Chapter 3
Foundation and
Approaches to
Curriculum
Development
Criteria to use in Planning , Development and
implementing curricula and instruction
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EDELSON P. BOHOL
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Doctor in Educatinal Management
Polythecnic University of the Philippines
Open University System
Learning Outcomes
⬤
Determine the criteria being used in
planning, development and
implementing curricula and instruction
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Criteria are a set standards to be
followed in assessment.
Specifically, as they apply to
curriculum criteria are set of
standards upon which the different
elements of the curriculum are
being tested.

Criteria for
Curriculum
Assessment

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The criteria will determine the
different levels of competencies or
proficiency of acceptable task
performance
Criteria for Goals and Objectives



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.
Goals and objectives are statements of curricular
expectations. They are sets of learning outcomes
epecially designed for students.
The Items must reflect the takes, skills, content
behavior and thought process that make up curricular
domains and must also match the students’ needs.
Goals and instructional objectives are formulated and
specified for the following purposes:
1.
2.
3.
To have focus on curriculum and
instruction wich give wich give
direction to where students need
to go.
To meet the requirments specified
in the policies and standards of
curriculum instruction.
To provide the students’ the best
possible education and discribe
the students’ level performance.
4. To monitor the progress of students
based on the goal set.
5. To motivate students to learn and
the teachers to be able to feel a sense
of competence when goals are
attained.
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For goals and objectives to be formulated criteria on certain elements
should be included according to Howell and Nolet in 2000.
1. Content
From the objectives, What content should students learn?
2. Behavoir
What will students do to indicate that they have learned ?
3. Criterion
What level of performance should the students have to master the behavior?
4. Condition
Under what circumstances should the work in order to master that behavior?
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Writing effective goals and objectives should also use the
following general criteria.
1.
2.
3.
Are the objectives syntactically
correct?- Syntactic correctness
Do the objectives comply with
the legal requirements of the
course of subjects?Complience with legal
requirmnets
Do the objectives pass the
stranger test? –The “Stranger
Test”
4. Do the objectives address both
knowledge and behavior? – Both
knowledge and behavior are
addressed
5. Do they pass the “so-what” test?The “So-What” Test
6. Are the objective aligned?Individualization
7. Do they make common sense? –
Common Sense
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CHECKLIST for GOALS and OBJECTIVES
Status
Yes
Question
No
1. Do the goals and/or objectives represent an important learning outcome
that is a priority for this student?
2. Is there a goals written for each area of need stated in the present level
of performance?
3. Are the goals realistic in the sense that they can be accomplished in one
year?
4. Are the goals and objectives easily measured?
5. Are there multiple objectives representing intermediate steps to each
goal?
6. Are the goals and instructional objectives appropriately calibrated
(sliced neither too broadly nor too narrowly)?
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7. Are the goals and instructional objectives useful for planning and
evaluating instructional programs?
Criteria for
Assessment
of Instruction
INSTRUCTION- refers to the
implementation of the
objectives. It is concerned with
the methodologies of the
stratrgies of teaching.
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The Two Approaches of Instruction
Supplantive Approach
Generative Approach
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 This is refferred to as “direct”
instruction( Adams &
Englemann, 1996).
 In here the teacher attempts to
promote learning by provideing
explicit directions and
explanations regarding how to
do a task.
Supplantive
Approach
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 The teacher assumes primary
responsibility for linking new
information with the students
proir knowledge and ultimately
whatever the students learn.
 With this approach information
is presented in an ordered
sequence in which component
subskills are taught directly or a
foundation for later tasks.
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 This approach is highly
teacher-directed.
Supplantive
Approach
 This is referred to as
“constructivist” or
“developmental”
Generative
Approach
 In here, the teacher functions
as a facilitator who takes a
less central role in learning
process that is studentdirected (Ensminger &
Dangel 1992).
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Generative
Approach

.
 The teacher provides opportunities
for the students to make own
linkages to prior knowledge and to
devise her own strategies for work.
 Generative instruction is
“constructivist” because much of its
emphasis is on helping students
construct their own educational
goals and experiences as well as
the knowledge that results.
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Generative
Approach

.
 With this approach, information is
presented on a schedule
determined by students’ interest
and goals.
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Curriculum are guidelines on
standards for curriculum decision
making.

What are
Curriculum
Criteria
The objectives of a curriculum or
teaching plan are the most
important curriculum criteria, since
they should be used in selection
learning experiences and in
evaluating learning achievement

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The criteria are stated in the form of questions as follows:
1.
2.
3.
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Have the goals of the curriculum or
teaching plan been clearly stated; and
are they used by teachers and
students in choosing content, materials
and activities for learning?
Have the teacher and students
engaged in student-teacher planning in
defining the goals and inn determining
how they will be implemented.
Do some of the planned goals relate to
the society or the community in which
the curriculum will be implemented or
the teaching will be done?
4. Do some of the planned goals relate to
the individual learner and his or her
needs, purposes interest and abilities?
5. Are the planned goals used as criteria in
selecting and developing learning
materials for instruction?
6. Are the planned goals used as criteria in
evaluating learning achievement and in
the further planning of learning sub
goals and activities?
According to Hass and Parkay (1993), individual defferences, flexibility and
systematic planning are criteria that depend in part on knowledge of the
different approaches to learning. The criterion question are as follows:

Does the curriculum or teaching plan include alternative approaches and
alternative activities for learning?
 Have the different learning theories been considered in planning
alternative learning approaches and activities?
 Has the significe of rewarded responses transfer, generalization,
advance organizers self-concept meaningfulness of the whole, personal
meaning, imitation , identification and socialization been considered in
the planning?
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Characteristics of a Good Curriculum
1.
2.
3.
4.
5.
The curriculum is continously evolving.
The curriculum is a based on the
needs of the people.
The curriculum is democratically
conceived.
The curriculum is the result of longterm effort.
The curriculum is complex of details.
6. The curriculum provides for the logical
sequence of subject matter.
7. The curriculum complements and
cooperates with the other programs of
the country.
8. The curriculum has educational quality.
9. The curriculum has administrative
flexibility.
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Here are some marks of a good curriculum which may be used as criteria for
evaluation purposes given by J. Galen Saylor.
1.
2.
3.
4.
5.
6.
7.
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A good curriculum is sytematically planned and evaluated.
A good curriculum reflects adequately the aims of the school.
A good curriculum maintains balance among all aim of the school
A good curriculum promotes continuity of experience.
A good curriculum arranges learning opportubities flexibly for adaptation to
partucular situations and individuals.
A good curriculum utilizes the most effective learning experiences and
resources available.
A good curriculum makes maximum provission for the development of
each learner.
What is
Evaluation?

.
 Evaluation is a process of
determining the value of something
or the extent to which goals are
being achieved.
 It is a process of making a decision
or a reading conclusion.
 It involves decision making about
student performance based on
information obtained from an
assessment process.
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What is
Evaluation?

.
 Evaluation is a process of
determining the value of something
or the extent to which goals are
being achieved.
 It is a process of making a decision
or a reading conclusion.
 It involves decision making about
student performance based on
information obtained from an
assessment process.
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Assessment is the process of collecting
information by reviewing the products of
student work, interviewing observing, or
testing.
What is
Evaluation?
 Evaluation is the process of using
information that is collected
through assessment.
 It entails a reasoning process that
is based on influence.
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Inference is the process of arriving at
a logical conclusion from a body of evidence.
 Evaluation is thoughtful process.
What is
Evaluation?
 It is the judgement we make about
the assessments of student
learning based on established
criteria.
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 Evaluation provides information-
What is
Evaluation?
a) Directly to the learner for guidance
b) Directly to the teacher for orientation of
the next instruction activities
c) Directly to external agencies for their
assessment of schools functioning in
the light of national purposes.
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 Curriculum Evaluation is the
process obtaining information
for judging the worth of an
educational program program
procedure, educational
objectives or the potential utility
of alternative approaches
designed to attain specified
objectives ( Glass and
Worthem, 1997)
What is
Curriculum
Evaluation?
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Curriculum evaluation focuses on determining whether the curriculum as
recorded in the master plan has been carried out in the classroom. In evaluating
a curriculum the following key questions are usually asked:
1.
2.
3.
4.
Are the objectives being addressed?
Are the contents presented in the recommended sequence?
Are students being involved in the suggested instructional experience?
Are the students reacting to the contents?
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Formative Evaluation
Formative and
summative
Evaluation
 Takes place during the lesson
or project and tells the
evaluator what is happening.
 Is ongoing and yields
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information that can be used to
modify the program prior to
termination. (Howell & Nolet,
2000)
Summative Evaluation
Formative and
summative
Evaluation
 Take place at the end of a
lesson or project and tells the
evaluator what has happened
 “sum up” the learning
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―
Thank you!
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