Lesson 3.3
Curriculum Mapping and
Curriculum Quality Audit
Daisybel Tura
CURRICULUM MAPPING
DEFINITION
 A
model
for
designing,
refining,
upgrading and reviewing the curriculum
resulting in a framework that provides
form, focus, and function (Hale &
Dunlap, 2010
 Reflective process that helps teachers
understand what has been taught in
class, how it has been taught and how
learning outcomes are assessed
 An ongoing process or “work-in-progress”
 Not a one time initiative but a continuing
action, which involves the teacher and
other stakeholders, who have common
concerns
 Can be done by teachers alone, a
group of teachers teaching the same
subject, the department, the whole
school or district or the whole
educational system.
BENEFITS
 Ensures alignment of the desired learning
outcomes,
learning
activities
and
assessment of learning
 Addresses the gaps or repetitions in the
curriculum. It reveals if certain program
goals or learning outcomes are not
adequately
covered
or
overly
emphasized in the current curriculum
 Verifies,
clarifies
and
establishes
alignment between what students do in
their courses and what is taught in the
classrooms and assessed as their learning
 Visually show important elements of the
curriculum and how they contribute to
student learning
 Connects all initiatives from instruction,
pedagogies,
assessment
and
professional development. It facilitates
the integration of cross-curricular skills.
CURRICULUM MAPPING
Questions to consider in mapping curriculum
 What do my students learn?
 What do they study in the first quarter?
 What are they studying in the school throughout the year?
 Do my co-teachers who handle the same subject, cover the same
content? Achieve the same outcomes? Use similar strategies?
 How do I help my students understand the connections between my
subjects and other subjects within the year? Next year?
CURRICULUM MAPPING PROCESS
Steps to Follow
For a Degree Program in
College
OBE – Inspired Syllabus for Higher
Education
1.
Make a matrix or a spread sheet
1.
Make a matrix or a spreadsheet
2.
Place a timeline that you need to cover (one
quarter, one semester, one year). This should be
dependent on time frame of a particular
curriculum that was written
2.
Identify the degree or program outcomes
(ex.BEEd, or BSEd)
3.
Identify the subjects or courses under the
degree (GenEd, Prof Ed, and Major for BSEd)
4.
List the subjects along the vertical cells of the
matrix in a logical or chronological order
3.
Enter the intended learning outcomes, skills
needed to be taught or achieved at the end
of the teaching
4.
Enter in the same matrix the
areas/subject areas to be covered
content
5.
5.
Align and name each resource available such
as textbooks, workbooks, module next to
subject areas
List the degree program outcomes along the
horizontal cell (use code as PO1, PO2,… if
outcomes are too long to fit in the cell) PO
means Program Outcomes
6.
Cross the Subject
determine if such
outcomes as either
or give Opportunity
corresponding cell
7.
Fill up all cells
8.
After accomplishing the map, use it as a guide
for all teachers teaching the course for students
to complete the degree in four years.
6.
Enter the teaching-learning methods to be
used to achieve the outcomes
7.
Align and enter the assessment procedure and
tools to the intended learning outcomes,
content areas, and resources
8.
Circulate the map among based all involved
personnel for their inputs
9.
Revise and refine map based on suggestions
and distribute to all concerned
and the Outcomes, and
subject accomplishes the
Learned (L), Performed (P)
(O). Place the code in the
Sample Curriculum Map
Excerpt form the DepEd Curriculum Guide for JHS TLE
Sample Curriculum Map
Excerpt from CMO No. 79, 2017
CURRICULUM MAPPING
DEFINITION
 A form of curriculum mapping
 A process of mapping the curricular
program
or
syllabus
against
established standards.
 Supported by Susan Rafe when she
said that the best practice in
curriculum
development and
implementation
require
that
discipline based standards embody
curricular and program scopes and
sequences (Arafeh, 2016,p.585)
 Requires a written curriculum and
the tested curriculum linked to both
the taught and the written curricula
BENEFITS
 Identify
gaps,
under
and
overrepresentation
of
the
curriculum based on the standards
 Ensures alignment of learning
outcomes,
activities
and
assessment to the standards
 Achieve
an
internationally
comparable
curriculum
as
standards become the basis of the
curriculum analysis
CURRICULUM Quality Audit
Questions to consider in engaging curriculum quality
 Is the curriculum planned, executed, and assessed in accordance with
appropriate standards?
 How does the school system conform to the standards of quality in
instructional organization like specificity, quality and scope for teaching,
learning and assessment?
 Are all students achieving success equally and effectively? If not, what can
be done about it?
STANDARDS THAT CAN BE USED IN
CURRICULUM Quality Audit
 Philippine Professional Standards for Teachers (PPST) can be used as anchor in curriculum
quality audit. It aims to set clear expectations of teachers along well-defined career
stages of professional development from beginning to distinguished practice. It is adopted
and implemented through Department of Education Order (DO) 42, s. 2017. Teacher
educator, program heads, curriculum planners may refer to the PPST to “quality audit” the
pre-service teacher education curriculum as basis for quality assurance provision of
teacher education.
First CQA in teacher education curriculum in the Philippines:
1. Research Center for Teacher Quality (RCTQ)
2. Philippine Normal University
3. Cebu Normal University
4. West Visayan University
5. West Mindanao State University
6. other member universities of the National Network of Normal Schools (3Ns)
Using the CQA, pre service syllabi were mapped to the PPST to ensure the standards
for beginning teachers are addressed in the pre-service curriculum. This embody the
competencies of beginning teachers as they practice their profession in the DepEd.
STANDARDS THAT CAN BE USED IN
CURRICULUM Quality Audit
 CHED CMOs 74 to 83 , standards set by the Commission on Higher
Education, specific to the degree program being offered and the teachers
who are the outcomes of the programs. They have both the generic
standards for all teacher education degree programs and specific
standards for each degree program. For example, CMO 74, s. 2017
contains the standards for BEEd and CMO 75, s. 2017 contains the BSEd.
 Competency Framework for Teachers in Southeast Asia (CFT-SEA) SEAMEO
and SEAMES and the European Tuning Asia Southeast (TASE) teacher
competencies, international standards for teachers.