Curriculum Criteria 61q2q

PREPARED BY: NENIA JANE V. GLORIA

1. 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? 2. Have teacher and students engaged in students-teacher planning in defining the goals and in determining how they will be implemented?

3. 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 differences, flexibility and systematic planning are criteria that depend in part on knowledge of the different approaches to learning. The criterion

1.

2.

3.

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 significance of rewarded responses, transfer, generalization, advance organizers, self-concept, meaningfulness of the whole, personal meaning, imitation, identification and socialization been considered in the planning?

CHARACTERISTICS OF A GOOD CURRICULUM

1. 2. 3.

4. 5.

The curriculum The curriculum the people. The curriculum conceived. The curriculum term effort. The curriculum

is continuously evolving. is based on the needs of is democratically

is the result of a longis a complex of details.

6. The

curriculum provides for the logical sequence of subject matter. 7. The curriculum complements and cooperates with other programs of the community. 8. The curriculum has educational quality. 9. The curriculum has istrative flexibility.

MARKS OF A GOOD CURRICULUM

A

good curriculum is systematically planned and evaluated.  A good curriculum reflects adequately the aims of the school.  A good curriculum maintains balance among all aims of the school.  A good curriculum promotes continuity of experience.

A good curriculum arranges learning opportunities flexibly for adaptation to particular situations and individuals.  A good curriculum utilizes the most effective learning experiences and resources available.  A good curriculum makes maximum provision for the development of each learner. 

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It is the judgment we make about the assessments of student learning based on established criteria. It involves a process of integrating assessment information from various sources and using this information to make inferences and judgments about how well students have achieved curriculum expectations.

 It

is the process of obtaining information for judging the worth of an educational program, product, procedure, educational objectives or the potential utility of alternative, approaches designed to attain specified objective. (Glass and Worthem, 1997)

Formative

Evaluation Summative Evaluation

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