CURRICULUM EVALUATION

THROUGH LEARNING
ASSESMENT

Prepared by:
 MHARIAM NICOLE J. RARUGAL
KENNETH A. RAFOLS
CESAR REYSON JR.
DPE 102 – CURRICULUM DEVELOPMENT
SECTION 4 – SUNDAY (2:30 PM – 6:00PM)
DESIRED LEARNING
OUTCOMES
 Understood how the curriculum can be
evaluated by the assessment of learning outcomes
 Identified the levels of learning outcomes and
level of assessment
 Matched the levels of learning outcomes with
the appropriate assessment tools
 Interpreted the value of assessment in terms of
grades assigned
Achieved Learning Outcomes

• Defined in outcomes-based education as a

product of what have been intended in the
beginning of learning process.
• Our country has established the Philippines
Qualification Framework (PQF) as a standard
which will be aligned to the ASEAN Reference
Qualification Framework (ARQF) for the
comparability of the learning outcomes at the
different levels of educational ladder
The Philippine Educational System is divided into eight levels. In each
level, the learners are expected to achieve specific standards and
competencies of the learning outcomes. The eight levels of complexity
of learning outcomes are based on the three domains.
DOMAINS LEVEL 1 (GRADE 11) LEVEL 2 (GRADE 12)
COMPETENCIES COMPETENCIES
-Processes functional knowledge
across range of learning areas
and technical skills in chosen
- Possess foundational knowledge career tracks with advanced
across learning areas with core competencies in
competencies in communication, communication, scientific,
scientific, critical and creative critical and creative thinking;
KNOWLEDGE, SKILLS, thinking and use of technologies. and use of technologies.
AND VALUES - Have an understanding of right -- Have understanding of right
and wrong; one’s history and and wrong; one’s history and
cultural heritage; and deep deep respect for self, others and
respect for self, others and their their culture, and the
culture and environment, environment.

- Apply foundational knowledge, - Apply functional knowledge,

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

- Apply skills in limited situations - Apply skills in varied situations

DEGREE OF with close supervision with minimal supervision
INDEPENDENCE
LEVELS OF COMPETENCY DOMAINS
BACCALAUREAT MASTER’S DOCTORATE
DOMAINS E DEGREE DEGREE DEGREE
COMPETENCIES COMPETENCIES COMPETENCIES
PQF 6 PQF 7 PQF 8
Generates new
Broad and Broad, deep, knowledge, skills
KNOWLEDGE, coherent specific knowledge with established
SKILLS, VALUES knowledge in field in the field of values in the
of discipline discipline discipline
Apply in
Apply in Apply in professional work
APPLICATION professional work professional work and research as a
and research leader or initiator
Highly
DEGREE OF Independent or in Independent independent,
INDEPENDENCE terms leads and initiates
LEVELS OF OUTCOMES
KNOWLEDGE, PROCESS, UNDERSTANDING, PERFORMANCE (KPUP)
- Reflect different learning outcomes that are arranged in hierarchy or complexity.
LEARNING DESCRIPTION OF LEARNING OUTCOMES GUIDE QUESTIONS FOR TEACHERS

1. What do you want your

KNOWLEDGE – factual, conceptual, procedural, students to know in terms of facts,
LEVEL 1 metacognition concept, procedure and multiple
thinking?

PROCESS – skills that the students use based on 2. What do you want your
LEVEL 2 facts and information for making meaning and students to do with what they
understanding know?
3. What do you want students to
LEVEL 3 UNDERSTANDING – big ideas or concepts
understand?

4. Can you place in a portfolio all

PRODUCT/PERFORMANCE - what products the evidence to show your
(material, tangible) or performance (oral, visual, learning outcome?
LEVEL 4 written, etc.) as evidence learning . 5. Can you create a one act play
i.e. portfolio, paintings, drama, research projects, showing the principles in
etc dramatization?
6. Present a research report on
conservation of indigenous plants
ASSESSMENT TOOLS FOR EACH LEVEL OF LEARNING
OUTCOMES
TYPES OF TEST TO MEASURE KNOWLEDGE, PROCESS AND UNDERSTANDING
1. OBJECTIVE TEST – test that require only one and one correct answer. It is difficult to
construct but easy to check.
1.1 Pencil-and-Paper Test
1.0.1 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
1.1.2 Alternative Response Test – This is the type of pencil and paper test,
where two options or choices are provided. The items can be stated in a
question or a statement form. Examples of this sre:
- True or False
Ex. The Philippines population has reached one million.
- Yes or No
Ex. Has the Philippine population reached one million?
ASSESSMENT TOOLS FOR EACH LEVEL OF LEARNING
OUTCOMES
1.1.3 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 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. Some multiple choice items are
presented with a STIMULUS MATERIAL.
- 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 sentence.
- Best Answer Type – All the alternatives are correct but only one
is the best.
ASSESSMENT TOOLS FOR EACH LEVEL OF LEARNING
OUTCOMES
1.1.4 Matching Type Test – The most common matching type test is
made up of two parallel columns, the first column (A) is the premise
that present the problem, the second column (B) provides the answer.
Matching type is useful in measuring factual information as well as
relationships between two things, ideas or concepts. It reduces
guessing the minimum as compared to alternative response test.
- Perfect Matching Type
- Imperfect Matching Type

1.2 Subjective Test

1.2.1 Essay – test items allow students freedom of response.
1.2.1.1 Restricted Response Item – this is like 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.
1.2.1.2 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.
TYPES OF ESSAY THAT MEASURE COMPLEX LEARNING OUTCOMES

TYPE OF ESSAY TEST ITEM EAMPLES OF COMPLE LEARNING

OUTCOMES THAT CAN BE MEASURED
Ability to:
• explain cause-effect relationships
RESTRICTED RESPOSE ESSAY ITEM • describe application of principles
• Formulate valid conclusion
• Enumerate and Explain
• Explain Methods and Procedures
Ability to:
• Organize ideas
EXTENDED RESPONSE ESSAY ITEMS • Integrate Learning
• Design an experiment
• Evaluate the worth of ideas
ASSESSMENT TOOLS TO MEASURE AUTHENTIC
LEARNING PERFORMANCE AND PRODUCTS (KPUP)
Level IV of the learning outcomes in KPUP can be assessed through
Performance or Product. These learning outcomes can best be
done through the use of authentic evaluation. Authentic
Evaluation is a test that measures real life tasks, performances
and actual products.
1. Performance Assessment Tools
1.1 Checklist – tool that consists of a list of qualities that are
expected to be observed as present or absent. The presence is to
be marked ✔ and the absence is marked ✘.
1.2 Rating Scale – 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 called Likert Scale.
1.3 Rubics for Portfolio – A portfolio is a compilation of the
experiences as authentic learning outcomes presented with
evidence and reflections. To assess the total learning
experiences as presented in a wholistic package, an assessment
tool called a RUBRIC is utilized.
ASSESSMENT TOOLS TO MEASURE AUTHENTIC
LEARNING PERFORMANCE AND PRODUCTS (KPUP)
Performance Assessment ToolsAND NUMERICAL VALUE
DESCRIPTION
CRITERIA
1. Checklist 2 1. Rating Scale 2 3 4 5
3. Rubrics for Portfolio
Contents of Less that 40% needed Less that 59% of the Has 60-74% of the Has 75-89% of the Has 90-100% needed
the portfolio entries needed content needed content needed content entries

Intended learning Intended learning Intended learning

Most intended Some intended
Objectives of outcomes are SMART outcomes are SMART outcomes are SMART
learning outcomes learning NOT SMART, but cover only less but cover a least 75% and cover the whole
the portfolio are NOT SMART and do not cover the
than 75% of the of the course course
cover only minimum whole course
course

Few entries are

Some entries are Entries are of better Entries are of better
Quality of acceptable quality, acceptable quality, quality, many are well quality, many are well Entries are best
not well selected, quality, well selected
Entries very minimal
well selected and
substantial
selected and
substantial
selected and
substantial and substantial
substance

Presentation Not creative, in Minimal creativity Creative, neat and an Creative, neat and
Creative, neat, very
disarray, less impact, neat but with average impact/ has strong impact/
of Entries no appeal minimal impact appeal appeal strong appeal/ impact

Submitted after the

Submitted 11-30 days Submitted on Submitted on Submitted ahead of
Promptness 30 days after the after schedule schedule schedule schedule
deadline
LEVELS OF ASSESSMENT FOR THE LEVELS OF
LEVELS OF LEARNING
LEARNING
OUTCOMES/ OUTCOMES
ASSESSMENT
WHAT T O TEST/ ASSESS? TYPE OF ASSESSMENT
PERCENTAGE VALUE IN
ASSESSMENT

WHO, WHAT, WHEN, Pencil & Paper/ Non

LEVEL 1 – KNOWLEDGE 15%
HOW, WHY Paper & Pencil
LEVEL 2 – PROCESS Constructed meaning Pencil & Paper/ Non 25%
SKILLS from knowledge Paper & Pencil
Explanations,
Interpretations,
Applications, Empathy,
LEVEL 3 – Perspective and Self Pencil & Paper 30%
UNDERSTANDING knowledge. Big Ideas,
principles and
generalization
Transfer of understanding
LEVEL 4 – PRODUCTS/
PERFORMANCE to life situations as Checklist/ Rating Scale 30%
Products, or Performance

TOTAL 100%
PLACING VALUE TO THE ASSESSMENT
RESULT FROM KPUP
COMPOSITE SCORE IN
LEVELS OF PROFICIENCY SUMMATIVE (GRADE) IN
DESCRIPTION %
BEGINNING 74 and below
DEVELOPING 75 – 79
APPROACHING 80 – 84
PROFICIENCY
PROFICIENT 85 – 89
ADVANCED 90 and above

This interpretation is used for all the learning areas or subjects in

basic education
PLACING VALUE TO THE ASSESSMENT RESULTS IN THE NEW
GRADING SYSTEM (DepEd Order 8, s. 2015)
Grades at the end of the Quarter or Grading Period
 Kindergarten: Use of checklist, anecdotal records and portfolios are used
instead of numerical grades which are based on Kindergarten Curriculum
Guides
 Grade 1-12
1. Learners are graded on three components every quarter. (A) Written Work
(B) Performance Tasks (C) Quarterly Test
2. These Components are given specific weights that vary.
SUBJECTS
GRADE COMPONENTS
LEVEL Mapeh/ EPP/
Lang., AP, Esp Science/ Math TLE
Written Work 30% 40% 20%
GRADE 1 TO 10
Performance 50% 40% 60%
Task
Quarterly Exam 20% 20% 20%
TOTAL 100% 100% 100%
All grades are based on the weighted raw score of learners’
3.
summative assessment
4. The minimum grade needed is 60 which when transmuted
based on the table is equivalent to 75 in report card
How are Grades computed at the end of the School
Year
 For Kindergarten: Checklist, anecdotal records and portfolio are presented to
the parents at the quarter for discussion
 For Grades 1 to 10:
1. The average of the quarter grades produce the end of the year grade
2. The general average is computed by dividing the sum of all final grades by
total number of learning areas. Each learning area has equal weight
 For Grade 11 – 12
1. The Average of the quarterly Grade produces the semestral grade
2. The General Average is computed by dividing the sum of all semestral
Final Grades by the total number of learning Areas
REPORT SUMMATIVE GRADE BY QUARTER AND
SUMMATIVE GRADE AT THE END OF THE YEAR
This modifies the previous descriptions of the performance in the KPUP.
The values and descriptors are reported to parents every quarter, and at
the end of the year.

GRADING SCALE (Based DESCRIPTOR

on Transmuted Values)
90 – 100 Outstanding
85 – 89 Very Satisfactory
80 – 84 Satisfactory
75 – 79 Fairly Satisfactory
BELOW 75 Did not meet expectations