the curriculum.
After all, the main purpose of the evaluation is to improve the existing condition to benefit the
students.

Lesson 2: Curriculum Evaluation Through Learning Assessment

We have gone a long way in understanding, interpreting, and applying the concept of
curriculum development. We will continue to understand that curriculum can be evaluated right in the
teacher's classroom. Finding out if the planned, written, and implemented curriculum functions as
intended in the assessment of learning is crucial.
How does a teacher know that the students have learned from what has been taught? Many
educational practitioners agree that the measure of one's teaching is indicated by what the children
have learned. The teacher cannot claim that he/she has taught if the students have not learned
anything.
1. Achieved Learning Outcomes
Achieved learning outcomes are defined in outcomes-based education as a product
of what has been intended at the beginning of the learning process. Indicators of the
learning outcomes which are complicated are called achieve 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 aligned to the ASEAN Reference Qualification Framework (ARQF) for the
comparability of the learning outcomes at the different levels of the educational ladder. The
PQF is shown below: Source: Department of Education.
 The Philippine Educational System is divided into eight levels. The learners are
expected to achieve specific standards and competencies of the learning outcomes at each
level. The eight levels of complexity of learning outcomes are based on three domains.
 Knowledge, Skills, and Values
 Application
 Responsibility- degree of independence

After finishing Grade 11, the learner must have achieved Level 1 of the learning outcomes;
Grade 12, the level of complexity of learning outcomes achieved, is labeled Level 2. Using the three-
domain, these are described in the matrix below. (Source: Department of Education)

Level 1 (Grade 11) Level 2 (Grade 12)

Domains Competencies Competencies

-Possess foundational knowledge -Possess functional knowledge

across learning areas with core across a range of learning areas
competencies in communication, and technical skills in chosen career
scientific, critical, and creative tracks with advanced competencies
Knowledge, Skills thinking, and use of technologies. in communication, scientific, critical,
and Values and creative thinking, and use of
-Have an understanding of right technologies.
and wrong, one's history and
cultural heritage, and deep -Have an understanding of right and
respect for self, others, and their wrong, one's history and cultural
culture and environment. heritage, and deep respect for self,
others and their culture, and the
environment.

Application -Apply foundational knowledge, -Apply functional knowledge,

skills, and values in academic technical skills, and values in
and real-life situations through academic and real-life situations
sound reasoning, informed through sound reasoning, informed
decision-making, and the decision-making, and the judicious
judicious use of resources. use of resources.
 Degree of -Apply skills in limited situations -Apply skills in varied situations with
Independence with close supervision. minimal supervision

While for the degree programs for tertiary education issued by the Commission on Higher
Education (CHED). There are three competency domains for the baccalaureate, master's, and
doctorate degrees.

Baccalaureate Master’s Doctorate Degree

Domains Degree Degree Competencies
Competencies Competencies PQF 8
PQF 6 PQF 7

Knowledge, Skills, Broad and coherent Broad, deep, Generates new

Values knowledge in the field specific knowledge knowledge skills
of discipline in the field of with established
discipline values in the
discipline

Application Apply in professional Apply in Apply in

work. professional work professional work
and research. and research as a
leader or initiator.

Degree of Independent or in Independent Highly independent,

Independence teams leads and initiates.

As mentioned earlier, the PQF is the Philippine Framework comparable to the ten member
countries of the ASEAN. These countries are Malaysia, Indonesia, Brunei Darussalam, Philippines.
Singapore, Thailand, Cambodia, Myanmar, Lao PDR, and Vietnam. Each country's national
framework shall be referenced to the ASEA N Reference Qualification Framework (ARQF). ARQF is
a tool or device that enables comparisons of qualifications across ASEAN member states. It
addresses education and training that promote lifelong learning. (Coles, M, and Bateman, A.
Undated).
Knowledge, Process, Understanding, Performance (KPUP)- Levels of Learning Outcomes
Knowledge, Process, Understanding, Performance reflect different learning outcomes
arranged in a hierarchy of complexity. Knowledge is the basic level of learning outcomes, and
Performance is the advanced learning outcomes.
Let us look at how these learning outcomes are calibrated. Later on, we will find examples of
how each level is assessed.

Learning Description of Learning Outcomes Guide Questions for Teachers

1. What do you want your
students to know about
Level 1 KNOWLEDGE – factual knowledge; conceptual facts, concepts,
knowledge, procedural knowledge, procedures, and multiple
metacognition thinking? i.e., parts of the
 body; the sky is blue,
how to dissect a frog;
describing a typhoon
from different views.
2. What do you want your
PROCESS – skills that the student uses based student to do with what
Level 2 on facts and information to make meaning and they know? i.e., identify
understand. the parts of the frog's
body after dissecting it.
3. What do you want
students to understand?
Level 3 UNDERSTANDING- big ideas or concepts i.e., How do the elements
of weather interact to
produce climate change?
4. Can you place in a
portfolio all the evidence
to show your learning
outcome?
PRODUCTIVE/PERFORMANCE- what
Level 4 products (material, tangible) or performance 5. Can you create a one-act
(oral, visual, written) as evidence of learning? play showing the
i.e., portfolio, paintings, drama, research, principles of
projects) dramatization?

6. Present a research
report on the
conservation of
indigenous plants.

Assessment Tool for Each Level of Learning Outcomes

Knowledge, Process, Understanding (KPU) Learning Outcomes

Knowledge, process, and understanding are learning outcomes. Students who can show that
they have gained knowledge can apply such knowledge and have achieved several meanings on the
particular knowledge have achieved the learning outcomes.

Types of Tests to Measure Knowledge, Process, and Understanding

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

1.1. Pencil and Paper Test – as the name suggests, the test is written on paper and
requires a pencil to write. However, in modern times, a pencil-and-paper test can also
be translated to an electronic version, making the test “ paperless. “
 1.0.1 Simple Recall – This is the most common tool to measure knowledge. There are
varieties of Simple Recall Tests to include.
 Fill in the Blanks

 Enumeration

 Identification

 Simple Recall
1.1.2 Alternative Response Test - This is the type of pencil and paper test where two options
or choices are provided. The items can be stated in a question or a statement form. Examples
of this are:
 True or False- Example: The Philippine population has reached one million.

 Yes or No- Example: Has the Philippines population reached one million?
1.1.3. Multiple Choice Test- This is the most versatile type because it can measure a variety of
learning outcomes. It consists of a problem and a list of suggested solutions. The incomplete
statement or direct question is called the STEM. The list of suggested solutions in words,
numbers, symbols, or phrases is ALTERNATIVES, OPTIONS, or CHOICES. There should be
three to five options for each item. The correct alternative is the ANSWER, while the remaining
options or choices are DISTRACTERS, DISTRACTORS, or DECOYS. Some multiple choices
items are presented with STIMULUS MATERIAL.
 Correct answer type – Other alternatives are wrong, and only one is the correct answer.
It can be constructed in either direct question or completion of the sentence.
Examples:

Direct Question:

What is NOT a member of the ASEAN 2015 Economic Community?

A. Vietnam B. Korea
C. Malaysia D. Philippines
Incomplete Sentence:

A country in Southeast asia which is not a member of the ASEAN 2015 economic
community is
A. Vietnam B. Korea
C. Malaysia D. Philippines

 Best answer Type- All the alternatives are correct, but only one is the best.

Direct Question:
What do progressive educators consider the most important factor in the teaching-learning
process?
A. Teacher B. Learner
C. Books D. Principal
1.1.4 Matching Type Test – The most common matching type test comprises two parallel columns,
the first Column (A) as the Premise that presents the problem and the second Column (B) that
provides the Answer. There are many modified matching types as well.
Matching type test is useful in measuring factual information and relationships between two
things, ideas, or concepts. It reduces guessing to the minimum as compared to the alternative
response test. Some of the relationships that can be matched are found in the matrix below:

Relationships That Can Be Used in Matching Type Tests

Persons Achievements
Dates Historical Events
Terms Definitions
Principles Illustrations
Parts Functions
Machines Uses
Diseases Causes

1.2.4.1. Perfect Matching Type- The number of premises is less than the number of responses in
Column B. The response can only be used once.
Example:
In Column A are popular descriptions of Presidents during their term of office. Match then with the
names of Philippines Presidents in Column B.

Column A (Premise) Column B (Responses)

1. Ramon Magsaysay A. Man of the M
2. Carlos P. Garcia B. People Power President
3. Corazon Aquino C. Filipino First Policy
D. Champions of First Land Reform Law

1.2.4.2. Imperfect Matching Type- The number of premises in Column A is not equal to the number
of the responses in Column B or the other way around. The responses or the Premise can be used
more than once.
Example:

In Column A are names of well-known curriculum evaluators. Match them with the evaluation models
they have been identified within Column B. You can use the letter once or more than once.

Column A (Premise) Column B (Responses)

1. Consumer Oriented Model A. Michael Scriven

2. Responsive Model B. Daniel Stufflebeam
3. CIIP Model C. Robert Stake
 4. Goal Free Model D. Ralph Tyler
5. Phi Delta Kappa Model

1.2 Subjective Test- Learning outcomes which indicate a learner's ability to originate and express
ideas is difficult to test through objective type test. Hence in subjective type tests, answers through
reflections, insights, and opinions can be easy.
1.2.1. Essay test items allow students freedom of response. Students are free to select, relate
and present ideas in their own words. The type of answers would reflect the extent of the
learner's knowledge of the subject matter ability to use higher thinking skills and express ideas
accurately, creatively, and appropriately.
1.2.1.1 Restricted Response Item- This is like an expanded short answer type objective test.
There is a limit on the content, scope, and the form of student response. It is most useful in
measuring learning outcomes that require the interpretation and application of data in a
specific area.
Examples:
1. What are the main body parts of a plant? Describe each part.
2. Why is the barometer one of the most useful instruments to forecast the weather?
Explain in one paragraph.

1.2.1.2 Extended Response Item- The student is generally free to select any factual
information that can help organize the response. The contents of an extended essay will
depend on the test takers' analysis, synthesis, evaluation, and other higher-order thinking
skills.
Examples:
1. Evaluate the significance of the result of the national referendum of Scotland to the
global peace condition.
2. What can you say about NATO's position on ISIS?
3. Comment on the term “new normal” that refers to the environmental condition and
climate change.

Types of Essay that Measures Complex Learning Outcomes

Type of Essay Test Item Example of Complex Learning Outcomes that can
be Measured
Ability to:
 Explain cause-effect relationships
Restricted response Essay Items  Describe the application of principles
 Formulate valid conclusion
 Enumerate and explain
 Explain methods and procedure
Ability to:
 Organize ideas
Extended Responses Essay Items  Integrate learning
 Design an experiment
 Evaluate the worth of ideas

Assessment Tools to Measure Authentic Learning Performance and Products (KPUP)

Level IV of the learning outcomes in KPUP can be assessed through Performance or Product.
These learning outcomes can best be done through the use of authentic evaluation. Authentic
 evaluation is a test that measures real-life tasks, performance, and actual products. The most
common authentic assessments are the performance assessment and a portfolio.
Performance Assessment Tools
1. A 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 and the absence is marked X.
Example: Checklist on the use of a microscope (10 points)
Instruction: Observe the student in a laboratory activity using a microscope. Check () the items
you have seen, which were done appropriately, and mark (X) items that were not appropriately
done.
_____ 1. Wipes the slide with lens paper.
_____ 2. Places drop or two of culture on the slide.
_____ 3. Adds few drops of water
_____ 4. Places slide on the stage
_____ 5. Turns to low power lens
_____ 6. Looks through the eyepiece with one eye
_____ 7. Adjusts mirror
_____ 8. Turn high power lens
_____ 9. Adjust for maximum enlargement and resolution
_____ 10. Records results

2. Rating Scale is a tool that uses a scale in a number line to estimate the numerical value of a
performance or a product. The value is easier to score if the points are in whole numbers. The
most popular rating scale is called the Likert Scale.

Example: Rating Scale for a Science Project (name/title)

Instruction: On a scale of 1 to 10, with one as the lowest and ten as the highest score, rate the
projects on the following elements. Circle the choice of your answer.

1. Purpose/s are clear: 1 2 3 4 5 6 7 8 9 10

2. Relevant to environmental problem 1 2 3 4 5 6 7 8 9 10
3. Use of local materials 1 2 3 4 5 6 7 8 9 10
4. Shows collaborative work 1 2 3 4 5 6 7 8 9 10
5. Overall impact to humanity 1 2 3 4 5 6 7 8 9 10
3. Rubrics for Portfolio- A portfolio is a compilation of the experiences as authentic learning
outcomes presented with evidence and reflections. An assessment tool called a RUBRIC is utilized to
assess the total learning experiences as presented in a holistic package.
Example:
Suggested Rubric for a Field Study Course Portfolio

Criteria Description and Numerical Value

1 2 3 4 5
Contents of Less than 40% Less than 59 % Has a 60-74% Has 75-89% Has 90-100%
the portfolio Needed entries of the needed Of the needed of the needed needed entries
content content content
Most intended Some intended Intended Intended Intended
learning learning NOT learning Learning learning
Objectives of outcomes are SMART, do not outcomes are outcomes are outcomes are
 the Portfolio NOT SMART cover the whole SMART but SMART and SMART and
and cover only course cover only less cover a least cover the
minimum than 75% of 75% of the whole course
the course. course
Few entries Some entries Entries are of Entries are Entries are
are acceptable are acceptable Better quality, of better Best quality,
Quality of quality, not well quality, well many are well quality, many well selected
Entries selected very selected and selected and are well and substantial
minimal substantial substantial. selected and
substance substantial
Not creative Minimal Creative, neat Creative Creative, neat
Presentation in disarray, creativity, neat and an neat and has very strong
of Entries less impact, no but with minimal average strong appeal/impact
appeal impact impact/appeal. impact/appeal
Submitted Submitted 11- Submitted on Submitted on Submitted
Properties after the 30 30 days after schedule schedule ahead of
days after the schedule schedule
deadline

Levels of Assessment for the Levels of Learning Outcomes

The levels of assessment are also the description of the levels of the learning outcomes, which
are (1) Knowledge, (2) Process or Skills, (3) Understanding (4) Product or Performance. The levels of
learning outcomes are also used to describe the assessment levels. Through the DepEd Order 73, s
2012 learning outcomes are also the levels of assessment. In other words, the assessment levels
also follow the level of thinking skills from lower level to higher level.

Level of Learning Type of Percentage

Outcomes/assessment What to Test/ Assess? Assessment Value in
Assessment
Pencil & Paper/
Level 1 – Knowledge Who, What, When, How, Why? Nonpaper and 15%
Pencil
Pencil & Paper/
Level 2 – Process Skills Constructed meaning from Knowledge Non-paper and 25%
Pencil
Explanation, interpretation
Level 3 – Understanding Application, Empathy, Perspective and Pencil and paper 30%
Self Knowledge, Big ideas, principles
and generalization
Level 4 – Products/ Transfer of understanding to life Checklist /Rating 30%
Performance situations as Products, or Scale
Performance
Tota
l 100%
 Use of Levels of Assessment in the Classroom for a Summative Test
Illustrative Example for a summative Test (Third Grading Period) in Elementary Science Grade 6
Miss Portia Bala will prepare a periodical test for the first quarter lesson. It will be a summative
test covering knowledge, Process Skills, Understanding, and Products/Performance. According to the
DepEd order 73, s. 2012, the distribution of items should cover the achieved learning outcomes.
For every grading period, a summative test is constructed. A Table of Specification (ToS) is
developed to help construct the test. This TOS should reflect the Levels of Learning Outcomes
provided. An example is shown below:

Sample Table of Specification Matrix for a Periodical Test for the Third Quarter

Assessment level Tools Highest Scores Weights

Knowledge Objective Test 25 15%
Process Objective Test 25 25%
Understanding Objective Test/Essay 30 30%
Product Rubric/ Rating scale 20 30%
Total 100 100%

Sample Matrix of a Periodical Summative Test Result in the Third Quarter

(Example: Anna Padilla Performance in the Test)

Assessment Tools Highest Scores % Weights % Value of

Level possible earned of Anna’s
Scores by Anna Scores Score

Knowledge Objective Test 25 25 15% 15.00

Process Objective Test 25 20 25% 24.00
Understanding Objective/Essay 30 26 30% 25.99
Product Performance 20 20 30% 30.00
Product Test
94.99%
Total 100 points 91 points 100% Composite
Score
Placing Value to the Assessment Results from KPUP: The Grading System
The four levels may be employed in the formative assessment, but the result is not recorded. It
will just tell how the students are progressing. On the other hand, the KPUP format is required for
summative assessments recorded for grading purposes. The computed value of the four assessment
levels will be described according to the value of the students' composite scores.
 The interval scale of the four-level learning outcomes is given Level of Proficiency Description.
This interpretation is used for all the learning areas or subjects in basic education.

Levels of Proficiency Description Composite Score In Summative

(Grade) in %
Beginning 74 below
Developing 75.79
Approaching Proficiency 80.84
Proficient 85.89
Advanced 90 and above
When used as a tool for the formative assessment, the teacher will be guided by the level of
proficiency of each learner. Thus, remediation can be done immediately before going to the next
school quarter or school level. Using Anna's composite score of 94.99% means that her level of
proficiency is Advanced

Lesson 3: Planning, Implementing and Evaluating: Understanding the

Connections

Does Curriculum Development end up 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 viewed like a PIE. Planning. Implementing and Evaluating
(PIE) is a cyclical process that means that after evaluating, the planning process starts again.

The Evaluation Cycle: The Connections

Evaluating Planning

Implementing

Planning, Implementing, and Assessing are three processes in curriculum development

that are taken separately but are connected. The cycle continues as each is embedded in a dynamic
change in curriculum development.
Key Idea: Planning is an initial step in curriculum development.
 Planning

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 the curriculum. After the needs have been identified, the intended
outcomes are set. Intended outcomes should be smart, specific, measurable, attainable, with the
result, and within the time frame. Intended outcomes should be doable, achievable, and desired. After
establishing these, then curricularist should find out in planning ways to achieve the desired
outcomes. These are ways and means and the strategies to achieve outcomes. Together with the
methods and strategies are the identification of the support materials. All of these should be written
and should include the means of evaluation.
An example of a curriculum plan is a lesson plan. It is a written document. Many planners
would say: A good plan is half of the work done. "So, in curriculum development, a well-written plan
assures a successful implementation.
The end product planning is a written document. Some outputs of curriculum planning are
lesson plans, unit plans, syllabus, course design, modules, books, instructional guides, or even a new
science curriculum plan.

Key Idea: Implementing continues after planning

Implementing
 What should be implemented? The planned curriculum which was written should be
implemented. It has to be put into action or used by a curriculum implementer who is the teacher.
Curriculum plans should not remain as written documents. It will become useless.
A curriculum planner can also be a curriculum implementor. A curriculum planner who
implements the curriculum must fully grasp what is to be done. It is an important role of the teacher.
With a well-written curriculum plan, a teacher can execute this with the help of instructional
materials, equipment, resource materials, and enough time. The curriculum implementor must also
see that the plan that serves as a guide is executed correctly. The teacher's skill and ability to guide
learning are necessary for curriculum implementation. The end given the intended outcomes must be
achieved in the implementation.

Key Idea: Evaluation follows the implementation

Evaluating

The focus of this chapter is an evaluation after planning and implementation was done. It is
very necessary to determine if the planned or written curriculum was implemented successfully and
the desired learning outcomes were achieved.
Curriculum evaluation as a big idea may follow evaluation models used for programs and
projects. These models discussed in the previous lesson guide the process and the corresponding
tools used to measure outcomes.
However, when used for assessment of learning, which is also evaluation, more attention is
given to assessment levels for the levels of learning outcomes as defined by the Department of
Education. The description for the learner's proficiency is described by the qualified values of the
weighted test scores on an interval scale.
Key Idea: What has been planned, should be implemented, and what has been implemented
should be evaluated.
Finally, the PIE. The cyclical flow of the three processes in curriculum development is very
easy to remember and follow. As a curricularist, these guiding ideas clarify that one cannot assess
what was not taught nor implement what was not planned. PLAN then IMPLEMENT, then
EVALUATE, and the next cycle begins.