SEBASTIAN- Lesson 2: Curriculum Evaluation Through Learning

Assessment
Desired Learning Outcomes
⮚ Understood how the curriculum can be evaluated by the assessment
of learning outcomes
⮚ Identified the levels of learning outcomes and levels of assessment
⮚ Matched the levels of learning outcomes with the appropriate
assessment tools
⮚ Interpreted the value of assessment in terms of grades assigned
Take Off
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, implemented curriculum are functioning as intended in
the assessment of learning is very 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.
Let us find out in this lesson, that assessment of learning is an
evaluation process that tells whether the intended learning outcomes,
through the teaching-learning process, have been converted into achieved
learning outcomes. We will also find out that learning outcomes can be
measured through the use of different assessment tools.
Further, as future teachers, you should also understand and interpret
the grading system that has been derived from assessment of learning.

1. Achieved Learning Outcomes

Achieved learning outcomes is defined in outcomes-based
education as a product of what have been intended in the beginning
of the learning process. Indicators of the learning outcomes which are
 accomplished are called achieved learning outcomes. Standards and
competencies are used as the indicators and measures of these
outcomes.
Our country has established the Philippines Qualification
Framework (PQF) as a standard which will be aligned to the ASEAN
Reference Qualification Framework (ARQF) for the comparability of
the learning outcomes at the different levels of educational ladder.
The PQF is shown in the diagram below:
Source: Department of Education

The Philippine Educational System is divided into eight levels. In

each level, the learners are expected to achieve specific standards and
competencies of the learning outcomes. The eight levels of complexity of
learning outcomes are based on three domains.
❖ Knowledge, Skills and Values
❖ Application
❖ Responsibility- degree of independence

CHRISTINE- 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 labelled as Level 2. Using the three domains
these are described in the matrix below. (Source: Department of Education)
Domains Level 1 (Grade 11) Level 2 (Grade 12)
 Competencies Competencies
― Possess functional
― Possess foundational knowledge across
knowledge across range of learning areas
learning areas with and technical skills in
core competencies in chosen career tracks
communication, with advanced
scientific, critical and competencies in
creative thinking, and communication,
Knowledge, use of technologies. scientific, critical and
Skills and ― Have an creative thinking; and
Values understanding of right use of technologies.
and wrong; one's ― Have understanding of
history and cultural right and wrong; one's
heritage; and deep history and cultural
respect for self, others heritage; and deep
and their culture and respect for self, others
environment. and their culture, and
the environment.
― Apply functional
― Apply foundational
knowledge, technical
knowledge, skills and
skills and values in
values in academic
academic and real life
and real life situations
situations through
Application through sound
sound reasoning,
reasoning, informed
informed decision-
decision-making and
making, and the
the judicious use of
judicious use of
resources.
resources.
― Apply skills in limited ― Apply skills in varied
Degree of situations with close situations with minimal
Independence supervision. supervision
KIM- The degree programs for tertiary education are issued by the
Commission on Higher Education (CHED). There are three levels of
competency domains for the baccalaureate, master's and doctorate
degrees.
Baccalaureate Doctorate
Master’s Degree
Degree Degree
Domains Competencies
Competencies Competencies
PQF 7
PQF 6 PQF 8
Generates new
Broad and Broad, deep,
knowledge, skills
Knowledge, coherent specific
with established
Skills, Values knowledge in the knowledge in the
values in the
field of discipline field of discipline
discipline
Apply in
Apply in professional
Apply in
professional work and
Application professional
work and research as a
work.
research. leader or
initiator.
Highly
Degree of Independent or independent,
Independent
Independence in terms leads and
initiates.

As mentioned earlier, the PQF is the Philippines Framework which is

comparable to the ten member countries of the ASEAN. These countries
are Malaysia, Indonesia, Brunei Darrussalam, Philippines, Singapore,
Thailand, Cambodia, Myanmar, Lao PDR and Vietnam. Each country's
national framework shall be referenced to the ASEAN 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 that are arranged in hierarchy or complexity. Knowledge
being the basic level of learning outcomes and Performance being the
advanced level of learning outcomes.
Let us look at how these learning outcomes are calibrated. Later on
we will find examples on how each level is assessed.
Guide Questions for
Learning Description of Learning Outcomes
Teachers
1. What do you want
your students to
know in terms of
facts, concept,
procedure and
KNOWLEDGE-factual knowledge; multiple thinking?
Level 1 conceptual knowledge, procedural i.e. parts of the
knowledge, metacognition body; the sky is
blue, how to
dissect a frog;
describing a
typhoon from
different views.
2. What do you want
your student to do,
PROCESS-skills that the students with what they
use based on facts and information know? i.e. identify
Level 2
for making meaning and the parts of the
understanding. frogs body after
dissecting it.
Level 3 UNDERSTANDING-big ideas or 3. What do you want
concepts students to
understand? 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?
PRODUCT/PERFORMANCE-What
products (material, tangible) or 5. Can you create a
performance (oral, visual, written, one act play
Level 4 showing the
etc.) as evidence of learning? i.e.
portfolio, paintings, drama, principles in
research projects, etc.) dramatization?
6. Present a research
report on
conservation of
indigenous plants.

MELVIN- Types of Tests to Measure Knowledge, Process and

Understanding
1. Objective Tests. Tests that require 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, with the
modern times, a pencil-and-paper test can also be translated to
an electronic version, which makes the test “paperless.”
[Link] Recall. This is the most common tool to measure
knowledge. There are varieties of Simple Recall Test, to include:
❖ Fill in the Blanks
❖ Enumeration
❖ Identification
❖ Simple recall
[Link] Response Test. This is the type of pencil and pencil
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 Philippine population
reached one million?
[Link] Choice Test. This is the type identified as the most
versatile test type because it can measure a. variety of learning
outcomes. It consists of a problem and á 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 are called ALTERNATIVES, OPTIONS or
CHOICES. There should be three to five options in each item.
The correct alternative is called the ANSWER while the
remaining options or choices are called DISTRACTERS,
DISTRACTORS, or DECOYS. Some multiple-choice items are
presented with a STIMULUS MATERIAL.
❖ Correct Answer Type. Other alternatives are clearly wrong
and only one is the correct answer. This can be
constructed in either direct question or completion of the
sentence.
Examples:
Direct Question:
What is NOT a member of ASEAN 2015 Economic
Community?
A. Vietnam C. Malaysia
B. Korea D. Philippines

Incomplete Sentence:
A country in Southeast Asia which is not a member of the
ASEAN 2015 economic community is
A. Vietnam C. Malaysia
B. Korea D. Philippines
❖ Best Answer Type. All the alternatives are correct but only
one is the best.
 Direct Question:
What do progressive educators consider as the most
important factor in the teaching-learning process?
A. Teacher C. Books
B. Learner D. Principal

Incomplete Sentence-
According to progressive educators, the most important
factor in the teaching-learning process is
A. Teacher C. Books
B. Learner D. Principal

[Link] Type Test. The most common matching type test is

made up of two parallel columns, the first column (A) is the
premise that presents the problem, and the second column (B)
provides the answer. There are many modified matching types as
well.
Matching type test is useful in measuring factual information as
well as relationships between two things, ideas or concepts. It
reduces guessing to the minimum as compared to 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
[Link]. Perfect Matching Type. The number of premises in Column A
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 Philippine Presidents in
Column B.
Column A (Premise) Column B (Responses)
1. Ramon Magsaysay A. Man of the Masses
2. Carlos P. Garcia B. People Power President
3. Corazon Aquino C. Filipino First Policy
D. Champions of First Land
Reform Law
[Link]. 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 response 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 with in
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

LIEZEL- Subjective Test. Learning outcomes which indicate

learner's ability to originate, and express ideas is difficult to test
through objective type test. Hence in subjective type test,
answers through reflections, insights, and opinion can be given
 through essay.

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
order thinking skills and express ideas in an accurate creative
and appropriate language.

[Link]. Restricted Response Item. This is like an expanded form

of short answer type objective test. There is a limit on both 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 plant? Describe each part.
2. Why is the barometer one of the most useful instruments to
forecast the weather? Explain in one paragraph.
[Link]. Extended Response Item. The student is generally free
to select any factual information that can help in organizing the
response. The contents of an extended essay will depend on the
analysis, synthesis, evaluation and other higher order thinking
skills of the test takers.
Examples:
1. Evaluate the significance of the result of national referendum
of Scotland to the global peace condition.
2. What can you say about NATO's position on the ISIS?
3. Comment on the term “new normal” that refers to the
environmental condition and climate change.
Types of Essays that Measure Complex Learning Outcomes
Examples of Complex Learning
Type of Essay Test Item
Outcomes that can be Measured
 Ability to:
▪ Explain cause-effect
relationships
▪ Describe application of
Restricted Response Essay Items principles
▪ Formulate valid conclusion
▪ Enumerate and explain
▪ Explain methods and
procedure
Ability to:
▪ Organize ideas
Extended Response Essay Items ▪ Integrate learning
▪ Design an experiment
▪ Evaluate the worth of ideas

DARRYL- 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, performances and actual products. The most
common of the authentic assessments are the performance assessment
and the use of portfolio.

Performance Assessment Tools

1. 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 microscope (10 points)
Instruction: Observe the student in a laboratory activity with the use of
microscope. Check (✓) the items which you have seen, which were
done appropriately and mark (X) items which 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 slides on the stage
_____ 5. Turns to low power lens
_____ 6. Looks through eyepiece with one eye
_____ 7. Adjusts mirror
_____ 8. Turns high power lens
_____ 9. Adjusts for maximum enlargement and resolution
_____ 10. Records results
2. Rating Scale is a tool that uses a scale in a number line as a basis 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 Likert Scale.

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

Instruction: On a scale of 1 to 10, with 1 as the lowest, and10 as the
highest score, rate the projects on the following elements. Circle the
choice of your answer.

1. Have clear purpose/s 1 2 3 4 5 6 7 8 9 10

2. Are relevant to environmental problem 1 2 3 4 5 6 7 8 9
10
3. Use local materials 1 2 3 4 5 6 7 8 9 10
4. Show collaborative work 1 2 3 4 5 6 7 8 9 10
5. Create an overall impact to humanity 1 2 3 4 5 6 7 8 9
10
 MARIMAR- Rubrics for Portfolio. A portfolio is a compilation of the
experiences as authentic learning outcomes presented with evidence
and reflections. To assess the total learning experiences as presented in
a wholistic package, an assessment tool called a RUBRIC is utilized.
Example:
Suggested Rubric for a Field Study Course Portfolio
Description and Numerical Value
Criteria
1 2 3 4 5
Less that
Less that Has 60- Has 75- Has 90-
Contents 59% of
40% 74% of the 89% of the 100%
of the the
needed needed needed needed
Portfolio needed
entries content content entries
content
Most
Some
intended
intended Intended Intended
learning Intended
learning learning Learning
outcome learning
NOT outcomes outcomes
Objectives s are outcomes
SMART, are SMART are SMART
of the NOT are SMART
do not but cover and cover a
Portfolio SMART and cover
cover only less least 75%
and the whole
the than 75% of of the
cover course.
whole the course. course.
only
course
minimum
Few
Some
entries
entries
are Entries are Entries are
are
acceptab of better of better Entries are
acceptab
le quality, quality, best
le
Quality of quality, many are many are quality, well
quality,
Entries not well well well selected
well
selected, selected selected and
selected
very and and substantial
and
minimal substantial. substantial
substanti
substanc
al
e
Presentati Not Minimal Creative, Creative, Creative,
on of creative, creativity neat and an neat and neat, very
 in
disarray, , neat
average has strong strong
less but with
Entries impact/appe impact/app appeal/imp
impact, minimal
al. eal act
no impact
appeal
Submitte
Submitte
d after
d 11-30 Submitted Submitted Submitted
Promptne the 30
days on on ahead of
ss days
after schedule. schedule schedule
after the
schedule
deadline

Levels of Assessment for the Levels of Learning Outcomes

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

Levels of Learning Percentage

What to Type of
Outcomes/Assessmen Value in
Test/Assess? Assessment
t Assessment
Pencil &
Who, What,
Paper/Non
Level 1- Knowledge When, How, 15%
paper and
Why
Pencil
Pencil &
Constructed
Paper/Non-
Level 2- Process Skills meaning from 25%
paper and
Knowledge
Pencil
Level 3- Explanations, Pencil & Paper 30%
 Interpretations,
Applications,
Empathy,
Perspective and
Understanding
Self Knowledge.
Big ideas,
principles and
generalization
Transfer of
understanding
Level 4- Products/ Checklist/Rating
to life situations 30%
Performance Scale
as Products, or
Performance
Total 100%

DARWIN- Placing Value to the Assessment Results from KPUP.

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, KPUP format is required for summative assessment which
are recorded for grading purposes. The computed value of the four levels
of assessment will be described according the value of the composite
scores of the students.
The interval scale of computed four levels learning outcomes are
given Level of Proficiency Description. This interpretation is used for all the
learning areas or subjects in basic education.
Composite Score In Summative
Levels of Proficiency Description
(Grade) in %
Beginning 74 and below
Developing 75-79
Approaching Proficiency 80-84
Proficiency 85-89
Advanced 90 and above

Placing Value to the Assessment Results in the New Grading System

(DepEd Order 8, s. 2015)
 While the KPUP is still utilized in the new grading system, it is
important to know that DepEd Order 8, has modified the grading system as
follows:
Grades at the End of the Quarter or Grading Period
● Kindergarten: Use of checklist, anecdotal records and portfolios are
used instead of numerical grades which are based on Kindergarten
Curriculum Guides.
● Grade 1 to 12: The following guidelines should be followed:
1. Leaners are graded on three components every quarter: (A)
Written Work, (B) Performance Tasks (C) Quarterly Tests.
2. These components are given specific weights that vary.
Table 3 Weighted Components for Grade 1 to 10.
Subjects
Grade
Components Lang.,
Level Science/Math Mapeh/EPP/TLE
AP, EsP
Written work 30% 40% 20%
Performance
Grade 1 50% 40% 60%
Task
to 10
Quarterly
20% 20% 20%
Exam
Total 100% 100% 100%

3. All grades are based on the weighted raw score of learners'

Summative assessment.
4. The minimum grade needed is 60 which when transmuted based
on the table is equivalent to 75 in the report card
Note:
1. Written Work may include items in Level 1 - Knowledge and Level 3-
Understanding in the KPUP.
2. Performance Task may include items in Level 2- Process Skills and
Level 4-Products/Performance of. the KPUP.
3. Quarterly exam may include of Levels 1 to 4.
GLYDLE- How are Grades computed at the end of the School Year
 ● For Kindergarten: Checklist, anecdotal records and portfolios are
presented to the parents at the quarter for discussion.
● For Grades 1 to 10:
1. The average of the quarter grades produce the end of the year
grade.
2. The general average is computed by dividing the sum of all final
grades by the total number of learning areas. Each learning area
has equal weight,
● For Grade 11 and 12:
1. The average of the Quarterly Grade produces the semestral
grade.
2. The General Average is computed by dividing the sum of all
semestral Final Grades by the Total Number of Learning Areas.
Reporting Summative Grade by Quarter and Summative Grade at the End
of the Year
This modifies the previous descriptions of the performance in the
KPUP. The values and descriptors are reported to parents every quarter,
and at the end of the year.
Table 4 Grading Scale
Grading Scale (based on
Descriptor
Transmuted Values)
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did not meet expectations