ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE
MODULE
MODULE 5 - Curriculum Evaluation and the Teacher
Lesson 3: Planning, Implementing and Evaluating: Understanding the
Connections
Intended Learning
After goingOutcomes (ILO)
through this lesson, you are expected to:
Analyze the relationship between planning and implementing in curriculum
development
Explain the connection of curriculum implementation and evaluation
Discuss the interrelatedness of curriculum evaluation and curriculum planning
Interpret the overall relationships of planning, implementing and evaluating in
curriculum development
Let us now proceed with the module,
remember our study guide and follow
our study schedule.
Take Off
Does curriculum development end with evaluation? Yes, according to some models
presented by Hilda Taba and Ralph Tyler. However, since curriculum development is a
continuous process, it can also be viewed like a PIE. Planning, Implementing and Evaluating
(PIE) is a cyclical process which means after evaluating, the process of planning starts
again.
Content Focus
The Evaluation Cycle: The Connections
Course Code: Educ. 107
Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE
MODULE
Planning, Implementing and assessing are three processes in curriculum development
that are taken separately but are connected to each other. The cycle continues as each is
embedded in a dynamic change that happens in curriculum development.
Planning is an initial process in curriculum development. It includes determining the
needs through an assessment. Needs would include those of the learners, the teachers, the
community and the society as these relate to curriculum. After the needs have been
identified the intended outcomes are set. Intended outcomes should be SMART, Specific,
Measurable, Attainable, with Result, and within the frame of Time. Intended outcomes
should be doable, achievable and desired. After establishing these, then a curricularist
should find out in planning the ways of achieving the outcomes. These are ways and means,
and strategies to achieve outcomes.
An example of a curriculum plan is a lesson plan. It is a written document. Many
planners would say “A good plan is half of the work done”. So, in curriculum development a
well - written
plan ensures a successful implementation.
The end product of planning is a written document. Some outputs of curriculum
planning are lesson plans, unit plan, syllabus, course design, modules, books, instructional
guides, or even new science curriculum plan.
Implementation continues after planning
What should be implemented? The planned curriculum which was written should be
implemented. It has to be put into action or used by a curriculum implementor who is the
teacher. Curriculum plans should not remain as a written document. It will become useless.
A curriculum planner can also be curriculum implementor. In fact, a curriculum
planner who implements the curriculum must have a full grasp of what has to be done. This
is an important role of the teacher.
With a well- written curriculum plan, a teacher can execute this with the help of
instructional materials, equipment, resource materials and enough time. The curriculum
implementor must also see to it that the plan which serves as guide is executed correctly.
The skill and the ability of the teacher to impart and guide learning are necessary in the
curriculum implementation. It is necessary that the end in view or the intended outcomes will
be achieved in the implementation.
Evaluation follows Implementation
The focus of this chapter is evaluation after planning and implementation was done.
It is very necessary to find out at this point, if the planned or written curriculum was
implemented successfully and the desired learning outcomes were achieved.
Curriculum evaluation as a big idea may follow evaluation models which can be used
for programs and projects. These models discussed in the previous lesson guide the
process and the corresponding tools that will be used to measure outcomes.
However, when used for assessment of learning, which is also evaluation, more
attention is given to levels of assessment for the levels of learning outcomes as defined by
the Department of Education. The use of the description for the proficiency the learner is
described by the qualified values of the weighted test scores in an interval scale.
What has been planned, should be implemented and what has been
implemented should be evaluated.
Finally, the PIE, the cyclical flow of the three processes in curriculum development is
very easy to remember and follow. As a curricularist, these guiding ideas clarify our
understanding that one cannot assess what was not taught, nor implemented what was not
planned. PLAN then IMPLEMENT then EVALUATE and the cycle begins
Course Code: Educ. 107
Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE
MODULE
Intended Learning Activity
Name: _______________________________________ Date: _______
Course & Year: _____________ Score: ______
Name of Instructor: _______________________
Subject: ________________________________
Self-Check:
A Day in a Life of a Teacher in the Classroom:
1. Look for a teacher, whom you know personally. Ask for a short curriculum
vitae.
2. Ask her/him to answer the following:
a. What are the teaching plans that you do every day? Give at least three.
b. Do you implement these plans? How?
c. If you implement these plans, how do you evaluate these?
3. After you have asked and recorded the information, write these in paragraph
form. Make sure to document your interview properly.
Match the Concept with the PIE. Write the letter of your choice.
Column A Column B
1. Summative Testing A. Planning
2. Course Designing B. Implementing
3. Cooperative Learning C. Evaluating
4. Guiding Learners
5. Making Judgement
Self-Reflect:
Reflect on the information given by the teacher in your interview above.
“Is the teacher’s life a series of planning, implementing and evaluating?
Why?”
Course Code: Educ. 107
Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
