CURRICULUM EVALUATION

THROUGH LEARNING

ASSESSMENT

By: Sharon M. Ballasiw

ACHIEVED LEARNING OUTCOME

defined in outcome based education as a product of what been intended in the beginning of the learning process

Standards and competencies are used as the indicators and measure of these outcomes.

DOMAINS LEVEL 1 (Grade 11) Competencies

LEVEL 2 (Grade 12) Competencies

KNOWLEDGE, SKILLS, and VALUES

- Possess foundational knowledge across learning areas with core competencies in communication, scientific, critical and creative thinking and use of technologies.

- Have an understanding of right and wrong; one’s history and cultural heritage; and deep respect for self, others and their culture and environment

- Possess foundational knowledge across range of learning areas and technical skills in chosen career tracks with advanced competencies in communication, scientific, critical and creative thinking and use of technologies.

- Have an understanding of right and wrong; one’s history and cultural heritage; and deep respect for self, others and their culture and environment

APPLICATION - Apply foundational knowledge, skills and values in academic and real life situations through sound reasoning, informed decision-making and the judicious use of resources.

- Apply foundational knowledge, technical skills and values in academic and real life situations through sound reasoning, informed decision-making and the judicious use of resources.

DEGREE OF INDEPENDENCE - Apply skills in limited situations with close supervision.

- Apply skills in varied situations with minimal supervision.

DOMAINS BACALAUREATTE DEGREE COMPETENCIES PQF6

MASTER’S DEGREE COMPETENCIES PQF7

DOCTORATE DEGREE COMPETENCIES PQF8

KNOWLEDGE, SKILLS, and VALUES

Broad and coherent knowledge in the field of discipline

Broad, deep, and specific knowledge in the field of discipline

Generates new knowledge, skills with established values in the discipline

APPLICATION Apply in proffesional work

Apply in proffesional work and reserch

Apply in proffesional work and reserch as a leader or initiator

DEGREE OF INDEPENDENCE

Independence or in teams

Independent Highly independent, leads and initiates

ASEAN REFERENCE QUALIFICATION FRAMEWORK (ARQF)

ARQF is a tool or device that enables comparisons of qualification across ASEAN member states. It addresses education and training that promote lifelong learning.

KNOWLEDGE, PROCESS, UNDERSTANDING,

PERFORMANCE (KPUP)

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 outcome.

LEARNING DESCRIPTION OF LEARNING OUTCOME

GUIDE QUESTION FOR TEACHERS

LEVEL 1 KNOWLEDGE – factual knowledge; conceptual knowledge, procedural knowledge, metacognition

1. What do you want your students to know in terms of facts, concept, procedure and multiple thinking? i.e parts of the body, the sky is blue, how to dissect a frog, describing a typhoon from diferent views

LEVEL 2 PROCESS – skills that the students use based on facts and information for making meaning and understanding

1. What do you want your student to do, with what they know? i.e identify the arts of the frogs body after dissecting it.

LEVEL 3 UNDERSTANDING – big ideas or concepts 1. What do you want students to understand? i.e how do the elements of weather interact to produce climate change?

LEVEL 4 PRODUCT/ PERFORMANCE - what products (material, tangible) or performance (oral, visual, written, etc) as evidence of learning? i.e portfoio, paintings, drama, research, projects, etc.

1. Can you place in a portfolio all the evidence to show your learning outcome?

2. Can you create a one act play showing the principles in dramatization?

3. Present a research report on conversation of indigenous plants.

TYPES OF TESTS TO MEASURE KNOWLEDGE,

PROCESS AND UNDERSTANDING

OBJECTIVE TEST tests that require only one and one correct answer

it is difficult to construct but easy to check

OBJECTIVE TEST1. Pencil and Paper Test – the test is written on the paper written on the paper and requires a pencil to write. a.SIMPLE 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

OBJECTIVE TESTb. ALTERNATIVE RESPONSE TEST – this is the type of pencil and paper test where two options are provided. The item can be stated in question or a statement. TRUE or FALSE

eg. The Philippine population has reached one million.

YES or NOeg. Has the Philippine population reached one million?

OBJECTIVE TESTc. MULTIPLE CHOICE TEST - this is the type identified as the most versatile test type because it can measure a variety of learning outcome. It consists of a problem and a list of suggested solutions.

The incomplete statements, or direct question is called STEM. The list of suggested solutions in word, numbers, symbols, or phrases are called ALTERNATIVES, OPTIONS or CHOICES.

The correct alternatives is called the ANSWER while the remaining options or choices are called DISTRACTERS, DISTRACTORS or DECOYS.

OBJECTIVE TEST

1. 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.

OBJECTIVE TESTEXAMPLES: DIRECT QUESTION

1. What is NOT a member of ASEAN 2015 economic community?

a. Vietnam c. Malaysiab. Korea d. Philippines

INCOMPLETE SENTENCEA country in southeast Asia which is not a member of the ASEAN 2015 economic community is

a. Vietnam c. Malaysia b. Korea d. Philippines

OBJECTIVE TEST2. BEST ANSWER TYPE – all the alternatives are correct but only one is the best.Example:DIRECT QUESTION

What do progressive educators consider as the most important factor in the teaching learning process?

a. Teacher c. Learner b. Books d. principal

INCOMPLETE SENTENCE:According to the progressive educators, the most

important factor in the teaching-learning process isa. Teacher c. Learner

b. Books d. Principal

OBJECTIVE TEST

MATCHING TYPE TEST - the most common matching type is made up of two parallel columns, the first column (A) as the premise that present the problem and the second column(B) that provides the answer.

OBJECTIVE TESTRELATIONSHIP THAT CAN BE USED IN MATCHING

TYPE TESTPERSONS ACHIEVEMENTSDATES HISTORICAL EVENTSTERMS DEFINITIONSPRINCIPLE ILLUSTRATIONPARTS FUNCTIONSMACHINES USESDISEASES CAUSES

OBJECTIVE TESTPerfect Matching Type is 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 them with the names of Philippine Presidents in Column B.

Column A (Premise) Column B (Responses)

1. Ramon Magsaysay A. Man of the Masses2. Carlos P. Garcia B. People Power3. Corazon C. Aquino C. Filipino First Policy

D. Champions of First Land Reform Law

OBJECTIVE TESTImperfect Matching Type is the number of premises in Column A are 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:Column A (Premise) Column B (Responses)

1. Consumer Oriented A. Michael Scriven

Model2. Responsive Model B. Daniel Stufflebeam3. CIIP Model C. Robert Stake4. Goal Free Model D. Ralph Tyler5. Phi Delta Kappa

Model

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, answer through reflections, Insights and opinion can be given through essay.

SUBJECTIVE TEST Essay Test items allow students to 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.

SUBJECTIVE TESTRestricted Response Item 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 plan? Describe each part.

2. Why is the barometer one of the most useful instrument to forecast the weather? Explain in one paragraph.

SUBJECTIVE TEST

Extended Response Item is when 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: Evaluate the significance of the result

of national referendum of Scotland to the global peace condition.

What can you say about NATO’s position on the ISIS?

Comment on the term “new normal” that refers to the environmental condition and climate change.

TYPES OF ESSAY THAT MEASURE COMPLEX LEARNING OUTCOMES

Type of Essay Test Item Examples of Complex Learning Outcomes that can be Measured

Restricted Response Essay Items

Ability to: Explain cause – effect

relationships Describe application of principles Formulate valid conclusion Enumerate and explain Explain methods and procedure

Extended Response Essay Items

Ability to: Organize ideas Integrate learning Design an experiment Evaluate the worth of ideas

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.

Used to assess learning outcomes in KPUP.

Example: Checklist on the use of microscope (5 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. Put the specimen on the slide.____2. Place the slide on the stage.____3. Turns to low power objectives.____4. Looks through eyepiece with one eye____5. Adjust for maximum enlargsment and resolution

PERFORMANCE ASSESSMENT TOOLS

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 Likert Scale.

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

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

1. Purpose/s are clear 1 2 3 4 5 6 7 8 9 102. Relevant to environmental problem 1 2 3 4 5 6 7 8 9 103 Use local materials 1 2 3 4 5 6 7 8 9 104. Shows collaborative work 1 2 3 4 5 6 7 8 9 105. Overall impact to humanity 1 2 3 4 5 6 7 8 9 10

PERFORMANCE ASSESSMENT TOOLS

3. Rubrics for portfolio is is a compilation of the experiences as authentic learning outcomes presented with evidences and reflections. To assess the total learning experiences as presented in a wholistics package, an assessment tool called a RUBRIC is utilized.

LEVELS OF ASSESSMENT FOR THE LEVELS OF LEARNING OUTCOMES The levels of assessment is the

description of the levels of the learning outcomes which are; knowledge, process or skill, understanding products or performance

The levels of learning outcomes are also used to describe the levels of assessment.

Levels of Learning Outcomes/Assessment

What to Test/Assess?

Type of Assessment

Percentage Value in Assessment

Level 1 - Knowledge

Who, What, When, How, Why

Pencil & Paper /Non-Paper and Pencil

15%

Level 2 – Process or Skill

Constructed meaning from knowledge

Pencil & Paper /Non-Paper and Pencil

25%

Level 3 - Understanding

Explanations, Interpretations, Applications

Pencil & Paper

30%

Transfer of understanding to life situations as Products or Performance

Checklist/Rating Scale

30%

Total 100%

TABLE OF SPECIFICATION

Developed to help the teachers in test construction.

It should reflect the Levels of Learning Outcomes provided.

TOS.docx

Sample Table of specification matrix for a periodical Test for Third Quarter

Assessment Level

Tools Highest Scores

Weights

Knowledge Objective Test 25 15%

Process Objective Test 25 25%

Understanding

Objective Test/ Essay

30 30%

Product Rubrics/Rating Scale

20 30%

Total 100 100%

Sample matrix of a Periodical Summative Test Result in the Third Quarter

Assessment Level

Tools Highest Possible

Score

Scores Earned

% Weight

of Scores

% Value of Score

Knowledge Objective Test

25 25 15% 15.00

Process Objective Test

25 20 25% 24.00

Understanding

Objective/Essay

30 26 30% 25.99

Product Performance/Product

Test

20 20 30% 30.00

Total 100 points

91 points 100% 94.99%Composite

Score

LEVEL OF PROFICIENCY DESCRIPTION

The interpretation is used for all the learning areas or subjects in basic education

Levels of Proficiency Description

Composite Score in Summative (Grade) in %

Beginning 74 and below

Developing 75 - 79

Approaching Proficiency

80 - 84

Proficient 85 - 89

Advanced 90 and above

REFERENCEBilbao,P.,et al(2014).Curriculum Development for Teachers.Lorimar Publishing, Inc.,Quezon City, Metro Manila