Curriculum Alignment and Its Components

Vocabulary-style flashcards covering the foundations, frameworks, and legislative mandates of curriculum alignment as well as the 9-element system by Carr and Harris.

Legal Basis (Curriculum Alignment)

Compliance with key national education acts and quality standards such as the Enhanced Basic Education Act, Kindergarten Act, and Universal Access to Quality Tertiary Education Act.

Ethical Basis (Curriculum Alignment)

Ensuring education quality remains the top priority for shaping the country.

Practical Basis (Curriculum Alignment)

Effective and efficient use of data gathered through assessment to improve curriculum and instruction.

Recommended & Written Curriculum

Driven by educational authorities, it determines what teachers teach and what students have to learn.

Taught Curriculum

Driven by teachers, it refers to how teachers teach using strategies, methods, and techniques.

Assessed Curriculum

Driven by teachers and learners, it determines how they know what learners have learned based on previous discussions.

Republic Act 10533

Enhanced Basic Education Act of 2013.

Republic Act 10612

Rural Farms School Act.

Republic Act 10157

Kindergarten Act.

Republic Act 10931

Universal Access to Quality Tertiary Education Act.

Carr and Harris (2001)

Researchers who link curriculum standards, assessment measures, and instructional practices through a 9-element system involving inputs, processes, and outputs.

Vision, Mission and Core Values (Inputs)

The standards and learning opportunities to which the school is committed.

Current State (Inputs)

The teachers, the nature of instruction, and the nature of assessment within the school's foundations and context.

Resources (Inputs)

The funding, materials, and facilities which aid the teaching-learning process.

Student Profile (Inputs)

Important information about learners to fully understand their values, skills, and attitude.

School Decisions (Processes)

Concepts, topics, or lessons which will be taught and assessed.

Professional Development Plan (Processes)

What teachers need to know and be able to do in order to effectively teach and assess learners.

Supervision and Evaluation (Processes)

The support and feedbacks teachers receive as they work to implement the curriculum.

Comprehensive Assessment System (Outputs)

The ways students are assessed and the criteria or guidelines of assessment practices, including learners' achievement and available materials.

Reporting (Outputs)

The information shared with key stakeholders about current school performance to be used for further improvement.

Pre-service Teacher's Mandate (Hosp, 2010)

The requirement for teachers to understand learner response identification, precise content identification, assessment fundamentals, established standards, and critical decision-making.