TSC: FINALS Examples:

• Mastery test
THE ROLE OF ASSESSMENT IN CURRICULUM DESIGN
• Periodical test
AND DEVELOPMENT
• Achievement test
Assessment – is practiced throughout the entire system • Prelim/midterm/semi-final/final
of education practice.
• It may measure students learning in micro or Purpose of Assessment
macro level. 1. Assessment for learning (AFL) – TEACHER:
• In micro level course or and classroom-based occurs throughout a learning sequence and is
assessment and institutional assessment are planned when teachers design teaching and
used. learning activities.
2. Assessment of learning (AOL) – TEACHER: Uses
3 Types of Assessment teacher judgements about student achievement
1. Assessment FOR Learning: when teachers use at a point in time and is supported by examples
inferences about student progress to inform or evidences.
their teaching. (formative) 3. Assessment as learning (AAL) – STUDENT:
• Formative involves students in self-assessment.
• To inform his/her teaching
• Occurs throughout a learning sequence DESIGNING CURRICULAR ASSESSMENT TOOLS
• Progress & learning gaps
• Recorded but not graded Assessment Tools – measure, evaluate, & record
Examples: learners’ acquired knowledge, skill, & attitude in a given
• Seatworks topic or lesson.
• Q&A 1. Objective Test: this type of test requires one
• Quizzes correct answer.

2. Assessment AS Learning: when student reflect Different kinds of objective test

on & monitor their progress to inform their A. Matching Type
future learning goals. (self-assessment) B. Multiple Choice
C. Alternative Response
• Self-assessment
D. Simple Recall
• Assess students own learning
• Self-directed
i) Matching Type – it is composed of two
• To monitor student own progress
columns which are called Column A &
Column B.
Examples:
ii) Multiple Choice – this tool has stem which is
• Reflection
the direct statement or problem. The words,
• Insights
phrases, or sentences are called options or
choices. The correct option or choice is
3. Assessment OF Learning: when teachers use
called the answer while the remaining are
evidence of student learning to make
the distractors.
judgements on students’ achievement against
iii) Alternative response - Alternative response
goals & standards. (summative)
questions are a special form of multiple-
• Summative choice questions, where are the learner has
• Student have learned to choose between just two items.
• Certify student competence This type of assessment tool offers two
• recorded options or choices.
iv) Simple Recall – it measures knowledge. This
can be fill in the blanks and identification.
2. Subjective Test: learners in these assessment tools to do in order to effectively teach and assess
seek learners to express their ideas which cannot be learners.
measured in an objective test. 6. Supervision and Evaluation – these are the
1. Essay. This test allows learners to explain or support and feedbacks teachers receive as
elaborate on their ideas. they work to implement the curriculum.
3. Criteria: it is a statement determining he expected 7. Student Profile – these are important
performance or product. Criteria are used to specify information about learners to fully know and
what is to be measured or assessed. understand their values, skills, and attitude.
4. Rubrics: a tool that measure or assess product or 8. Comprehensive Assessment System – these
performance. These are usually presented in a table are way on how students are assessed and
format. Rubrics can be holistic or analytic. the criteria or guidelines of assessment
• The holistic rubric is less detailed practice.
• Analytic rubric contains specific expected 9. Reporting – these are the information
qualities of product or performance. shared with the key stakeholders about the
current school performance based on
LINKING CURRICULUM STANDARD, ASSESSMENT AND teachers’ appraisals, learners’ achievement
INSTRUCTIONAL PRACTICES and materials and facilities available. This
information is useful for further
Curriculum: is a standard-based sequence of planned improvement of school performance
experiences where students practice and achieve through the support of the stakeholders.
proficiency in content and applied learning skills.
CURRICULUM INNOVATION
Standards: indicate what students should know and be
able to do within a particular content area. It is a crucial process for improving educational systems
to meet evolving needs (Chirume & Ngara, 2018).
Assessment: is the process of measuring students’
understanding, knowledge, skills, and abilities. Key Agencies and Stakeholders
1. DepEd
Instructional practices: in teaching refers to the 2. CHED
methods, strategies, and techniques that teachers use to 3. TESDA
deliver lessons and facilitate learning.
Factors Driving Curriculum Innovation
Carr and Harris (2001) Link the curriculum standards, 1. Rapid societal changes and technological
assessment and instructional practices through the advancements
following: 2. Economic demands
1. Vision, Mission and Core Values – these are 3. Human development principles
the standards and learning opportunities to
which school is committed. Williamson and Payton (2009) proposed that curriculum
2. Current State – these are the teachers, the innovation should be economically beneficial, promote
nature of instruction, and the nature of functional literacy and numeracy, and focus on
assessment. independent learning, self-management, inquiry-based
3. School Decisions – these are concepts, learning, and collaboration.
topics, or lesson which will be taught and
assessed. Williamson and Payton (2009) suggest four strategies to
4. Resources – these are the funding, achieve these goals
materials, and facilities which aid the
teaching process. 1. Effective teaching – quality teachers are crucial
5. Professional Development Plan – these are for successful curriculum implementation.
what the teachers need to know and be able
 Continuous professional development ensures • Productivity – the ability to complete a
teachers are up-to-date with educational trends. certain task in a specific period.
2. Broadening learning through curriculum and • Social skills – involve values acquired
assessment – a well-designed curriculum and socially. They may be someone’s manners,
appropriate assessments for measuring learning etiquette, politeness, and courtesy.
outcomes. Teacher-based assessment guidelines
and national assessments provide valuable data. 3. Life Skills
3. Supporting learning – learners should be at the
center of the educational process, with Vision for future curriculum
instruction tailored to their development and 1. Computer-based: integrating technology into the
learning styles. curriculum to enhance learning.
4. Reforms to the structure of the school year – Computer Applications
adjusting the school year can consider factors • Computer-assisted instruction (CAI)
like climate and geography, as demonstrated by • Computer-managed instruction (CMI)
the recent reform in higher education. • Computer-mediated instruction (CMI)

21st century skills as a basis for curriculum innovation 2. Environment-focused: incorporating environmental
1. Learning Skills education to promote sustainability.
• Communication: an effective communicator • DepEd Order No. 5 s.2014 entitled
of the 21st century is effective in the use of ‘Implementing of Gulayan sa Paaralan, solid
the target language, clear and concise in waste management and tree planting under
communicating with the others, and the National Greening Program (NGP)”
competent what others mean.
• Collaboration: is the ability to work with 3. Research-oriented: fostering research skills to
groups to solve problems together. encourage problem - solving and innovation.
• Critical thinking: the capacity to think 4. Technology-enriched: utilizing technology to
critically is arguably the most important enhance teaching and learning.
learning skill. 5. Value-laden: emphasizing values education to
• Creativity: is the ability to innovate new promote ethical behavior.
ideas which will contribute to humanity. This • Edukasyon sa Pagpapakatao (ESP)
skills is given less emphasis in the traditional
curriculum because of it complexity. 6. Community – involved: connecting learners with the
community to foster civic engagement.
2. Literacy Skills • LTS and CWTS
• Information literacy: is a skill of evaluating
facts, concepts, and ideas. 7. Industry-linked: providing practical experience
• Media Literacy: is someone’s ability to use through internships and work.
media effectively while evaluating credible • SHS: work immersion
information and the ones that are not. • College/University: OJT
• Technology Literacy: is a skill to use
machines which are useful for them.

Flexibility, Leadership, Initiative, Productivity,

Social Skills (FLIPS)
• Flexibility – the ability of someone to adapt
in situations
• Leadership – the capacity to influence others
• Initiative – means being proactive, self-
motivated, and willing to go the extra mile.