CURRICULUM
DEVELOPMENT AND
EVALUATION WITH
EMPHASIS IN TM 1
AND 2
EDUC 103
Module 5 Lesson 3
Module No.
MODULE 5: CURRICULUM EVALUATION AND THE TEACHER
and Title
Lesson No. Lesson 3: Planning, Implementing and Evaluating: Understanding
and Title the Connections.
1. Explain the connection of planning to implementing in
curriculum development
2. Explain the connection of implementing to evaluating in
curriculum development
Learning
Outcomes 3. Explain the connection of evaluating to planning in
curriculum development
4. Understand the connections between planning and
implementing and evaluating in the curriculum process
Time Frame Week
Does curriculum development end with evaluation? Yes, according
to some models presented by Hilda Taba and Ralph Tyler.
However, since curriculum development is a continuous process, it
Introduction
can also be viewed like a PIE. Planning, Implementing, and
Evaluating (PIE) is a cyclical process which means that after
evaluating, the process of planning starts again.
1. Look for a teacher, whom you know personally.
2. Ask her/him to answer the following:
Activity a. What are the teaching plans that you do every day?
Give at least three.
1. Do you implement these plans? How
2. If you implement these plans, how do you evaluate these?
Analysis
The Evaluation Cycle: The Connections
Abstraction
Evaluating
Planning
Implementing
Planning, Implementing and Assessing are three processes in
curriculum development that are taken separately but are
connected to each other. The cycle continues as each is imbedded
in a dynamic change that happens 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 curriculum. After the needs have been
identified, the intended outcomes are set. Intended outcomes
should be smart, specific, measurable, attainable, with result, and
within the frame of time. Intended outcomes should be doable,
achievable and desired. After establishing these, then a
curricularist should find out in planning the ways of achieving the
desired outcomes. These are ways and me means, and the
strategies to achieve outcomes. Together with the methods and
strategies are the identification of 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
ensures a successful implementation.
The end product of planning is a written document. Some outputs
of curriculum planning are lesson plans, unit plan, syllabus, course
design, modules, books, instructional guides, or even a new
science curriculum plan.
Key Idea: Implementation continues after planning.
Implementing
CULUM DEVELOPMENT FOR TEACHERS
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 implementor who is the teacher. Curriculum plans
should not remain as a written document. It will become useless.
A curriculum planner can also be a curriculum implementor. In fact,
a curriculum planner who implements the curriculum must have a
full grasp of what is to be done. This 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 to it
that the plan which serves as a guide is executed correctly. The
skill and the ability of the teacher to impart guide learning are
necessary in the curriculum implementation. It is necessary that the
end in view or the intended outcomes will be achieved in the
implementation.
Key Idea: Evaluation follows implementation.
Evaluating
The focus of this chapter is evaluation after planning, and
implementation was done. It is very necessary to find out at this
point, 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
which can be used for programs and projects. These models
discussed in the previous lesson guide the process and the
corresponding tools that
will be used to measure outcomes. However, when used for
assessment of learning, which is also evaluation, more attention is
given to levels of assessment for the levels of learning outcomes
as defined by the Department of Education. The use of the
description for the proficiency the learner is described by the
qualified values of the weighted test scores in a interval scale.
Key Idea: What has been planned, should be implemented and
what has been implemented should be evaluated.
Module 5-Curriculum Evaluation and
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 our understanding that one
cannot assess what was not taught, nor implement what was not
planned. PLAN then IMPLEMENT then EVALUATE and the next
cycle begins.
Application
Match the Concept with the PIE
() 1. Summative Testing
( ) 2. Course Designing A. Planning
_____________________________________________________
_
( ) 3. Cooperative Learning B. Implementing
- ) 4. Determining Needs
_____________________________________________________
) 5. Guiding Learners
) 6. Making judgment C. Evaluating
_______________________________________________
Good job. You are done with all the lesson in this module. I am
Closure expecting that you will use all the knowledge you learn from this
module to the next lesson.