Assessing the

Curriculum

Linking Curriculum,

Instruction &Assessment

(CIA): Making a fit

Curriculum &

Instruction

According to Howell and Evans (1995)

SandsCurriculum is..

Structured set of learning outcomes or

task that educators usually call goals and objectives.

The “what” of teaching

Knowledge of the curriculum is for

successful assessment, evaluation,

decision making and teaching.

•SignificanceBrings the

content to the degree to which it

contributes the basic ideas, concepts,

principles and generalizations &

to the development of

particular learning abilities,

skills, process and attitudes

Example:

curriculum developers who favour subject matter

designs think of significance in terms of the concepts and

principles of each subject area. Those who favour

learner-centred designs think of significance in terms of the needs and interests of

the learner. While those who favour a problem-centred design would regard the problems and issues in

society as significant

Validity:Refers to the

degree of authenticity

of the content

selected & to the

congruence of the

content in the light of

the objectives selected

Learnability: Is the appropriateness of the content in the light of the particular students who are to experience the curriculum.Example: The content selected for a particular age group might be too difficult and teachers need more time but insufficient time is allotted. Eventually, teachers will end up rushing through the material and some students left behind not understanding the content.

Feasibility:Refers to the question, “Can the selected

content be taught in the time allowed, considering the sources, staff &

particular community? Example: The number of days allotted for teaching may

be insufficient to cover all the content because schools have to allocate time for

extra-curricular activities and other schools events.

Curriculum&

Assessment

Assessment is the process of collecting information which describes students

achievement in relation to curriculum

expectations

Four Levels of Achievement

Based on Curriculum

Expectations

Level 1: Students has demonstrated few of the required knowledge and skills and

achievement falls below the standard set.

Level 2: Students has demonstrated some of the required knowledge and skills and

achievement exceeded the standard set.

Level 3: Students has demonstrated most of the required knowledge and skills and

achievement exceeded the standard set.

Level 4: Students has demonstrated all the required knowledge and skills and

achievement has exceeded the standard set.

INSTRUCTION & 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.

Several factors on how well instruction will be done..

1. Learner – the center and the one who receives instruction. The learners will be the one to put action on the objectives.

2. Teacher – He/she guides the implementation of the plan. Often times referred to as instructors because they give instruction.

3. Learning Environment – This where learning occurs. It provides the situation or the conditions for teaching and learning to occur.

4. Subject Matter – this is the content of instruction. Ideas, concept, principles and theories in the different disciplines that are taken up as a means to accomplish the objectives.

5. Method of teaching and learning – This is the heart of instruction.

6. Measurement – refers to assessment.

4. Subject Matter – this is the content of instruction. Ideas, concept, principles and theories in the different disciplines that are taken up as a means to accomplish the objectives.

5. Method of teaching and learning – This is the heart of instruction.

6. Measurement – refers to assessment.

The interaction of

the threeElements

shows how each otherAffects one

another.