Linking Curriculum Instruction and Assessment

1. Module IV Assessing The
Curriculum
Lesson 4: Linking Curriculum,
Instruction And Assessment (CIA):
Making A Fit

2. CURRICULUM AND INSTRUCTION
According to Howell and Evans (1995) and Sands, et al (1995)
 is a structured set of learning outcomes or tasks
 educators usually call goals and objectives.
 the “what” of teaching.
Curriculum
*Students are expected to learn the information specified in the
curriculum so that they will have the skills needed to prepare
students to succeed in the society.

3. “Knowledge of curriculum is for successful assessment, evaluation,
decision making and teaching.”
- Howel and Evans (1995)
*Deciding which
curriculum task should
be taught and which
instructional approach
to use best, requires the
use of evaluative
procedure.

4.  developers need to bring to the content selection the criteria of
significance, validity, interest, learnability and feasibility.
“Curriculum is understood as the content’’.
 Significance brings the content to the degree to which it
contributes the basic ideas, concepts, principles and
generalizations and to the development of particular learning
abilities, skills, processes and attitudes.
 Interest is the degree to which the content either caters or
fosters particular interests in the students.

5. “Curriculum is understood as the content’’.
 Learnability is the appropriateness of the content in the light
of the particular students who are to experience the curriculum.
 Feasibility refers to the question, “Can the selected content be
taught in the time allowed, considering the resources, staff and
particular community?”
*These should be used for the selection of appropriate
general curricular objectives and content.

6. Curriculum Objectives:
 guide the learning outcomes to be achieved as well as the
activities to accomplish.
(other aspect of curriculum) *provide cue to what content
should be included.
 provide condition, performance and extent of performance.
 should meet the criteria of SMART.

7. What is SMART?
pecific
easurabl
e
ttainable
esult-oriented
ime-bound
Both objectives and
contents are inputs to what
is defined as the curriculum.
The plan is the intention but it
will not have impact if is not
placed into motion.

8. Instruction
 the actual engagement of learners of the
planned learning activities
 the implementation of the curriculum plan
“ Curriculum and Instruction interlock with each
other”
Thus, WITHOUT curriculum plan, there could be
NO effective instruction… and WITHOUT
instruction, curriculum has a VERY LITTLE meaning.

9. Criteria of Meaningful Instruction
 bring about optimum benefit to the learners.
It is important that the curriculum content and objectives should match with the
instruction from where learning experiences are provided
 approximate real life situations.
 encourage the learners to inquire further
 heighten learners interest and motivation.
 involve the use of different senses.
 approximate real life situations.
 provide opportunities for broad and deep study.
 provide mastery of total learning.

10. Curriculum and Assessment
 Curriculum is related to Assessment.
Curriculum:
 determines what assessment should be
done, and how to do it.
 establishes “what to accomplish?”
Assessment:
 determines “how to determine if the
curriculum has been achieved?”

11. Assessment
 is the process of collecting information which describes
student achievement in relation to curriculum
expectations.
4 Levels can be used to judge the quality of student work:

12. Assessment
 To ensure that the assessment is aligned with the
curriculum, the teacher needs to ask the following key
questions:
For diagnostic Assessment:
 What do I expect my students to learn?
 What is the best way for my
students to demonstrate their
achievement?

13. The interaction among curriculum, instruction and
assessment can be seen in a diagram below: