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CURRICULUM
DEVELOPMEN
T

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I. Evolution of teaching
II. Explain the three domains
of teaching
III.What is a Test and Non-
Test?
IV. What is Testing?
V. What are the
goals/objectives of testing?
VI. Kinds of Educational
decisions
VII. What is measurement?
VIII. What is the difference
between Measurement and
Assessment
IX. What is Triangulation?
X. Examples of Assessment
Strategies

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The evolution of teaching has been a dynamic journey shaped
by various factors including technological advancements,
pedagogical theories, societal changes, and educational policies.
Here’s a broad overview of its key stages:
1. Traditional Teaching (Pre-Industrial Era):
• Teaching was localized, often conducted by religious institutions
or private tutors.
• Emphasis on rote memorization and direct instruction.
• Limited access to education, primarily for the elite.
I. Evolution of
Teaching

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2. Industrial Revolution and Rise of Public Education:
 Industrialization spurred the need for basic literacy and
numeracy skills.
 Mass education initiatives introduced compulsory schooling.
 Standardized curriculum and teacher training emerged.

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3. Progressive Education (Late 19th to Early 20th
Century):
 Led by educators like John Dewey, focused on student-
centered learning.
 Emphasized experiential learning, critical thinking, and
problem-solving.
 Montessori and Froebel introduced alternative approaches
for early childhood education.

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4. Post-World War II Era:
 Increased focus on scientific and technological education.
 Rise of behaviorism influenced teaching methodologies,
emphasizing rewards and punishments.
 Cold War competition spurred investment in STEM
education.

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5. Digital Age and Technological Integration (Late 20th Century
to Present):
 Introduction of computers, internet, and digital tools transformed
teaching methods.
 Blended learning approaches incorporating online resources
alongside traditional instruction.
 Personalized learning technologies cater to individual student
needs.
 Flipped classrooms and MOOCs (Massive Open Online Courses)
expanded access to education.

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6. 21st Century Skills and Competency-Based Education:
Shift towards teaching skills like critical thinking, collaboration,
creativity, and digital literacy.
Project-based learning and inquiry-based instruction gain
popularity.
Emphasis on lifelong learning and adaptability to rapid
technological and societal changes.

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7. Globalization and Cultural Integration:
 Diversity and multiculturalism integrated into curricula.
 Cross-cultural exchange facilitated through international
education programs and digital platforms.
 Recognition of the importance of culturally responsive
teaching practices.

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8. COVID-19 Pandemic and Remote Learning:
• Accelerated adoption of online learning due to
widespread school closures.
• Challenges of digital divide and equity in access to
education highlighted.
• Blending traditional and digital teaching methods
becomes essential for hybrid learning environments.

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II. The three domains of teaching:
1. Cognitive Domain
2. Affective Domain
3. Psychomotor Domain

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This domain involves
intellectual activities and the
acquisition of knowledge,
comprehension, application,
analysis, synthesis, and
evaluation of information. It
encompasses the development of
thinking skills and mental
processes. Bloom's Taxonomy is a
widely used framework for
understanding cognitive learning
objectives, organized from lower-
order thinking skills (remembering
and understanding) to higher-
order thinking skills (applying,
analyzing, evaluating, and
creating).
COGNITIVE DOMAIN AFFECTIVE DOMAIN
This pertains to the
emotional and social aspects of
learning. It includes attitudes,
values, beliefs, and feelings.
Teaching in this domain aims to
foster positive attitudes, social
skills, empathy, and ethical
responsibility. Learning objectives
in the affective domain often focus
on behaviors such as receiving,
responding, valuing, organizing,
and characterizing.
PSYCHOMOTOR DOMAIN
This domain involves the
development of physical skills and
coordination. It includes actions,
movements, and manual or
physical tasks. Teaching in this
domain aims to develop motor
skills, muscle coordination, and
physical dexterity. Learning
objectives in the psychomotor
domain may involve imitation,
manipulation, precision,
articulation, and naturalization.
The three domains of teaching:

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In the context of education, "test"
and "non-test" refer to different methods
of assessing student learning and
performance.
III. What is a Test and Non-Test?

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III. What is a Test and Non-Test?
A test is a formal assessment tool used to measure a
student's knowledge, skills, or abilities in a specific subject
or area. Tests typically involve questions or tasks designed
to elicit responses that demonstrate the extent of the
student's understanding or proficiency. Tests can take
various forms, including multiple-choice tests, essay
exams, standardized tests, quizzes, and performance
assessments. They are often scored objectively using
predetermined criteria or rubrics.

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Non-test assessments, also known as alternative
assessments or authentic assessments, encompass a broader
range of evaluation methods that go beyond traditional tests.
These assessments are designed to provide a more holistic
understanding of a student's abilities and may include
observations, portfolios, projects, presentations, interviews,
performances, and self-assessments. Non-test assessments
aim to capture a student's learning process, creativity, critical
thinking skills, problem-solving abilities, and real-world
application of knowledge. They often emphasize authentic tasks
and real-life contexts, allowing students to demonstrate their
understanding and skills in meaningful ways.

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While tests focus primarily on measuring declarative
knowledge and procedural skills through structured questions
or tasks, non-test assessments offer opportunities for students
to engage in deeper learning experiences and demonstrate
higher-order thinking skills in authentic contexts. Both test and
non-test assessments play important roles in evaluating
student progress, informing instructional decisions, and
promoting meaningful learning outcomes in education.

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IV. What is Testing?
Testing measures the level of skill or
knowledge that has been reached.

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V. What are the goals/objectives of testing?
The goals or objectives of testing in education can vary
depending on the context, purpose, and stakeholders
involved.

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Some common goals and objectives of testing include:
1. Assessment of Learning
2. Evaluation of Teaching Effectiveness
3. Identification of Learning Gaps
4. Promotion of Accountability
5. Guidance for Instructional Decision-Making
6. Motivation and Goal Setting
7. Preparation for High-Stakes Examinations
8. Data-Driven Decision-Making:

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VI. Kinds of Educational Decision
1. Policy Decisions: Policy decisions are made at the governmental or institutional
level and involve the formulation, adoption, and implementation of educational
policies, regulations, and guidelines. These decisions often have far-reaching
implications for curriculum, funding, standards, assessment, accountability, and
educational equity.
2. Administrative Decisions: Administrative decisions are made by school
administrators, district officials, and educational leaders responsible for managing
schools, districts, or educational organizations. These decisions pertain to resource
allocation, budgeting, staffing, facilities management, scheduling, strategic planning,
and overall organizational management.

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3. Instructional Decisions: Instructional decisions are made by teachers,
educators, and instructional leaders to support teaching and learning in
the classroom. These decisions involve curriculum design, lesson
planning, instructional methods, assessment strategies, differentiation,
classroom management, and the use of educational technologies.
4. Assessment Decisions: Assessment decisions involve the selection,
development, administration, and interpretation of assessments to measure
student learning and performance. These decisions may include choosing
appropriate assessment tools, setting assessment criteria, analyzing
assessment data, providing feedback, and using assessment results to
inform instructional practices and educational policies.

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5. Placement Decisions: Placement decisions involve
determining the appropriate educational placement or program for
individual students based on their academic, social, emotional, or
behavioral needs. These decisions may include placement in
special education programs, gifted and talented programs, English
language learner (ELL) programs, advanced courses, or
interventions for students at risk of academic failure.
6. Curriculum Decisions: Curriculum decisions involve the
selection, development, and implementation of educational
curricula, including the content, scope, sequence, and instructional
materials used to teach specific subjects or courses. These
decisions may be influenced by educational standards, pedagogical
approaches, student needs, community preferences, and societal
demands.

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7. Resource Allocation Decisions: Resource allocation decisions
involve determining how financial, human, and material resources are
distributed and utilized within the education system. These decisions
may include budget allocation, staffing decisions, procurement of
supplies and equipment, investment in educational programs, and
allocation of time and space.
8. Parental Decisions: Parental decisions involve choices made by
parents or guardians regarding their children's education, such as
selecting schools, enrolling in educational programs, participating in
school activities, supporting homework and study habits, and advocating
for their children's educational needs.

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9. Student Decisions: Student decisions involve choices made by
students regarding their own education, including academic goals,
course selection, extracurricular activities, study habits, career
aspirations, and post-secondary education plans.

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VII. What is measurement?
Measurement is the process of assigning
numerical or qualitative values to objects, events, or
phenomena according to predefined rules or
standards. In the context of education,
measurement plays a crucial role in assessing
student learning, evaluating educational programs,
and making data-informed decisions.

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VIII. What is the difference between Measurement and Assessment?
Measurement and assessment are related
concepts within the field of education, but they serve
distinct purposes and involve different processes.
Here's a breakdown of the key differences between
measurement and assessment:

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1. Purpose:
MEASUREMENT: ASSESSMENT:
Measurement focuses on assigning
numerical or qualitative values to
specific attributes or characteristics
of interest. The primary goal of
measurement is to quantify and
describe phenomena, such as
student achievement, attitudes,
behaviors, or program outcomes.
Assessment involves gathering,
analyzing, and interpreting
evidence of student learning,
performance, or development.
The primary goal of assessment
is to make judgments,
evaluations, or decisions based
on the evidence collected.

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2. Scope:
Measurement is a narrower
concept that pertains to the
process of assigning values to
specific attributes or variables. It
typically involves quantifying one
or more aspects of a
phenomenon using standardized
units, scales, or procedures.
Assessment is a broader concept
that encompasses a variety of
methods, tools, and processes used
to evaluate student learning,
performance, or progress.
Assessment may involve
measurement as one component but
also includes other activities such as
observation, documentation,
feedback, and interpretation.

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3. Focus:
Measurement focuses on the
properties, characteristics, or
attributes being measured. It
aims to provide accurate,
reliable, and valid descriptions
or representations of these
attributes through numerical or
qualitative values.
Assessment focuses on the overall
process of gathering and interpreting
evidence of student learning or
achievement. It involves setting goals
or criteria, collecting data, analyzing
results, and using the information to
make informed decisions about
teaching, learning, and program
improvement.

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4. Usage:
Measurement is often used as a
component or tool within the
broader process of assessment. It
provides the quantitative or
qualitative data that contribute to
assessment activities such as
grading, evaluation, diagnosis, or
monitoring.
Assessment encompasses a range of
activities and purposes beyond
measurement, including formative
assessment (providing feedback to
improve learning), summative
assessment (evaluating learning
outcomes), diagnostic assessment
(identifying learning needs), and
evaluative assessment (judging
program effectiveness).

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In summary, measurement involves the process of
quantifying attributes or characteristics, while assessment
involves the broader process of gathering, analyzing, and
interpreting evidence of student learning or performance to
make informed decisions. Measurement is a component of
assessment but does not encompass all aspects of
assessment.

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IX. What is Triangulation?
Triangulation is a research methodology that involves the use of
multiple methods, data sources, investigators, or theories to study a
research problem or phenomenon. The term "triangulation" originates
from the field of surveying, where it refers to the use of multiple
landmarks to determine the precise location of a point. In research,
triangulation serves a similar purpose by enhancing the validity,
reliability, and comprehensiveness of the findings through the
convergence of multiple perspectives or sources of evidence.

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Triangulation is a valuable approach in
research for enhancing the validity, reliability,
and comprehensiveness of the findings
through the integration of multiple methods,
data sources, investigators, or perspectives

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X. Examples of Assessment Strategies
1. Formative Assessment:
 Classroom Discussions: Engage students in interactive discussions to
assess their understanding, critical thinking skills, and participation.
 Exit Tickets: Use brief written or verbal responses at the end of a lesson
to assess student comprehension, misconceptions, or questions.
 Think-Pair-Share: Have students think individually, discuss with a
partner, and then share their ideas with the whole class to assess
understanding and promote peer learning.
 Peer Assessment: Encourage students to provide feedback to their peers
on assignments, presentations, or projects to promote self-reflection and
peer learning.

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2. Summative Assessment:
 Standardized Tests: Administer standardized tests, such as
state assessments or end-of-course exams, to measure student
achievement and compare performance across schools or
districts.
 Final Exams: Assess student learning at the end of a course or
unit using comprehensive written, oral, or practical exams.
 Portfolios: Compile a collection of student work samples,
reflections, and assessments over time to demonstrate growth,
mastery, and achievement in a particular subject or skill area.
 Performance Tasks: Assign complex, authentic tasks or projects
that require students to apply knowledge, skills, and creativity to
solve real-world problems or demonstrate proficiency.

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3. Diagnostic Assessment:
• Pre-Assessment: Administer pre-tests or diagnostic
assessments at the beginning of a unit or course to identify
students' prior knowledge, misconceptions, or learning
needs.
• Learning Inventories: Use surveys, questionnaires, or
self-assessments to gather information about students'
interests, learning styles, motivations, and strengths.
• Skills Assessments: Assess specific skills or
competencies (e.g., reading fluency, math computation) to
identify areas of strength and areas needing improvement.

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4. Authentic Assessment:
 Project-Based Learning: Assign projects or investigations
that require students to apply knowledge, conduct research,
solve problems, and create products or presentations.
 Case Studies: Present real-life scenarios or case studies for
students to analyze, evaluate, and propose solutions based
on their understanding of course concepts.
 Simulations: Use interactive simulations or role-playing
activities to immerse students in authentic contexts and
assess their decision-making, problem-solving, and critical
thinking skills.

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5. Self-Assessment and Reflection:
• Learning Journals: Have students keep reflective
journals or logs to document their learning experiences,
insights, challenges, and goals.
• Rubrics: Provide students with assessment criteria or
rubrics in advance to self-assess their work and set goals
for improvement.
• Peer Review: Encourage students to review and
evaluate their own work and that of their peers based on
established criteria, providing constructive feedback and
suggestions for improvement.

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