Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

curriculum

module 4 lesson 2
by

Cricel Elises

on 1 February 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of curriculum

CRITERIA
FOR
CURRICULUM ASSESSMENT BY: LUISA DESIERTO CRITERIA
FOR
ASSESSMENT OF INSTRUCTION Refers to the implementation of the objectives. It is concerned with the methodologies of the strategies of teaching. INSTRUCTION SUPPLANTIVE
APPROACH Referred to as “direct instruction”

The teacher attempts to promote learning by providing explicit directions and explanations regarding how to do a specific task

A highly Teacher- directed GENERATIVE
APPROACH Referred to as “constructivist” or “developmental”

Here, the teacher functions as a facilitator who takes a less central role in a learning process that is a student- directed. Information is presented on a schedule determined by students’ interests and goals.

Learning is assumed to be socially constructed MAX FERDINAND SCHELER was a German Philosopher known for his work in phenomenology, ethics, and philosophical anthropology.

Hierarchy of values is shown in our preferences and decisions.

From lowest to the highest HIERARCHY
OF
VALUES Pleasure Values

- the pleasant against the unpleasant
- the agreeable against the disagreeable

Sensual feelings

Experiences of pleasure or pain Vital Values-values pertaining to the well being either of the individual or of the community

Health

Vitality Spiritual Values-values independent of the whole sphere of the body and of the environment

-grasped in spiritual acts of
preferring, loving and hating

Capability

Excellence Values of the Holy-appear only in regard to objects intentionally given as “absolute objects”

Belief

Adoration

Bliss ASSESSING
THE
CURRICULUM BY: RUZHEL JOYCE DAWATES WHAT ARE CURRICULUM CRITERIA The objectives of a curriculum or teaching plan are the most important curriculum criteria, since they should be used in selecting learning experiences and in evaluating learning achievement. Guidelines on standard for curriculum decision making Students-teacher planning in defining the goals and in determining how they will be implemented. Clearly stated and they are used by teachers and students in choosing content, materials and activities for learning. Relate to the individual learner and his needs purposes, interest and abilities. Relate to the society or the community in which the curriculum will be implemented. The planned goals are used as criteria in evaluating learning achievement in the further planning sub goals and activities. The planned goals are used as criteria in selecting and developing learning materials for instruction. Include alternative approaches and alternative activities for learning Individual differences, flexibility and systematic planning are criteria that depend in part on knowledge of the different approaches to learning. HASS AND PARKAY 2. Different learning theories should be considered. The significance of rewarded responses, transfer, generalization, advance organizers, self-concept, meaningfulness of the whole, personal meaning, imitation, identification and socialization should be considered. BY: CRICEL B. ELISES WHAT ARE THE CHARACTERISTIC
OF A
GOOD CURRICULUM? It is the product of a long and tedious process of
evaluation and changed.

For a curriculum to be effective, it must have
continuous monitoring and evaluation. 1. THE CURRICULUM IS CONTINUOUSLY EVOLVING A good curriculum reflects the needs of the individual and the society as a whole. 2. THE CURRICULUM IS BASED ON THE
NEEDS OF THE PEOPLE A good curriculum is developed through the efforts of a group of individuals from different sectors in the society who are knowledgeable about the interests, needs and resources of the learner and the society a whole. 3. THE CURRICULUM IS DEMOCRATICALLY CONCEIVED. A good curriculum is a product of long tedious process.

It takes a long period of time in the planning, management, evaluation and development of a good curriculum. 4. THE CURRICULUM IS THE RESULT OF A LONG-TERM EFFORT. A good curriculum provides the proper instructional equipment and meeting places that are often most conducive to learning. 5. THE CURRICULUM IS THE COMPLEX
DETAILS. A good curriculum provides continuity of experience. 6. THE CURRICULUM PROVIDES FOR THE LOGICAL SEQUENCE OF SUBJECT MATTER. The curriculum is responsive to the needs of the community.

The school offers its assistance in the improvement and realization of ongoing programs of the community. 7. THE CURRICULUM COMPLEMENTS AND COOPERATES WITH OTHER PROGRAMS OF COMMUNITY. Quality education comes through the situation of the individual’s intellectual and creative capacities for social welfare and development.

The curriculum helps the learner to become the best that he can possibly be. 8. THE CURRICULUM HAS EDUCATIONAL QUALITY A good curriculum must be ready to incorporate changes whenever necessary.

The curriculum is open to revision and development to meet the demands of globalization and the digital age. 9. THE CURRICULUM HAS ADMINISTRATIVE FLEXIBILITY. J. GAYLEN SALOR WHAT ARE THE MARKS OF A GOOD CURRICULUM? 1. A good curriculum is systematically planned and
evaluated.

2. A good curriculum reflects adequately the aims of
the school.
3. A good curriculum maintains balance among all
aims of the school. 4. A good curriculum promotes continuity of
experience.

5. A good curriculum arranges learning opportunities
flexibly for adaptation to particular situations and
individuals.

6. A good curriculum utilizes the most effective
learning experiences and resources available.

7. A good curriculum makes maximum provisions for
the development of each learner. BY: DANIEL E. VELASQUEZ EVALUATION -is the process of determining the value of something or the extent to which goals are being achieved

-it involves decision making about student performance based on information obtained from an assessment process

- is the judgement we make about the assessments of student learning based on established criteria. -is the process of collecting information by reviewing the product of student work, interviewing, observing, or testing. WHAT IS THE DIFFERENCE OF EVALUATION FROM ASSESSMENT? Assessment is feedback from the student to the instructor about the student’s learning. Evaluation is feedback from the instructor to the student about the student’s learning. Climate Surveys – Feedback of teaching/learning methods used, text, pace, format of class, etc. Muddiest Point - Discussion Board or individual student input for what is still unclear Minute Paper – What was most useful that you learned? What questions remain? PreTest and PostTest – Questions to show overview of course content; used for first day to show depth and breadth of topics covered and last day to show what learning has occurred Reflection Paper – Student critical thought feedback over a learning unit, a learning experience, a field experience, etc. Group Informal Feedback on Teaching (GIFT) Anonymous survey asking for 1- 2 instructor actions that help students learn and 1-2 instructor actions that hinder or interfere with learning Self-Assessment Survey or Posting Classroom Feedback – Takes many formats; analyzing papers, tests for item analysis for research Evaluation

• Quizzes
• Exams
• Worksheets
• Clinical Evaluations
• Papers
• Projects: Group and Individual
• Skills and Competencies/Practical Exam
• Graded Assignments of all formats INFERENCE

Is the process of arriving at a logical conclusion from a body of evidence

Usually refers to the process of developing a conclusion on the basis of some phenomenon that is not experienced or observed directly by the person drawing the inference. WHAT IS CURRICULUM
EVALUATION? CURRICULUM EVALUATION

Is the process of obtaining information for judging the worth of the educational program, product, procedure, educational objectives or the potential utility of alternative approaches designed to attain specified objectives

It focuses on determining whether the curriculum as recorded in the master plan has been carried out in the classroom KEY QUESTION ASK IN EVALUATING CURRICULUM

Are the objectives being address?

Are the contents presented in the recommended sequence?

Are the students being involved in the suggested instructional experiences?

Are the students reacting to the contents TYPES
OF EVALUATION FORMATIVE

Takes place during the lesson or project and tells the evaluator what is happening.

Is ongoing and yields information that can be used to modify the program prior to termination. Minute Paper – What was most useful that you learned? What questions remain? Embedded questions – Questions embedded within the actual graded tests Competency Checklists – Skills and competencies checklist of ability Student Portfolio of Work – compilation of work, including drafts, over time to show growth and development of skills and knowledge. Analysis of Test Items – Certain test questions are used for faculty feedback on concepts learned Evaluation Quizzes


the Quizzes Exams Worksheets Clinical Evaluations Papers Projects: Group and Individual Skills and Competencies/Practical Exam Graded Assignments of all formats INFERENCE

Is the process of arriving at a logical conclusion from a body of evidence

Usually refers to the process of developing a conclusion on the basis of some phenomenon that is not experienced or observed directly by the person drawing the inference. INFERENCE

Is the process of arriving at a logical conclusion from a body of evidence

Usually refers to the process of developing a conclusion on the basis of some phenomenon that is not experienced or observed directly by the person drawing the inference. WHAT IS CURRICULUM
EVALUATION? CURRICULUM EVALUATION

Is the process of obtaining information for judging the worth of the educational program, product, procedure, educational objectives or the potential utility of alternative approaches designed to attain specified objectives

It focuses on determining whether the curriculum as recorded in the master plan has been carried out in the classroom KEY QUESTION ASK IN EVALUATING CURRICULUM

Are the objectives being address?

Are the contents presented in the recommended sequence?

Are the students being involved in the suggested instructional experiences?

Are the students reacting to the contents TYPES
OF
EVALUATION SUMMATIVE

Evaluation that takes place at the end of a unit or section of instruction

Summative evaluation takes place at the end of a lesson or project and tells the evaluator what has happened FORMATIVE

Takes place during the lesson or project and tells the evaluator what is happening.

Is ongoing and yields information that can be used to modify the program prior to termination. THANK YOU
Full transcript