Criteria For Curriculum Assessment z5r48

Criteria for Curriculum Assessment

3. Do the objectives the stranger test? – The “Stranger Test”.

 Criteria – are a set of standards to be followed in assessment.

4. Do the objectives address both knowledge and behavior? – Both knowledge and behavior are addressed.

 Criteria for Goals & Objectives •

Goals & Objectives – are statements of curricular expectation, and sets of learning outcomes.

5. Do they the “so-what” test? – The “So-What” Test.

Goals & instructional objectives are formulated and specified for the following purposes, elements, & general criteria. •

Purposes:

1.

To have focus on curriculum & 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 students to learn and the teachers to be able to feel a sense of competence when goals are attained. •

Elements: 1. Content 2. Behavior 3. Criterion 4. Condition

•

General Criteria: 1. Are the objectives syntactically correct? – Syntactic correctness. 2. Do the objectives comply with the legal requirements of the course of subjects? – Compliance with legal requirements.

6. Are the objectives aligned? – Individualization. 7. Do they make common sense? – Common Sense.  Criteria for Assessment of Instruction •

Instruction – refers to the implementation of the objectives.

1. Supplantive Approach - this is refers to as “direct” instruction. In here, the teacher attempts to promote learning by providing explicit directions and explanations. 2. Generative Approach – this is referred to as “constructivist” or “developmental”. In here, the teacher functions as a facilitator who takes a less central role in a learning process that is studentdirected.  What are Curriculum Criteria? •

Curriculum Criteria – are guidelines for curriculum decision making.

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 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 a 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 cooperated with other programs of the community. 8. The curriculum has educational quality. 9. The curriculum has istrative flexibility.