Professional Documents
Culture Documents
Introduction:
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.
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 contents with the aid of references used in checking the purpose will serve as the
final information to justify or refute the following:
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:
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
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
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:
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).
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).
EVALUATION CHECKLIST:
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.