pilot testing, monitoring, and evaluating the implementation of the curriculum

1. PILOT TESTING,
MONITORING and
EVALUATING the
IMPLEMENTATION of
the CURRICULUM

2. PILOT TESTING OR FIELD TRY -OUT
• This process will gather empirical data
to support whether the material or the
curriculum is useful, relevant, reliable
and valid.
• Most field testing or try out follow some
form of research designs.

3. • Using the principles of curriculum writing
and backed up by the content
specialization of the writers and the
consultants, the modules were written.
The printed modules were reviewed by
the consultants and peers, however,
there was a need to try out or pilot test
the activities and the field practicals by
the users who are the student themselves.
• The try out or pilot testing assures the
teachers and the schools that indeed the
curriculum materials are ready for printing
and distribution.

4. • Modification and revision are inherent
characteristics of a curriculum. The
pilot test or try – out is a
developmental process that gives the
signal as to whether the particular
curriculum can already be
implemented with confidence.

5. However, as the curriculum
is being implemented,
there is a need to
continuously monitor the
process

6. Curriculum Monitoring
– Monitoring asks the question: How are we doing? Is
the curriculum accomplishing its intended
purposes? Monitoring is also important to determine
is the curriculum is still relevant and effective.
– Monitoring is a periodic assessment and adjustment
during the try –out period.
– It is like formative evaluation.
– It determines how the curriculum is working, such
that the monitoring report becomes the basis of a
decision on what aspects have to be retained,
improved or modified.
– Monitoring also provides decision that would even
end or terminate the program.
– Usually, monitoring is done by the module writers,
curriculum experts or outside agencies. It is very
important aspect of curriculum.

7. Curriculum Evaluation
– Curriculum evaluation as part of total
educational evaluation refers to a
systematic process of judging the value,
effectiveness and adequacy of a
curriculum: its process, product and setting
will lead of informed decision.
– Evaluation should be useful and systematic.
The information gathered should be
important for the improvement of and for
final judgment of the curriculum being
evaluated.

8. In practice, two ways of
curriculum evaluation will
presented here. These are
School – Based Evaluation
and Accreditation.

9. 1. School – Based Evaluation
– Is an approach to curriculum evaluation
which places the content, design,
operation, and maintenance of
evaluation procedure in the hands of the
school personnel. The school personnel
participate in the planning and conduct
of school evaluation activities. It is a
participative evaluation where the control
and management of the process rest on
the school personnel themselves.

10. Some advantages of the School – Based
Evaluation include the following:
1. Accountability is shared by all, hence
bias and conflict are minimized.
2. School personnel develop evaluation skills.
3. The real concerns of the school
community are addressed by the
evaluation.
4. Broad participation of school personnel
provide opportunities for building school
cohesiveness.
5. Provides reliable and valid information on
curriculum, resources and general school
functioning .

11. 2. Accreditation
– This is a voluntary process of submitting a
curricular program to an external
accrediting body for review in any level of
education: basic, tertiary or graduate
school to assure standard.
– Accreditation studies the statement of the
educational intentions of the school and
affirms a standard of excellence.

12. What are the areas for accreditation
under curriculum and Instruction?

13. 1. Curriculum and program of studies
– Program of studies includes the clusters of
knowledge, skills, attitudes, values and
experiences that will provide students at
any level with the necessary
competencies for effective learning.
– A list of subjects or courses to be taken
and arranged in a logical order compose
the program of studies.

14. 2. Classroom Management
– For effective instruction, the use of appropriate
classroom management is suggested.
– The teacher who implements the curriculum sees to it
that management of teaching and learning in the
classroom follows procedure and guidelines to
enhance and create an environment conducive to
learning.
– An environment conducive to learning considers the
physical factors such as classroom physical
arrangements, ventilation, lighting, cleanliness while
human factors include the teachers’ attitudes ,
students responses, teacher-students interactions.
– A good classroom management provides
opportunities to develop independent lifelong
partners who uphold and observe democratic
practices.

15. 3. Instructional Processes or
Methodologies
– How to translate action into the written and planned
curriculum is a concern of instruction.
– How should a lesson be taught?
– What teaching methodologies should be used for
particular type of learners?
– Is there a fit or match between the lesson objectives set?
– Has teaching or methods of delivery accomplished the
objectives set?
– The decision of choosing and using the method of
teaching and using the method of teaching is a crucial
factor in curriculum and instruction.
– There are varied teaching methodologies that are
compatible with the different learning styles of the
student .
– These emerging strategies of teaching follow principles
and theories that enhance learning outcomes.

16. 4. Graduation requirements
– Graduation means successful
accomplishments of the curricular
program of studies.
– A student has to accomplish its academic
program as prescribes in the program of
studies mentioned earlier.
– These requirements are clearly
understood upon enrollment in college by
the students and by the parents for
students in the elementary or high schools.

17. 5. Administrative Support for
Effective Instruction
– A curriculum can be best implemented if
there is support of the school
administration. In fact a school principal
for example has a distinct responsibility of
a curricular manager or manager of
learning.
– Quality instruction should be sustained by
requiring needed instructional materials,
high quality of examination questions and
other support for effective instruction.

18. 6. Evaluation of Academic
Performance
– In curriculum, it is necessary that learning
outcomes be evaluated. After all the best
measures of a curriculum is the learning
outcome of the students.
– The evaluation of students' performance
should make use of valid and reliable
tools which are periodically reviewed and
revised.
– Students should be informed and be
clarified about the grading system as well
as the standards used.