Curriculum Evaluation Essay

The report on the wholeowd a impairment of performance in reading, language and arithmetic due to poor instructional methods, large class sizes, and inadequate supervision Presidential Commission to resume Philippine Education (PCSPE) 1. Analyze performance of the bringing upal scheme and its relevance to subject field developingal goals 2. Ascertain the efficiency of the agreement3. Identify beas which lack more detailed probe.4. The report included findings on a. Mismatch between educational activityal services and manpower requirements b. Mismatch between education priorities and the study development priorities c. Inequitable distribution of educational facilities and resources across the regions d. Lack of opinionated planning and evaluationSURVEY OF OUTCOMES OF ELEM EDUCATION (SOUTELE)1. Battery of achievement ravels designed to measure the outcomes of elementary education 2. General mental ability test of non-verbal pillowcase designed to measure associatio n 3. Students view inventory aimed to measure affective objectives 4. Questionnaires in order to establish the profiles of pupils, teachers, cultivate heads, etc. 5. The study revealed deficiencies of elementary education in terms of inputs (resources), processes ( syllabus and instruction), and outputs (students achievement). These ar affected by socio economic, aim types, quality of teaching. The Ho pulmonary tuberculosishold and School coordinated Survey (HSMS)1. The survey hypothesized that learning is predicated on the antecedent academic, social, physiological variables. 2. The findings of the investigation showed that home-related and community related variables have greater influences on learning than situate related figures such as cost per pupil and numbers of textbooks per students. The congressional Commission on Education Study (EDCOM)1. Enhancing the internal capability of the system to satisfactorily implement the constitutional provisions on education 2. Prov iding the system with necessary financial and other infrastructure support 3. Strengthening the systems linkages with every(prenominal) sectors concerned in human resource development 4. Assisting the system to achieve its sectoral goals and targets through strategies that are consistent with the nations development goals. The National Evaluation and Impact Study of PRODED1. Teacher factor is crucial in the success of the teaching-learning process 2. There is a assume to improve the pre-service and in-service training of teachers that should include the development of skills in classroom management, teacher-pupil interaction, and the use of instructional aids, etc. Monitoring and Evaluation of RBEC1. Defines what levels of learning students of nurtures and divisions meetat various stages of the basic education cycle based on the national computer programme. 2. Setting of minimum national standards for capabilities, structures, processes and output based on a template for give instruction improvement processes from planning to implementation to monitoring and evaluation 3. Nationally standardized student assessment, outcomes measurement and reporting of basic civilize statistics Presidential Commission on Educational Reform (PCER)1. Created through E.O. in 1988 to define a budget feasible program of reform, and identify decision maker priority policy recommendations and items for a legislative agenda on education. 2. Comprised of multi sectoral multitude3. Proposed the establishment of National Education Evaluation and Testing System (NEETS) that assumes office for educational assessment of all levels, including technical and skills developmentCURRENT TRENDS AND ISSUES multilingual EDUCATION1. Article 14, sect 7 of 1987 constitution for the purposes of communication and instruction, the appointed languages of the Philippines are Filipino and until otherwise provided by law, English. 2. DECS Order 52, s. 1987 the policy of multilingual education ai ms to make every Filipino competent in twain Filipino and English at the national level 3. DECS defines bilingual as separate use of Filipino and English as media of instruction in specific subjects. Early Childhood Care and Development (ECCD)1. Art 15, due south 2, 1987 Phil. Cons. recognizes the right of children to assistance, including proper dole out and nutrition, and special protection from all forms of neglect, abuse, cruelty, maturation and other conditions prejudicial to their development. 2. UN Convention on the Rights of Child3. Education for all(prenominal) (EFA) agenda of DECS, 1990 envisioned 90% in 2000 of early childhood care and development either home-based services or kindergarten / nursery classes Other issues1. rile to pre-school education2. Private Pre-school education3. Global education4. Environmental educationThe K to 12 ProgramThe K to 12 Program c overs kindergarten and 12 age of basic education (six years of primary education, four years of junio r high school, and two years of senior high school SHS) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. The adoption of the program is in response to the subscribe to to improve the competitiveness of our countrys graduates as the ten-year basic education cycle is seen as inadequate for work and higher education. In fact, oversea Filipino workers are non automatically recognized as victor in other countries that view the ten-year education program as insufficient. The Philippines is the scarcely country in Asia and is one of only three countries in the orbit with a ten-year basic education cycle.1. Universal Kindergarten Education.2. Mother Tongue-Based Multilingual Education.3. union Academic Areas4. Specializations.TYPES OF CURRICULUM (PHILIPPINE SETTING)Overt, explicit, or scripted course of studyIs simply that which is written as part of formal instruction of schooling experiences? It may rival to a curriculum document, texts, films, and supportive teaching materials that are perceptiblely chosen to support the intentional instructional agenda of a school. Thus, the overt curriculum is usually confined to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively.Societal curriculumAs defined by Cortes (1981). Cortes defines this curriculum as the massive, ongoing, informal curriculum of family, peer groups, neighborhoods, churches organizations, occupations, mass, media and other socializing forces that educate all of us throughout our lives. The mystical or covert curriculumThat which is implied by the very structure and nature of schools, much of what revolves around daily or established routines. Longstreet and Shane (1993) offer a commonly accepted definition for this term. The hidden curriculum, w hich refers to the kinds of learnings children derives from the very nature and organizational design of the general school, as well as from the behaviors and attitudes of teachers and administrators.Examples of the hidden curriculum might include the messages and lessons derived from the mere organization of schools the emphasis on sequential room arrangements the cellular, time segments of formal instruction an annual schedule that is still arranged to curb an agrarian age disciplined messages where concentration equates to student behaviors were they are session up straight and are continually quiet students getting in and standing in line silently students quietly raising their hands to be called on the endless competition for grades, and so on. The hidden curriculum may include both positive or negative messages, depending on the models provided and the perspectives of the learner or the observer.The energy curriculumThose lessons erudite through clear-cut the Internet for information, or through using e-forms of communication. (Wilson, 2004) From Eisners perspective the null curriculum is simply that which is non taught in schools. Somehow, somewhere, some people are empowered to make sensible decisions as to what is to be included and what is to be excluded from the overt (written)From Eisners perspective the null curriculum is simply that which is non taught in schools. Somehow, somewhere, some people are empowered to make conscious decisions as to what is to be included and what is to be excluded from the overt (written curriculum. Since it is physically unachievable to teach everything in schools, many topics and subject areas must be designedly excluded from the written curriculum. But Eisners position on the null curriculum is that when certain subjects or topics are left out of the overt curriculum, school military unit are sending messages to students that certain pith and processes are not important enough to study. Unfortunately , without some level of awareness that there is as well a well-defined implicit agenda in schools, school personnel send this same type of message via the hidden curriculum. Phantom curriculumThe messages prevalent in and through exposure to any type of media. These components and messages shirk a major part in the enculturation of students into the predominant meta-culture, or in acculturating students into narrower or generational subcultures. Concomitant curriculumWhat is taught, or evince at home, or those experiences that are part of a familys experiences, or related experiences sanctioned by the family. (This type of curriculum may be received at church, in the context of religious expression, lessons on values, moral philosophy or morals, molded behaviors, or social experiences based on the familys preferences.) Rhetorical curriculumElements from the rhetorical curriculum are comprised from ideas offered by policymakers, school officials, administrators, or politicians. T his curriculum may also come from those professionals involved in concept formation and content changes or from those educational initiatives resulting from decisions based on national and state reports, public speeches, or from texts critiquing outdated educational practices. The rhetorical curriculum may also come from the publicized works religious offering updates in pedagogical knowledge. Curriculum-in-useThe formal curriculum (written or overt) comprises those things in textbooks, and content and concepts in the district curriculum guides. However, those formal elements are frequently not taught. The curriculum-in-use is the actual curriculum that is delivered and presented by each teacher.Received curriculumThose things that students really take out of classroom those concepts and content that are truly knowing and remembered. The internal curriculum Processes, content, knowledge combined with the experiences and realities of the learner to create new knowledge. While edu cators should be aware of this curriculum, they have little control over the internal curriculum since it is unique to each student. The electronic curriculumThose lessons learned through searching the Internet for information, or through using e-forms of communication. (Wilson, 2004) This type of curriculum may be either formal or informal, and congenital lessons may be overt or covert, good or bad, slouch or incorrect depending on ones views. Students who use the Internet on a regular basis, both for recreational purposes (as in blogs, chatrooms, listserves, through instant messenger on-line conversations, or through personal e-mails) and for research and information, are bombarded with all types of media and messages. Much of this information may be factually correct, informative, or blush entertaining or inspirational, but other information may be very incorrect, dated, passive, biased, perverse, or even manipulative.The implications for educational practices are that part o f the overt curriculum pick ups to include lessons on how to be wise consumers of information, how to critically appraise the accuracy and correctness of e-information, as well as the reliability of electronic sources. Also, students need to learn how to be artfully discerning nearly the usefulness and appropriateness of certain types of information. And, like other forms of social interaction, students need to know that there are inherent lessons to be learned some appropriate and acceptable netiquette and online behavior, to include the differences between fair usage and plagiarism.