Suggested Process to Evaluate Curriculum Documents:

Introduction:

Curriculum documents evaluation/review is considered an essential aspect of the development

process, this involve feedbacks, comments and recommendations to proponent/s of the
submitted document from reviewer/experts of the particular trade area. This process may serve
as a measure to ensure an informed decision on curriculum (written) concerning: quality,
consistency and compliance to the regulatory requirements applicable to registration procedures.

This document contains information and process viewed by the proponents as applicable to
evaluate (review) curriculum documents of programs /courses with or without available standards
or training regulations. Information and process involved are all recommendatory; application of
the process is based on personal decision of the user/s. Anyone may apply innovation and/ or
modification and improvement on the process as deemed suited to the requirements and
applicable to nature and conditions of works involve.

Purpose of the review:

 Finalize new curriculum

 Enhance/Modify existing curriculum
 Program Registration

Types of Curriculum documents maybe available:

 Course outline
 Course syllabus
 Package of competencies
 Competency-based Curriculum format
 DCUM
 Combination of the above

Curriculum:

The curriculum is an “education/training plan,” which should include: the purpose of the
curriculum (i.e., goals for student learning), content, sequence (the order of the learning
experience), instructional methods, instructional resources, evaluation approaches, and how
adjustments to the plan will be made based on experience or assessment data.
(Lattuca, L. & Stark, J. (2009)

Curriculum Evaluation

Refers to an effort to scrutinize the submitted curriculum (written) to determine the: quality,
consistency, and compliance to UTPRAS requirements.
Curriculum Components:

1. Purpose – Statements that sets the goals/aims of the course for students /outcome, the
intention of the program, including the target opportunities of learners, its future
occupational functions or responsibilities. This information may be useful to determine
the following:

- The status/category of the course (WTR /NTR,)

- Bundled qualifications
- Cluster units of competency
- Level of program (certificate to diploma)

Possible references/sources to determine the above:

- Course title
- Course description
- Course duration
- Target employment/occupational opportunities
- Unit of competency
- Duty / task
- Entry requirements

2. Contents – Course contents refer to sets of information comprise of; units of

competencies, modules/learning outcomes, subjects /content map presented in logical
order. This component will provide explanations about consistency, sufficiency, and
compliance to regulatory requirement of the proposed course/ program.

The contents with the aid of references used in checking the purpose will serve as the
final information to justify or refute the following:

- The status/category of the course (WTR /NTR,)

- Full qualification (single)
- Bundled qualifications
- Qualification Level (certificate or diploma),
- Cluster units of competency program
- Type of curriculum documents available
- (Competency-based curriculum, course outline, syllabus, content map)

Possible references of the above:

- Unit of competencies and descriptors

- Modules/descriptors and learning outcomes
- List of duty and tasks
- Clustered units of competency
- Clustered qualifications
- List of qualifications plus subjects (academic)
- List of subjects and descriptions
- Outline of topics /mapping
- PQF
- Circular “Omnibus guideline on program registration “
- Memorandum “Clarifications in the bundling of qualifications”
- Other relevant documents
 3. Instructional methods – this component will provide information regarding planned course
delivery and teaching/training methodologies applicable and consistent with the
contents requirements and comply with the principles of CBT approach.

Methodologies that provides opportunities for:

- Active learning experiences

- Self-paced learning
- Mastery learning
- Authentic learning experiences

4. Instructional resources – education/training materials/tools and equipment including

facilities necessary to support the implementation of the program in accordance
with the guidelines and principle of Competency –Based Training approach.

5. Evaluation approach – assessment strategies applicable to measure the learners

achievements consistent with the CBT environment, and the opportunity to
determine the performance of the subject course or program.

General Consideration: When examining the various elements of the curriculum document
from the perspective of quality, consistency and compliance to regulatory requirements,
reviewers consider whether the document:
 Aligned to Philippine Qualifications Frameworks (PQF).
 consistent with available Training Regulations
 Is accurate in terms of contents (unit of competencies /modules).
 Is relevant to industry/community needs.
 Provides prescribed learning outcomes, suggested achievement indicators, instruction,
and assessment that are accessible for a variety of teaching and learning styles.
 Provides opportunities for students to develop occupational competence.
 Reflects accurate representations of training resources and facilities.
 Reflects accurate information in terms of assessments /evaluation.

Duties of users:

UPRAS Focal and others

 Receive Curriculum documents

 Request for technical assistance
 Evaluate /Review curriculum documents
 Prepare report/s
 Curriculum Document Review Flow

Determine the
Purpose/Goal/aims A Start
of the
course/program

Purpose Check
No /Goal /aims / Yes Contents
Status defined

WTR/NTR
Qualification/
Prepare report: send No Level/ contents Yes
back to proponents Requirements
with suggestions/ Determined
Comments for
revision/improvement

Check Instructional
methodologies,
referenceresources,
evaluation strategies

Prepare report:
feedback, comments, Instructional
sendNoback to methodologies,
proponents for No resources, and evaluation Yes
revision/improvement Strategies in accordance
With requirements

Prepare report: registration as

End B (WTR/NTR)
Procedures:

1. Received curriculum documents from proponent/s:

 Prepare appropriate references /documentation requirements

- Philippine Qualification Frameworks (PQF)
- UTPRAS procedures manual
- UTPRAS guidelines
- Omnibus Guidelines on program registration
- Memorandum “Clarifications in the Bundling of qualifications”
 Determine potential to review or with assistance of experts.

2. Determine the Purpose/Goal /Aims of the program:

Read/examine the Course title/ description/ duration – determine
The following information related to:

 Modules or unit or competencies to be learned

 Duty or task involved in the program
 Target employment opportunities (job titles)
 workplace functions or responsibilities of the graduates
 Student’s entry requirements

Note: From the information/data gathered use the references PQF, UTPRAS procedures
manual, Omnibus Guidelines on Program Registration, memorandum ‘Clarification in
Bundling of qualifications” to determine whether the subject program/course:

 NTR/WTR
 Bundled qualifications
 Cluster of competencies
 Certificate level
 Diploma level

3. If the purpose/goal of the subject curriculum is determined proceed to review the

course contents.

Note: In case no available information about the Purpose, goal/aims of the program,
reviewer may also proceed to check the course contents. The contents may confirm or
disprove the findings above:

4. Examine /check the course contents and determine the following:

 Modules in CBC format

 Modules leading to competencies
 Competencies appropriate to qualification level
 Modules/competencies sufficient to cover course requirements
 All Modules not covered by Training Regulations
 All Modules covered by Training Regulations
 Mixture of NTR and WTR modules/competencies
 Modules/competencies mix with subjects
 List of subjects
 Note: Consult the references above and determine whether the contents relevant to
the purpose of the course/program and conforms with the requirements on: quality,
consistency, compliance to regulations. If the contents found consistent and supports
the purpose/goal of the course and meet the requirements as per references; proceed
to next step, examine the instructional methodologies, resources and assessment
approach, step no. 6.

In case No information on purpose /goal of the course/program was established,

proceed to next step 5.

5. Prepare a report; send back the documents to proponent.

Note: the report should contain advice to revise the curriculum documents, indicating
the required information needed, (e.g. course description stating the intended
competencies to be achieved, or the target employment opportunities of the graduates,
if possible indicate the functions or responsibilities in the workplace, including all other
aspect of the curriculum documents such as formatting, content alignments,
methodologies, resources and assessment strategies must be in accordance with the
requirements of CBT approach).

6. Check instructional Requirements:

a. Instructional methods – examine course delivery and training methodologies:

 Appropriate to the contents

 Provide an active learning experiences
 Allows for self-paced learning
 Provide frequent feedbacks
 Provide mastery of learning
 Provide opportunities for authentic learning experiences
 Provide opportunity to use combinations of methodologies
 Institution-based
 Enterprise-based
 Community-based

b. Instructional resources – check the education/training resources:

 Facility conducive to learning

 Support CBT approach
 Learning materials print/ e-format/multimedia
 Provide opportunity for practical applications
 Allows mastery of competencies
 Allows opportunity for reliable assessment
 Sufficient for target clients

c. Evaluation approach – examine information regarding assessment

Strategies applicable to measure the learners and program performance:
 Allows learners for immediate feedback
 Based-on evidence
  Assessment based on performance
 Assessment of course performance

Note: If instructional requirements declared by the experts in order and in

accordance with the guidelines, reviewer may proceed to the last step 8.

Note: if inconsistencies /flaws or discrepancies found in the instructional

methodologies, lacking or non-inclusion of training resources (materials, supplies,
tools, equipment, and facilities to support the implementation of the course/program
proceed to next step 7.

7. Prepare a report send back to proponents.

Note: the report should contain advice to review and revise the curriculum
documents, indicating the required information needed, e.g. Alignment of
methodologies to contents, sufficient resources (materials, supplies, tools, equipment,
and facilities) and appropriate assessment strategies must be in indicated and
consistent with CBT requirements).

8. Prepare report indicating acceptance of the curriculum documents.

End of the process.

 This checklist can be used to review/evaluate various curricula for any purpose applicable.

EVALUATION CHECKLIST:

Curriculum Components Tick the Remarks: indicate

appropriate comments/suggestions/ highlight
response for a particular item.
1. Determine the purpose of the Yes No Specify:
course/program
a. Program Goals /Aims determined

b. Qualification/ Course/program title

- Is course/program pertaining to
single qualification?
- Is course/program consisting of
several (group of) qualifications?
- Is the course pertains to cluster of
competency?
- Is the course/program related to
promulgate Training Regulations?
- Does the curriculum provide
information on qualification level?
- Is the course duration determined?
- Is course duration consistent with
TR requirements?
- Is there an increase of course
duration? Is it reasonable?
- Are student entry requirements
defined?
- Is/are the trainer/s qualifications
determined?
c. Course description provided?
- Is/Are unit/s of competency
identified?
- Is/Are the units of competency
refer to a single qualification?
- Is/Are the units of competency
pertain to different qualifications?
- Is /are Module/s identified?
- Is Target employment opportunities
(Job title/s) identified?
- Are target workplace duties
/tasks/functions determined?
- Is the course/program considered
No Training Regulations (NTR)?
2. Program /course Contents :
a. Unit of competency:
- List of unit of competencies
provided?
Contin…. Unit of competency Yes No Pls. identify :
 - Is /Are there unit/s of competency
belong/s to promulgated Training
Regulations?
- Do all units of competency refer to
single (full) qualifications?
- Do all units of competency refer to
cluster of qualifications?
- Is/Are there cluster units of
competency?
- Is/are there unit/s of
competency/ies describe/s
supervisory, complex and none-
routine functions?
- Are units aligned to the goals/aims
of the course/program?
b. Modules are determined?
- Is the curriculum in competency-
based format?
- Is/Are module/s identified?
- Are learning outcomes identified?
- Are modules descriptors provided?
- Is/are there module/s not covered
by Training Regulations?
- Are modules referring to a single
(full) qualification?
- Are modules referring to bundled
qualifications?
- Is/Are module/s develop from
competency/ies? Correspond/s to
Certificate of Competency?
- Are modules can lead to achieving
competencies?
- Are modules sufficient for the
qualification/program?
- Are modules relevant to the
goals/aims of the course/program?
c. Subjects /contents
- Is the course contains (academic)
subjects?
- Is/are the subject/s describes
relevance to workers competency?
- Is/are the subject/s relevant to the
course/program?
- Is/are subject/s expressed in an
outcomes based format?
- Is/are subject/s support/s the core
competencies /qualification?
3. Instructional methodologies:
a. Course delivery
- Is/are the course delivery/ies
identified? (Ex. school-based…)
- Are the teaching methodologies
indicated?
 - Is/are the methodology/ies
applicable to contents?
- Is/are the methodology/ies
supports active learning?
- Is/are the methodology/ies
encourage self-learning?
- Is/are the methodology/ies
promotes mastery learning?
- Is/are the methodology/ies
consistent with CBT principles?
- Is/are there opportunity/ies to
apply combinations of
methodology/ies?
4. Instructional Resources :
- Are learning materials identified?
 Print
 E-format/multimedia
 Web-based
- Is the list of tools available?
- Are equipment aligned with the
course requirements?
- Are materials/supplies applicable
to the course/program?
- Is the quantity of tools/Materials?
/equipment sufficient to the target
learners?
-
5. Evaluation approach
- Is/are evaluation strategy/ies
defined?
- Is /are evaluation method/s
evidenced based?
- Is assessment strategy/ies
consistent with Competency-
Based Assessment principles?
-

Note: This checklist will serve only as a guide/aid of the users to verify important
Information from the subject curriculum, the decision regarding quality, consistency,
and compliance remains to reviewer’s professional judgment and responsibilities.