EVALUATING-CURRICULUM-ko185533_0000.pptx

introduction to evaluating curriculum

1. EVALUATING THE CURRICULUM

2. INTRODUCTION

3. WHAT IS CURRICULUM EVALUATION? Curriculum evaluation is a component of curriculum development that responds to public accountability. It looks into educational reforms or innovations that happen in the teacher's classrooms, the school, district, division or the whole educational system as well. It is establishing the merit and worth of a curriculum. Merit refers to the value and worth of the curriculum. Test results will only be used as one of the pieces of evidence of evaluation. For in the end, the purpose of evaluation is to improve and not to prove .

4. Curriculum evaluation is premised on the concept of alignment of planned, written and implemented curriculum. It is an attempt to answer two big questions as: 1. Do planned courses, programs, activities as written and implemented produce desired outcomes? 2. How can these school curricula be improved?

5. WHAT, WHY,AND HOW TO EVALUATE A CURRICULUM LESSON 5.1

6. ➤ Acquire clear understanding of what curriculum evaluation is ➤ Explain the need to evaluate the curriculum and how it is being done ➤ Expand knowledge about different curriculum evaluation models DESIRED LEARNING OUTCOMES

7. Curriculum evaluation is a new idea for new teachers, not knowing that every day, the teacher is involved in several components of evaluation. There are two ways of looking at curriculum evaluation: 1.Curriculum Program Evaluation . Refers to the overall aspects of a curriculum as a subject, degree program, curriculum reform program and the like. Some examples are: The Curriculum Development as a Subject, Bachelor of Education as a degree K to 12 as a curricular reform, Outcomes-Based Education a Process, Mother Tongue Based Multi-lingual Education as a program.

8. Program evaluation will be using program evaluation models like Bradley Effectiveness Model, Tyler's Objective Centered Model, Stufflebeam's CIPP Model, and Scriven Consumer-Oriented Model among others. 2. Components of a Curricular Program. This will cover separate evaluation for a curriculum component such as (1) Achieve Learning Outcomes (2) Teaching Learning Process (3) Instruction Materials (4) Assessment of the Learning Outcomes. Curricular program component evaluation refers direct to the assessment of curriculum contents and processes as implemented everyday in view of the learning outcomes as either formative or summative.

9. The first lesson will attempt to teach us how to look into curriculum evaluation from two examples which are curriculum program evaluation using the curriculum evaluation models and curriculum evaluation of the specific component of curriculum program as in instructional materials evaluation (Books or Modules). Lesson 2 will be all about curriculum evaluation in the classroom for the formative and summative assessment of the achieved learning outcomes.

10. Curriculum Evaluation: A Process and a Tool Do you have a clear understanding of what curriculum evaluation is all about? Is it synonymous to assessment of learning? An analysis of the various definitions reveals that evaluation is both a process and a tool. As a process follows a procedure based on models and frameworks to get to the desired results. As a tool, it will help teachers and program implementers to judge the worth and merit of the program and innovation or curricular change. For both process and a tool, the results of evaluation will be the basis to IMPROVE curriculum. Let's look at how curricularists define curriculum evaluation. Read what each of them say.

11. Persons Definition Ornstein, A. & Hunkins, F, (1998) Curriculum evaluation is a process done in order to gather data that enables one to decide whether to accept, change, eliminate the whole curriculum of a textbook. McNeil, J. (1977) Evaluation answers two questions: 1. Do planned learning opportunities, programmes, courses and activities as developed and organized actually produce desired results? 2. How can a curriculum best be improved? Gay, L. (1985) E valuation is to identify the weaknesses and strengths as well as problems encountered in the implementation, to improve the curriculum development process. It is to determine the effectiveness of and the returns on allocated finance. Oliva, P. (1988 It is a process of delineating, obtaining and providing useful information for judging alternatives for purposes of modifying, or eliminating the curriculum. .

12. REASONS FOR CURRICULUM EVALUATION

13. a prominent educator and curriculum theorist and he emphasized the importance of setting clear learning objectives, aligning instruction with those objectives, and systematically evaluating the effectiveness of the curriculum. prominent educator and curriculum theorist. Her contribution to curriculum evaluation include her focus on collaboration, needs assessment, and the integration of social and cultural factors into the curriculum development process. HILDA TABA RALPH TYLER THE THEORISTS

14. WHY IS THERE A NEED TO EVALUATE CURRICULUM? Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum that will be the basis of the intended plan, design or implementation. This is referred to as the needs assessment . When evaluation is done in the middle of the curriculum development, it will tell if the designed or implemented curriculum can produce or is producing the desired results. This is related to monitoring .

15. WHY IS THERE A NEED TO EVALUATE CURRICULUM? Based on some standards, curriculum evaluation will guide whether the results have equalled or exceeded the standards, thus can be labelled as success. This is sometimes called terminal assessment . Curriculum evaluation provides information necessary for teachers, school managers, curriculum specialist for policy recommendations that will enhance achieved learning. This is the basis of decision making outcomes

16. CURRICULUM EVALUATION MODELS

17. Bradley Effectiveness Model Referenced to L.H Bradley , the educator and curriculum theorist who developed the model. It provides a comprehensive framework for evaluating the effectiveness of curricula and other educational programs.

18. Bradley Effectiveness Model

19. TYLER OBJECTIVES-CENTERED MODEL attainment model is a foundational framework for curriculum evaluation that emphasizes the importance of clear objectives and purposeful learning experiences. determining objectives identifying experiences organizing experiences evaluating effectiveness.

20. TYLER OBJECTIVES-CENTERED MODEL

21. DANIEL STUFFLEBEAM'S CIPP MODEL Context, Input, Process, and Product evaluation is a useful and simple tool for helping evaluators produce questions of vital importance to be asked in an evaluation process. Daniel Stufflebeam , and educational evaluator and professor known for developing the CIPP model for evaluation.

22. DANIEL STUFFLEBEAM'S CIPP MODEL

23. DANIEL STUFFLEBEAM'S CIPP MODEL

24. STAKE'S RESPONSIVE MODEL Focuses on the actual implementation of a program rather than its intended purposes. It emphasizes the importance of understanding the real-world context and activities involved in the program. Robert Stake, educational evaluator known for his work on responsive evaluation, which emphasizes understanding stakeholders' perspectives.

25. STAKE'S RESPONSIVE MODEL

26. SCRIVEN'S CONSUMER-ORIENTED MODEL Emphasizes the importance of: S tudent-Centered Focus Goal-Oriented Assessment Practical Applications The use of criteria and checklist to evaluate. Michael Scriven, philosopher and educational evaluator who is known for his work on goal-free evaluation.

27. SCRIVEN' SCONSUMER-ORIENTED MODEL

28. SCRIVEN'S CONSUMER-ORIENTED MODEL

29. SCRIVEN'S CONSUMER-ORIENTED MODEL

30. SCRIVEN'S CONSUMER-ORIENTED MODEL

31. A SIMPLE WAY OF CURRICULUM EVALUATION PROCESS

32. Does the curriculum emphasize learning outcomes? Does the implemented curriculum require less demands? Can this curriculum be applied to any particular level? (kindergarten, elementary, secondary, tertiary levels) Can the curriculum aspects be assessed as (a) written (b) taught (c) supported (d) tested and (e) learned? Does the curriculum include formative assessment?

33. Does the curriculum include summative assessment? . Does the curriculum provide quantitative methods of assessment Does the curriculum provide for qualitative methods of assessment? Can the curriculum provide the data needed for decision making? Are the findings of evaluation available to stakeholders?

34. Identifying primary audiences Identifying critical issues/problems Identifying data source Identifying techniques for collecting data STEPS IN CONDUCTING A CURRICULUM EVALUATION

35. 5. Identifying established standards and criteria 6. Identifying techniques in data analysis 7. Preparing evaluation report 8. Preparing modes of display STEPS IN CONDUCTING A CURRICULUM EVALUATION

36. CURRICULUM EVALUATION THROUGH LEARNING ASSESSMENT LESSON 5.2

37. PHILIPPINES QUALIFICATION FRAMEWORK (PQF) The Philippine Qualifications Framework (PQF) is a national standard for identifying qualifications obtained through education and training in the Philippines. It outlines knowledge, skills, applications, values, and independence, and if met, official qualification recognition.

38. FIGURE 2. THE PHILIPPINES QUALIFICATION FRAMEWORK (PQF)

39. PHILIPPINES QUALIFICATION FRAMEWORK (PQF) In all eight levels, the individual is expected to achieve specific standards and competencies as evidenced in the learning outcomes. The competencies are clustered into three domains , which are: Knowledge, Skills and Values Application Degree of Independence in Responsibility 2

40. TABLE 3 - LEVELS AND COMPETENCY DESCRIPTORS REQUIRED FOR EACH LEVEL FOR BASIC AND HIGHER EDUCATION LEVELS

41. Note: Level 1- NC 1, Level 2- NC 2, Level 3-NC 3, Level 4-NC 4 and Level G-will be certificated by the TESDA while Level 5-Diploma may either be awarded by TESDA or CHED in their respective programs. The ASEAN Qualification Framework (AQRF) is the ASEAN framework upon which the PQF and the other ASEAN member countries are referencing so that there will be ease in the mobility of professional, students among others.

42. MATCHING THE COMPETENCIES AND OUTCOMES WITH THE PQF BY DOING LEARNING ASSESSMENT

43. ASSESSMENT TOOLS FOR EACH LEVEL OF LEARNING OUTCOMES Knowledge, Process, Understanding (KPU) Learning Outcomes Knowledge, process, and understanding are learning outcomes Students who can show that they have gained knowledge, can apply such knowledge and have achieved several meanings on the particular knowledge have achieved the learning outcomes. The three types of learning outcomes and on the different levels can be assessed in many ways with the use of appropriate tools.

44. THERE ARE TWO GENERAL CATEGORIES OF TEST ITEMS: (1) OBJECTIVE TEST WHICH REQUIRE STUDENTS TO SELECT THE CORRECT RESPONSE FROM SEVERAL ALTERNATIVES OR TO SUPPLY A WORD OR SHORT PHRASE TO ANSWER A QUESTION OR COMPLETE A STATEMENT; AND (2) SUBJECTIVE TEST WHICH PERMIT THE STUDENT TO ORGANIZE AND PRESENT AN ORIGINAL ANSWER. TYPES OF TESTS TO MEASURE KNOWLEDGE, PROCESS AND UNDERSTANDING

45. THERE ARE TWO GENERAL CATEGORIES OF TEST ITEMS: (1) OBJECTIVE TEST WHICH REQUIRE STUDENTS TO SELECT THE CORRECT RESPONSE FROM SEVERAL ALTERNATIVES OR TO SUPPLY A WORD OR SHORT PHRASE TO ANSWER A QUESTION OR COMPLETE A STATEMENT; AND (2) SUBJECTIVE TEST WHICH PERMIT THE STUDENT TO ORGANIZE AND PRESENT AN ORIGINAL ANSWER. TYPES OF TESTS TO MEASURE KNOWLEDGE, PROCESS AND UNDERSTANDING

46. TYPES OF TESTS TO MEASURE KNOWLEDGE, PROCESS AND UNDERSTANDING OBJECTIVE TESTS TESTS THAT REQUIRE ONLY ONE AND ONE CORRECT ANSWER. IT IS DIFFICULT TO CONSTRUCT BUT EASY TO CHECK. P ENCIL-AND-PAPER TEST AS THE NAME SUGGESTS, THE TEST IS WRITTEN ON PAPER AND REQUIRES A PENCIL TO WRITE. HOWEVER, IN MODERN TIMES, A PENCIL-AND-PAPER TEST CAN ALSO BE TRANSLATED TO AN ELECTRONIC VERSION, WHICH MAKES THE TEST "PAPERLESS."

47. TYPES OF TESTS TO MEASURE KNOWLEDGE, PROCESS AND UNDERSTANDING 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

48. FILL IN THE BLANKS: STUDENTS COMPLETE SENTENCES WITH THE CORRECT WORDS. EXAMPLE: THE CAPITAL OF THE PHILIPPINES IS _____ (MANILA).

49. ENUMERATION: STUDENTS LIST ITEMS RELATED TO A TOPIC. Example: Name three types of curriculum design models SUBJECT CENTERED DESIGN SUBJECT DESIGN DISCIPLINE DESIGN

50. IDENTIFICATION: STUDENTS IDENTIFY TERMS OR CONCEPTS. Example: What is the term for a word that describes a person, place, or thing?

51. TYPES OF TESTS TO MEASURE KNOWLEDGE, PROCESS AND UNDERSTANDING ALTERNATIVE RESPONSE TEST THIS IS THE TYPE OF PAPER-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?

52. TYPES OF TESTS TO MEASURE KNOWLEDGE, PROCESS AND UNDERSTANDING 4. MULTIPLE 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 A LIST OF SUGGESTED SOLUTIONS. THE INCOMPLETE STATEMENT, OR DIRECT QUESTION IS CALLED THE STEM. -THE STEM IS THE PORTION OF A MULTIPLE CHOICE QUESTION THAT POSES A PROBLEM. THE STEM SHOULD BE BEST SOLVED OR ANSWERED BY ONLY ONE OF THE OPTIONS PRESENTED.

53. 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.

54. MULTIPLE CHOICE TEST EXAMPLES: 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: " Which planet is known as the Red Planet?" A. Earth B. Mars C. Jupiter D . Venus C or r e ct Answer: B. Mars Only one correct answer is possible, and the other options are clearly wrong.

55. INCOMPLETE SENTENCE: THE CHEMICAL ELEMENT WITH THE SYMBOL 'O' IS CALLED _____. A. OXYGEN B. HYDROGEN C. NITROGEN D. CARBON CORRECT ANSWER: A. OXYGEN THE SENTENCE IS MISSING A KEY PIECE OF INFORMATION THAT CAN ONLY BE COMPLETED CORRECTLY BY ONE OF THE OPTIONS.

56. BEST ANSWER TYPE ALL THE ALTERNATIVES ARE CORRECT BUT ONLY ONE IS THE BEST . Direct Question: QUESTION: " Which of the following strategies is the most effective for improving student engagement in the classroom?" A. Using interactive technology B. Assigning more homework C . Increasing lecture time D . Allowing students to choose their topics for projects CORRECT ANSWER: D. Allowing students to choose their topics for projects

57. INCOMPLETE SENTENCE "T o effectively improve student engagement in the classroom, the best strategy is _____." A. Using interactive technology B. Assigning more homework C. Increasing lecture time D. Allowing students to choose their topics for projects Correct Answer: D. Allowing students to choose their topics for projects

58. 5. MATCHING 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:

59. Relationships That Can Be Used in Matching Type Test PERSONS DATES ACHIEVEMENTS HISTORICAL EVENTS TERMS PRINCIPLES PARTS MACHINES DISEASES DEFINITIONS ILLUSTRATIONS FUNCTIONS USES CAUSES

60. 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.

61. COLUMN A (PREMISE) 1. Ramon Magsaysay 2. Carlos P. Garcia 3. Corazon Aquino COLUMN B (RESPONSES) A. MAN OF THE MASSES B. PEOPLE POWER PRESIDENT C. FILIPINO FIRST POLICY D. CHAMPIONS OF FIRST LAND REFORM LAW

62. 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.

63. COLUMN A (PREMISE) 1. Consumer Oriented Model 2. Responsive Model 3. CIIP Model 4. Goal Free Model 5. Phi Delta Kappa Model COLUMN B (RESPONSES) A. Michael Scriven B. Daniel Stufflebeam C. Robert Stake D. Ralph Tyler

64. TYPES OF TESTS TO MEASURE KNOWLEDGE, PROCESS AND UNDERSTANDING 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.

65. 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.

66. TYPES OF TESTS TO MEASURE KNOWLEDGE, PROCESS AND UNDERSTANDING 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.

67. 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.

68. TYPES OF TESTS TO MEASURE KNOWLEDGE, PROCESS AND UNDERSTANDING 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.

69. 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.

70. TYPES OF ESSAY THAT MEASURE COMPLEX LEARNING OUTCOMES

71. LEVELS OF LEARNING OUTCOMES/ASSESSMENT

72. Levels of Learning Outcomes/ Assessment What to test/Assess? Type of Assessment Percentage Value Assessment Level 1: Knowledge Who, What, When, How, Why Pencil & Paper/ Non-paper-and- Pencil 15% Level 2: Process Constructed meaning from knowledge Pencil & Paper/ Non-paper-and- Pencil 25% Level 3: Understanding Explanations, Interpretations, Applications, Empathy, Perspective and Self Knowledge. Big ideas, principles and generalization Pencil & Paper/ Non-paper-and-Pencil 30% LEVELS OF LEARNING OUTCOMES/ASSESSMENT

73. Levels of Learning Outcomes/ Assessment What to test/Assess? Type of Assessment Percentage Value Assessment Level 4: Production and Performance Application of skills, creativity, and real-world execution. Technical proficiency, teamwork, qnd final output quality. Non-paper-and- Pencil 30%

74. - KPUP is still utilized in the grading system but has been modified by WW-PT-QE. - Summative assessment is composed of Written Work (WW), Performance Tasks (PT), and Quarterly Assessment (QA). PLACING VALUE TO ASSESSMENT RESULTS FROM KPUP (D.O. 73. 2012) TO WRITTEN WORK, PERFORMANCE TASK, QUARTERLY EXAM (WW-PT-QE) D.O 8, S. 2015

75. Components Purposes When Given Written Work (WW) 1. Assess learners' understanding of concepts and application of skills in written form. 2. Prepare learners for quarterly assessments. At the end of the topic or unit. Performance Task (PT) 1. Involve students in the learning process individually or in col- laboration with team mates over a period of time. 2. Give students opportunities to demonstrate and integrate their knowledge, understanding and skills about topics or lessons learned in a specific real-life situation by performing and/ or producing evidence of their learning. At the end of the lesson focusing on topic/skill lesson Several times during the quarter. Components of Summative Assessment

76. Components Purposes When Given 3. Give students the freedom to express their learning in appropriate and diverse ways. 4. Encourage student inquiry, integration of knowledge, understanding, and skills in various contexts beyond the assessment period. Quarterly Assessment (QA) Synthesize all the learning skills, concepts, and values learned in an entire quarter. Once, at the end of the quarter.

77. GRADES AT THE END OF THE SCHOOL YEAR AND HOW THESE ARE COMPUTED

78. HOW IS LEARNER PROGRESS RECORDED AND COMPUTED?

79. Kindergarten is all about fostering a love of learning and developing basic skills! FOR KINDERGARTEN

80. - Uses checklist, anecdotal records, and portfolios instead of numerical grades

81. For Grades 1 to 12, each grading period includes one Quarterly Assessment, along with opportunities for students to complete Written Work and Performance Tasks. While there's no set number of these tasks, they should be spread throughout the quarter and used to assess skills after each unit. FOR GRADES 1 TO 12

82. How to Compute for Final Grades and General Average in DepEd K to 12 Grading System FOR GRADES 1-12 Step 1: Grades from all student work are added up • This results in the total score for each component, namely Written Work, Performance Tasks, and Quarterly Assessment. •Raw scores from each component have to be converted to a Percentage Score. This is to ensure that values are parallel to each other.

83. Step 2: The sum for each component is converted to the Percentage Score. Step 3: Percentage Scores are then converted to Weighted Scores to show the importance of each component in promoting learning in the different subjects.

84. Grade 1 to 10 (Highschool) High School Grading Components

85. Grade 11 and Grade 12 (Senior High): Senior High School Grading Components

86. Step 4: The sum of the Weighted Scores in each component is the Initial Grade.

87. Step 5: The Quarterly Grade for each learning area is written in the report card of the student.

88. HOW ARE GRADES COMPUTED AT THE END OF THE SCHOOL YEAR?

89. KINDERGARTEN NO NUMERICAL GRADES IN KINDERGARTEN. Learners' progress is tracked using checklists and student portfolios. Portfolios are shared with parents at the end of each quarter for discussion. Additional guidelines for the Kindergarten program will be provided.

90. GRADES 1 TO 10 THE AVERAGE OF THE QUARTERLY GRADES (QG) PRODUCES THE FINAL GRADE.

91. GRADES 11 AND 12

92. REPORTING SUMMATIVE GRADES BY QUARTER/SEMESTER OR END OF THE YEAR

93. Level of Proficiency Descriptors Grading scale based on Transmuted values Advanced 90% and above Proficient 85%-89% Approaching Proficiency 80%-84% Developing 75%-79% Beginning Below up to 74% - Interpretation of numerical values for all subject areas is based on the minimum initial grade of 60, transmuted into an equivalent of 75 in the report card.

94. PLANNING, IMPLEMENTING, AND EVALUATING: UNDERSTANDING THE CONNECTIONS LESSON 5.3

95. THE EVALUATION CYCLE

96. EVALUATING PLANNING IMPLEMENTING

97. PLANNING

98. IMPLEMENTING

99. EVALUATING

100. EVALUATING PLANNING IMPLEMENTING

101. Planning, implementing, and evaluating are three connected processes in curriculum development. Planning determines needs through assessment and results in a written curriculum. Implementation puts the planned curriculum into action through teaching. Evaluation assesses whether the planned curriculum was successfully implemented and the desired learning outcomes achieved. The processes are cyclical - evaluation informs future planning, which leads again to implementation and evaluation. Understanding the connections between planning, implementing, and evaluating is essential for effective curriculum development.

102. As a curricularist, these guiding ideas clarify our understanding that one cannot assess what was not taught, nor implement what was not planned. PLAN then IMPLEMENT then EVALUATE and the next cycle begin.

103. THANK YOU!