Curriculum Evaluation Essay

The report entangle a deterioration of performance in reading, langu geezerhood and arithmetic due to poor financial statemental methods, large class sizes, and inadequate supervision presidential Commission to work Philippine Education (PCSPE) 1. Analyze performance of the educational system and its relevance to internal learningal goals 2. Ascertain the efficiency of the system3. Identify areas which need more detailed investigation.4. The report include findings on a. Mismatch between educational services and manpower requirements b. Mismatch between education priorities and the topic development priorities c. Inequitable distribution of educational facilities and resources across the regions d. Lack of systematic planning and evaluation surveil OF OUTCOMES OF ELEM EDUCATION (SOUTELE)1. Battery of earnment tests designed to quantify the outcomes of elementary education 2. General mental readiness test of non-verbal type designed to measure association 3. Students attitude inventory aimed to measure affective objectives 4. Questionnaires in order to establish the profiles of pupils, teachers, school heads, etc. 5. The study revealed deficiencies of elementary education in terms of inputs (resources), processes ( course of instruction and instruction), and outputs (students achievement). These are affected by socio economic, school types, quality of teaching. The Household and School Matching 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- link up and community related variables have greater influences on learning than school related factors such as cost per pupil and numbers of textbooks per students. The congressional Commission on Education get (EDCOM)1. Enhancing the internal capability of the system to satisfactorily implement the total provisions on education 2. Providing the system with necessary financial an d other infrastructure support 3. fortify the systems linkages with all 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 valuation and Impact Study of PRODED1. Teacher factor is crucial in the success of the teaching-learning process 2. There is a need to mend the pre-service and in-service training of teachers that should include the development of skills in class elbow room management, teacher-pupil interaction, and the use of instructional aids, etc. Monitoring and Evaluation of RBEC1. Defines what levels of learning students of schools and divisions meetat various stages of the base education cycle ground on the study curriculum. 2. Setting of minimum national standards for capabilities, structures, processes and output based on a template for school rise processes from planning to implementation to monitoring and evaluat ion 3. Nationally standardized student assessment, outcomes measurement and reporting of basic school statistics Presidential Commission on Educational Reform (PCER)1. Created through E.O. in 1988 to define a budget feasible program of reform, and identify executive priority policy recommendations and items for a legislative order of business on education. 2. Comprised of multi sectoral group3. Proposed the establishment of National Education Evaluation and Testing System (NEETS) that assumes responsibility for educational assessment of all levels, including technical and skills developmentCURRENT TRENDS AND ISSUESBILINGUAL EDUCATION1. Article 14, sect 7 of 1987 constitution for the purposes of communication and instruction, the official languages of the Philippines are Filipino and until otherwise provided by law, English. 2. DECS Order 52, s. 1987 the policy of bilingual education aims to make every Filipino competent in both Filipino and English at the national level 3. DECS d efines bilingual as separate use of Filipino and English as media of instruction in specific subjects. Early tikehood Care and Development (ECCD)1. Art 15, Sec 2, 1987 Phil. Cons. recognizes the right of children to assistance, including prim care and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation and other conditions prejudicial to their development. 2. UN Convention on the Rights of Child3. Education for All (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. Access to pre-school education2. Private Pre-school education3. world(prenominal) education4. Environmental educationThe K to 12 ProgramThe K to 12 Program covers kindergarten and 12 years of basic education (six years of primary education, four years of junior high school, and both years of senior high school SHS) to provide sufficient time for mastery of concepts a nd skills, develop womb-to-tomb learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. The adoption of the program is in response to the need to improve the fighting of our countrys graduates as the ten-year basic education cycle is seen as inadequate for work and higher(prenominal) education. In fact, overseas Filipino workers are non automatically recognized as professional in other countries that view the ten-year education program as insufficient. The Philippines is the solely country in Asia and is one of only three countries in the world with a ten-year basic education cycle.1. Universal Kindergarten Education.2. Mother Tongue-Based Multilingual Education.3. nucleus Academic Areas4. Specializations.TYPES OF CURRICULUM (PHILIPPINE SETTING)Overt, explicit, or create verbally curriculumIs simply that which is written as part of statuesque instruction of schooling experiences? It whitethorn refer to a curric ulum document, texts, films, and supportive teaching materials that are overtly chosen to support the intentional instructional agenda of a school. Thus, the overt curriculum is usually imprisoned 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 unavowed or covert curriculumThat which is implied by the very structure and nature of schools, frequently of what revolves around daily or established routines. Longstreet and Shane (1993) offer a commonly accepted definition for this term. The hidden curriculum, which refers to the kinds of learnings children derives from the very nature and organizat ional design of the public 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, timed segments of formal instruction an annual schedule that is still arranged to accommodate an agrarian age disciplined messages where concentration equates to student behaviors were they are sitting up straight and are continually soundless 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 whitethorn include both lordly or negative messages, depending on the models provided and the perspectives of the learner or the observer.The null curriculumThose lessons learned through seek the profits for information, or through using e-forms of communication. (Wilson, 2004) From Eis ners perspective the null curriculum is simply that which is not taught in schools. Somehow, whatsoeverwhere, 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)From Eisners perspective the null curriculum is simply that which is not 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 impossible to teach everything in schools, many topics and subject areas must be intentionally excluded from the written curriculum. But Eisners position on the null curriculum is that when certain subjects or topics are leftover out of the overt curriculum, school personnel are sending messages to students that certain heart and processes are not important enough to study. Unfortunately, without some level of awareness that there is also a well-defined inherent a genda in schools, school personnel send this same type of message via the hidden curriculum. shadower curriculumThe messages prevalent in and through exposure to any type of media. These components and messages play 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 emphasized 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 stage setting of religious expression, lessons on values, ethics 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. This curriculum may also come from those professionals involved in concept formatio n 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 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 actually take out of classroom those concepts and content that are truly learned and remembered. The internal curriculum Processes, content, knowledge combined with the experiences and realities of the learner to create overbold knowledge. While educators should be aware of this curriculum, they have little control over the internal c urriculum since it is funny 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 inherent lessons may be overt or covert, good or bad, correct 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(a) 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 even 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 of the overt curriculum needs to include lessons on how to be wise consumers of informatio n, 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 about 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 about appropriate and acceptable netiquette and online behavior, to include the differences between fair usage and plagiarism.