Curriculum Assessmentis the process of collecting information for use in evaluation.

Purpose of Curriculum AssessmentCurriculum assessment may achieve the following purposes:

1. Highlight curriculum expectations2. Gather information about what students know and can

do.3. Motivate students to learn better.4. Motivate and encourage teachers to meet the identified

needs of students.5. Provide evidence to tell how well the students have

learned.6. Obtain feedback that helps teachers, students and

parents make good decisions to guide instructions.

Three Types of Curriculum• Intended• Implemented• Achieved

Refers to a set of objectives at the beginning of any particular plan. It establishes the goal, the specific purposes, and the immediate objectives to be accomplished.

INTENDED CURRICULUM

There are certain indicators to measure intended curriculum.

1. Are the objectives achievable within the learners’ developmental levels?

2. Can the objectives be accomplished within the time frame?3. Are the resources adequate to accomplish the objectives?4. Are the objectives specific and clear?5. Are there ways of measuring the outcomes of the objectives?6. Are the objectives observable?7. Are the objectives doable?8. Are the objectives relevant?9. Are the objectives SMART?

IMPLEMENTED CURRICULUM

Refers to the various learning activities or experiences of the students in order to achieve the intended curricular outcomes.

To assess the implemented Curriculum the following questions can be addressed:

1. Are the learning activities congruent with the stated objectives?

2. Are the materials and methods appropriate for the objectives set?

3. Does the teacher have the skill to implement the activities or use the strategy?

4. Does the teacher utilize the various ways of doing to complement the learning styles of the students?

5. Are there alternative activities for the learners to do to accomplish the same objectives?

6. Are there activities provided to addresses individual differences?

7. Do the activities motivate the learners to do more and harness their potentials?

8. Do the activities provide maximum learning experiences?

9. Do the activities utilize multiple sensory abilities of the learners?

10.Do the activities address multiple intelligences of the learners?

Refers to the curriculum outcomes based on the first two types of curriculum, the intended and the implemented. It is now considered the product. It can be the learning outcomes, or a material product itself, like a book, module or instructional material.

ACHIEVED CURRICULUM

To measure achieved curriculum the following questions should be addressed:1. Do the learning outcomes achieved by the learners approximate

the level of performance set at the beginning of the curriculum?2. Are the learning outcomes achieved higher or lower than the

objectives set?3. Do the achieved learning outcomes reflect knowledge, skills and

attitudes and skills intended to be developed?4. How many percent of the learners in the same class perform

higher that the level set at the beginning?5. Do the curricular outcomes reflect the goals and the aspirations

of the community where the curriculum was implemented?

CURRICULUMINTE

NDED

IMPLEM

ENTED

The relationship of the Three Types of CurriculumACHIEVED

Let us analyze the BEC in the light of the three types of CurriculumQuestion 1 What does the BEC aim to accomplish?(Intended curriculum)1. To raise the quality of Filipino learners and graduates

who will become lifelong learners.2. To decongest the curriculum in order that the teachers

and learners will be able to contextualize it.3. To use innovative, interdisciplinary and integrative

methods of instructional delivery whenever possible and appropriate.

4. To make values development integral to all learning areas in high school.

5. To increase time for tasks in order to gain mastery of competencies of the basic tool subjects.

Question 2 How was the BEC implemented to accomplish the goals?(Implemented curriculum)

1. The BEC decongested the overcrowded the old curriculum into five learning areas, namely, English Mathematics, Science, Filipino, and Makabayan.

2. The teachers in basic education were trained to use innovative, interdisciplinary, thematic, and integrative modes of instructional delivery.

3. Teaching-learning processes are interactive to enhance learning. There is open communication between teachers and learners and among learners themselves. Instructional materials and multimedia are fully utilized to support interactions thus teaching and learning become more interesting.

4. English, Science, Mathematics and Filipino are the basic tool subjects, while Makabayan develops

healthy personal and national self-identity.5. Makabayan entails the use of integrated units of learning areas composed of several subjects in the elementary and in the secondary levels.

For the elementary level, Makabayan is composed of a) Araling Panlipunan or Social Studiesb) Edukasyong Pantahanan at Pangkabuhayan EPPc) Musika, Sining at Edukasyong Pangkatawan MSEPd) Good Manners and Right Conduct GMRC

For the high school, Makabayan is composed of a) Araling Panlipunan or Social Studiesb) Technology and Home Economicsc) Physical Education, Health, Music and Arts (PEHMA)d) Edukasyon sa Pagpapahalaga (EP) or Values Education

6. The school year 2002-2003 was declared as the pilot year in the public schools. Private basic education schools were encouraged to join in the implementation of the BEC in the later years.

Question 3 What has the BEC achieved?(Achieved curriculum)

The National Educational Testing and Research Center(NETRC)The Bureau of Elementary Education (BEE)The Bureau of Secondary Education (BSE)

A continuous monitoring was done by the school principals and supervisors in the schools, district and divisions. This is referred to as school-based monitoring, to allow curriculum managers to make immediate adjustments and provide feedback to the national offices.

Among the initial achievements of the BEC asexpressed by teachers, parents and students informally arethe following:

1. Increased interest and motivation of students to go to school.

2. Increased level of performance in the tool subject areas.

3. Change in teachers paradigm from a dispenser of knowledge to facilitators of learning

4. Increased instructional materials support for teaching and learning

5. Increase in the in-service training of teachers6. More opportunities of learners to learn on their own.7. Use of varied teaching strategies to complement the

learning styles of the students.

8. More involvement of other stakeholders in the education of the children

9. More involvement of the school principals in decision making that relate to curriculum implementation.

10.Empowered teachers and school officials.

CriteriaIs a set of standards to be followedin assessment. Specifically, as they apply to criteria are set of standards upon which the different elements of the curriculum are being tested. The criteria determine the different levels of competencies or proficiency of acceptable task performance.

Goals and Objectivesare statements of curricular expectations. Objectives indicate clearly what the students will learn. The items must reflect the tasks, skills, content behavior and thought processes that make up curricular domains and must also match the students’ needs.

are formulated and specified for the following purposes:1. To have focus on curriculum and instruction which

give direction to where students need to go.2. To meet requirements specified in the policies and

standards of curriculum and instruction3. To provide the students’ the best possible

education and standards of curriculum and instruction.

4. To monitor the progress of students based on the goals set

5. To motivate students to learn and the teachers to be able to feel a sense of competence when goals are attained.

Goals and Instructional Objectives

For goals and objectives to be formulated, criteria on certain

elements should be included according to Howell and Nolet in 2000.

1. Content2. Behavior3. Criterion4. condition

1. Syntactic correctness (Are the objectives syntactically correct?)

2. Compliance with legal requirements (Do the objectives comply with the legal requirements of the course of subjects?)

3. The Stranger Test (Do the objectives pass the stranger test?)

4. Both knowledge and behavior are addressed (Do the objectives address both knowledge and behavior?)

5. The So-What test (Do they pass the so-what test?)6. Individualization (Are the objectives aligned?)7. Common Sense (Do they make common sense?)

Writing effective goals and

objectives should also use the following general criteria.

1. Supplantive Approach- referred to as “direct” instruction.

The teachers attempts to promote learning by providing explicitdirections and explanations regarding how to do a tank. With this approach, information is presented in an ordered sequence in which component subskills are taught directly or a foundation for later tasks. This approach to instruction is highly teacher-directed.

Criteria for Assessment of

InstructionThe Two Approaches

to Instruction:

2. Generative Approach is referred to as “constructivist” or “developmental”. The teacher functions as a facilitator who takes a less central role in a learning process that is student-directed. Generative instruction is “constructivist” because much of its emphasis is on helping students to construct their own educational goals and experiences as well as the knowledge that results.

Attributes Generative Approach Supplantive ApproachBuzz Words used by proponents

• Constructivist• Developmental• Top down• Holistic• Authentic• Meaning-based

• Direct instruction• Teacher-directed• Mastery learning• Task analytic• Competency based• Effective teaching

What proponents call the other

• Romantics• Fuzzy• Postmodernist• Unrealistic

• Reductionist• Drill-and-kill• Dogmatic• unauthentic

Underlying beliefs about what is taught

• Students construct their own understanding

• When learning is contextualized, students will identify what they are ready to learn

• The skills that students need to learn can be derived from an analysis of the social demands placed on them.

Underlying beliefs about how learning occurs

• learning is “socially constructed”, students link to new information to prior knowledge when provided opportunities to observe or experience.

• Learning can be induced through instruction that builds explicit links between new information and prior knowledge.

Attributes Generative Approach Supplantive ApproachUnderlying beliefs about how to teach

• Learning is developmental and occurs much the way early language is acquired

• Teachers take a “hand’s off” approach and seek to provide a meaningful context in which learning will occur naturally

• When learning does not occur, it can be facilitated by building it from the “bottom up” through teaching of prerequisite subskills.

• Teachers take a “hands-on approach” by structuring lessons and providing explicit direction.

Common error made by proponents

• Creating interesting classroom activities but failure to link these activities to learning outcomes

• By focusing on specific learning outcomes, they may fail to attend to other equally important interests and topics

• Too much emphasis on larger ideas, not enough emphasis on the components

• Too much emphasis on the components, not enough emphasis or the larger ideas.

Select the Generative Approach when:

Select the Supplantive Approach when:

The Student • Has considerable prior knowledge

• Has adaptive motivational patterns

• Experiences consistent successes on the task

• Has little prior knowledge of the task

• Has non-adaptive motivational patterns

• Experiences repeated failure on the task

The Task • Is simple for the student• Is well-defined• Can be completed using a

general problem-solving strategy

• Is to understand, but not necessarily apply, what is learned

• Is complex• Is ill defined• Has missing information• Requires the use of a

task-specific strategy• Is pivotal to the learning

of subsequent tasks• must be used with a high

level of proficiencyThe Setting • Allows plenty of time to

accomplish outcomes• Places priority on

experiences and activities

• Time allowed to accomplish outcomes is limited

• Places priority on task mastery

Curriculum Criteriaare guidelines on standard for curriculum decision-making.The objectives of a curriculum or teaching plan are the most important curriculum criteria, since they should be used in selecting learning experiences and in evaluating learning achievement.

1. Have the goals of the curriculum or teaching plan been clearly stated; and are they used by teachers and students in choosing content, materials and activities for learning?

2. Have teacher and students engage in student-teacher planning in defining the goals and in determining how they will be implemented?

3. Do some of the planned goals relate to the society of the community in which the curriculum will be implemented or the teaching will be done?

4. Do some of the planned goals relate to the individual learner and is or her needs, purposes, interest and abilities?

The criteria are stated in the form ofquestions as follows:

5. Are the planned goals used as criteria in selecting

and developing learning materials for instruction?6. Are the planned goals used as criteria in evaluating learning achievement and in the further planning of learning sub goals activities?

According to Hass and Parkay (1993), individual differences, flexibility and systematic planning are criteria that depend in part on knowledge of the different approaches to learning.

1. The curriculum is continuously evolving2. The curriculum is based on the needs of the

people3. The curriculum is democratically conceived4. The curriculum is the result of long term effort5. The curriculum is a complex of details6. The curriculum provides for the logical sequence

of subject matter.7. The curriculum complements and cooperates

with the programs of the community8. The curriculum has educational quality9. The curriculum has administrative flexibility

What are the characteristics of a Good curriculum?

1. A good curriculum is systematically planned and evaluated.

2. A good curriculum reflects adequately the aims of the school.

3. A good curriculum maintains balance among all aims of the school.

4. A good curriculum promotes continuity of experience.5. A good curriculum arranges learning opportunities

flexibly for adaptation to particular situations and individuals.

6. A good curriculum utilizes the most effective learning experiences and resources available.

7. A good curriculum makes maximum provision for the development of each learner.

What marks a good curriculum?

Evaluation is the process of determining the value of something or the extent to which goals are being achieved. It is a process of making a decision or reading a conclusion. It involves decision making about student performance based on information obtained from an assessment process.

Assessment is the process of collecting information by reviewing the products of student work, interviewing observing , or testing.

Evaluation is the process of using information that is collected through assessment. It entails a reasoning process that is based on influence.

What is evaluation and assessment?

Inference is the process of arriving at a logical conclusion from a body of evidence. It usually refers to the process of developing a conclusion on the basis of some phenomenon that is not experienced or observed directly by the person drawing the inference.

Evaluation is a thoughtful process. It is the judgment we make about the assessment of student learning based on established criteria. It involves the process of integrating assessment information form various sources and using this information to make inferences and judgments about how well students have achieved the curriculum expectations.

Evaluation provides information:• Directly to the learner for guidance• Directly to the teacher for orientation

of the next instruction activities.• Directly to external agencies for their

assessment of schools functioning in the light of national purpose.

Curriculum evaluation is the process of obtaining information for judging the worth of an educational program, product, procedure, educational objectives or the potential utility of alternative approaches designed to attain specified objectives.

Curriculum evaluation focuses on determining whether the curriculum as recorded in the master plan has been carried out in the classroom.

What is curriculum evaluation?

In evaluating a curriculum, the following keyquestions are usually asked:

• Are the objectives being addressed?• Are the contents presented in the

recommended sequence?• Are students being involved in the

suggested instructional experiences?• Are the students reacting to the

contents?

Summative evaluation is evaluation that takes place at the end of a unit or section of instruction.

Summative evaluation takes place at the end of the lesson or project and tells the evaluator what has happened. It sum’s up the learning. It is the after-the-fact, like end-of-the-year testing.

Formative evaluation takes place during the lesson or project and tells the evaluator what is happening. It is on-going and yields information that can be used to modify the program prior to termination.

Formative and Summative Evaluation

What are Assessment Strategies?

Assessment Strategies are structures through which student knowledge and skills are assessed. These are:

1. Pencil-and-paper-strategy2. Performance based strategy3. Observational4. Personal communication5. Oral6. Reflective7. Combinations of strategies

The EssayA. Definition

The essay:• Is a writing sample used to assess student understanding

and or how well students can analyze and synthesize information;

• Is a pencil-and-paper assessment where a student constructs a response to a question, topic or brief statement

• Provides the student with opportunity to communicate his/her reasoning in a written response.

B. PurposeThe essay is used to:• Assess the student’s ability to communicate idea in writing;• Measure understanding and mastery of complex

information

PAPER-AND-PENCIL STRATEGY

The Select ResponseA. Definition

The select response:• Is a paper-and-pencil assessment in

which the student is to identify the one correct answer

• Is a commonly used procedure for gathering formal evidence about student learning, specifically in memory, recall and comprehension.

B. PurposeThe select response is used to:• Test student learning of subject/content knowledge

(facts, concepts, principles or generalizations, or procedures);

• Assess prerequisites knowledge

THE PERFORMANCE-BASED

STRATEGYThe Performance TaskA. Definition

The performance task:• Is an assessment which requires students to

demonstrate a skill or proficiency by asking them to create, produce, or perform

• May be an observation of a student or group of students performing a specific task to demonstrate skills and/or knowledge through open-ended, “hands-on” activities

B. PurposeThe performance task is used to:• Provide an efficient means of

assessment where the skill cannotbe demonstrated with a pencil-and-paper test;

• Enable learners to demonstrate abilities, skills, attitudes and behaviors

• Provide information about a learner’s ability to organize, draw on prior knowledge and experience, improvise, choose from a range of strategies, represent learning and make decisions to complete a task

• Test skills in the affective, cognition, psychomotor, and perceptual domains.

The Exhibition/Demonstration

A. DefinitionThe Exhibition/Demonstration:• Is a performance in which student demonstrates

individual achievement through application of specific skills and knowledge

• Is used to assess progress in tasks that require students to be actively engaged in an activity

B. PurposeThe Exhibition/Demonstration is used to:• Allow students to show achievement of a skill or

knowledge by requiring the student to demonstrate that skill or knowledge in use.

THE OBSERVATIONAL STRATEGYA. Definition

Observation:• Is a process of systematically viewing

and recording student behavior for the purpose of making programming decisions; permeates the entire teaching process by assisting the teacher in making the decisions require in effective teaching.

B. PurposeObservation:• Provides systematic, ongoing

information about students in relation to areas of strength and weaknesses, preferred learning styles, unique interests, learning needs, skills, attitudes, behavior and performance related expectations.

PERSONAL COMMUNICATIONS STRATEGYThe ConferenceA. Definition

The conference:• Is a formal or informal meeting between/among

the teacher and student and/or parent;• Has a clear focus on learning for discussion

B. Purpose

The conference is used to:• Exchange information or share

ideas between among the individuals at the conference

• Explore the student’s thinking and to suggest next steps;

• Assess the student’s level of understanding of a particular concept or procedure;

• Enable a student to move ahead more successfully on a particular piece of work;

• Review, clarify, and extend what the student has already completed

• Help students internalize criteria for good work.

The InterviewA. DefinitionThe interview:

Is a form of conversation in which all parties increase their

knowledge and understandingB. Purpose

The interview is used to:• Focus on inquiry where the purpose of the meeting is

based on investigation• Explore students’ thinking• Assess the student’s level of understanding of a

particular concept or procedure;• Gather information, obtain clarification, determine

positions and probe for motivations• Help determine students’ understanding of qualities of

good work.

ORAL STRATEGYThe Questions and AnswersA. Definition

Questions:• are posed by the teacher to determine if

students understand what is being/has been presented or to extend thinking, generate ideas or problem-solve

Answers:• Provide opportunities for oral assessment when the

student respond to a question by speaking rather than by writing

B. PurposeThe questions and answers are used to:• Provide mechanism which monitors a students’

understanding while assessing student progress• Gather information about a students learning needs.

The Classroom PresentationA. Definition

The classroom presentation:• Is an assessment which requires students to verbalize their knowledge, select and present

samples of finished work and organize thoughts, in order to present a summary of learning about a

topic.B. Purpose

The classroom presentation is used to:• Provide summative assessment upon completion of

a project or an essay;• Assess students when it is inappropriate or difficult

to test a student’s understanding or knowledge with paper-and-pencil test.

THE REFLECTIVE STRATEGYSelf-AssessmentA. Definition

Self-Assessment:• Is the process of gathering

information and • reflecting on one’s own learning;• Is the student’s own assessment of

personal • progress in knowledge, skills,

processes or attitudes;• Leads a student to a greater

awareness and understanding of himself or herself as a learner.

B. PurposeSelf-assessment is used to:• Assist students to take more responsibility and

ownership of their learning;• Provide insights and information that enable students to

make decisions about their learning and to set personal learning goals

• Use assessment as a means of learning• Focus on both the process and products of learning;• Help students critique their own work;• Help students internalize the characteristics/criteria of

quality student work.

COMBINATION OF STRATEGYThe PortfolioA. Definition

The Portfolio:• Is the purposeful collection of samples of a

student’s work that is selective, reflective, and collaborative;

• Demonstrates the range and depth of a students’ achievement, knowledge, and skills over time and across a variety of contexts;

• Has student involvement in selection of portfolio materials as part of the process;

• Is a visual presentation of a students’ accomplishments, capabilities, strengths, weaknesses, and progress over a specified time

B. Purpose

The portfolio is used to:• Document typical student work and progress;

• Provide a comprehensive view of the students’ progress, efforts and achievements

• Reflect growth and progress but may serve different purposes during the year;

• Provide a focus for student reflection on their own learning.

• Build a student’s sense of responsibility for his/her own learning

• Build a student’s confidence in her/his abilities as a learner;

• Promote an ongoing process where students demonstrate, assess and revise in order to improve and produce quality work.

RECORDING DEVICES/TOOLS

Recording devices provide various means of organizing the recordings of information about student achievement. These are:

1. Anecdotal record2. Checklist3. Rating scale4. Rubric5. Learning log

The Anecdotal RecordA. Definition

The anecdotal record:• Is a short narrative describing both a behavior and

the context in which the behavior occurred;• Should objectively report specific and observed

behaviors;• Describes student performance in detail and in

writing.B. Purpose

The anecdotal record is used to:• Provide an ongoing record of written observations of

student progress;• To record objectively, significant observations that

are not part of a formal assessment which might otherwise be forgotten or remembered incorrectly;

• Record observations of unanticipated performances, behaviors, incidents, or events.

The Checklist:A. Definition

The checklist:• Is a list of actions or descriptions

that a rater checks off as the particular behavior or expectation is observed;

• Is a written list of performance criteria which is used to assess student performance through observation, or may be used to assess written work;

• Is a list of skills, concepts, behaviors, processes, and/or attitudes that might, or should, occur in a given situation.

B.Purpose

The checklist is used to:• Record whether a specific skill or

behavior was “evident” or “not evident”.

• Record the presence or absence of specific behaviors in given situations.

• Record a performance that can should be shown to students to help them see where improvement is needed.

The Rating Scale

A. DefinitionThe rating scale:• Is a simple tool for assessing performance on a

several-point scale ranging from low to high. It may have as few as 3 points, or as many as 10 points;

• Assesses the extent to which specific facts, skills, attitudes, and/or behaviors are observed in a student’s work or performance.

• Is based on a set of criteria which allows the teacher to judge performance, product, attitude, and/or behavior along a continuum.

• Is used to judge the quality of a performance.

B. Purpose

The rating scale is used to:• Provide detailed diagnostic

information on a student’s performance, product, attitude, behavior in reference to pre-stated criteria.

• Record the frequency or even the degree to which a student exhibits a characteristic;

• Record the range of student achievement in relation to specific behaviors;

• Describe performance along a continuum.

The RubricsA. Definition

The rubric:• Is a series of statements describing a range of levels

of achievement of a process, product, or a performance.

• Contains brief, written descriptions of the different levels of student performance.

• Defines desired expectations with specific performances outlined for each level;

• Is descriptive rating scale which requires the rater to choose among the different levels;

• Uses criteria and associated descriptions to assess the actual performance.

B.Purpose

The rubric is used to:• Summarize both student

performance and product against pre-stated criteria

• Make scoring of student performance more precise than using a list of items;

• Provide a clear description of what “quality” work looks like.

The Learning LogA. Definition

The learning log:• Is an ongoing record by the student of what he/she

does while working on a particular task or assignment

• Makes visible what a student is thinking and/or doing through frequent recordings over time.

B. PurposeThe learning log is used to:• Show student progress and growth over time;• Provide the student with the opportunities to gather

and interpret information, to ask questions, and to make connections.

Non-Test Monitoring and Assessment

1. Oral and written reports2. Teacher and observation3. Journal4. Portfolio of student’s work5. Slates or hand signals6. Games7. Projects8. Debates9. Checklist10.Cartooning11.Models12.Notes

13.Daily assignments14.Anecdotal record15.Panel16.Learning centers17.Demonstration18.Problem solving19.Discussions20.Organize note sheets

and study guides

THANK YOUEnd of Lesson 3

CURRICULUM AND INSTRUCTION

A curriculum according to Howell and Evans (1995) and Sands, et. al (1995) is a structured set of learning outcomes or tasks that educators usually call goals and objectives.

Curriculum is the “what” of teaching.

Howell and Evans (1995) says that knowledge of the curriculum is for successful assessment, evaluation, decision making and teaching.

SIGNIFICANCE

brings the content to the degree to which it contributes the basic ideas, concepts, principles and generalizations and to the development of particular learning abilities, skills, processes and attitudes.VALIDITY refers to the degree to the degree of authenticity of the content selected and to the congruence of the content in the light of the objectives selected.

INTEREST is the degree to which the content either caters or fosters particular interests in the students.LEARNABILITY is the appropriateness of the content in the light of the particular students who are to experience the

curriculum.

Feasibility refers to the question, “Can the selected content be taught in the time allowed, considering the resources, staff and particular community?

The other aspect of the curriculum described here are the objectives.

The objectives provide cue to what content should be included. Curriculum objectives guide the learning outcomes to be achieved as well as the activities to accomplish these objectives. Each objectives provides a condition, a performance and an extent of performance.

Objectives should meet the criteria of SMART.

Both the objectives and the contents are inputs to what it is defined as the curriculum.

Instruction is the actual engagement of the learners of the planned learning activities. It is the implementation of the curriculum plan.

Meaningful instruction can be achieved through the different learning experiences provided.

Curriculum and AssessmentCurriculum is also related to assessment. Assessment is the process of collecting information

which describes student achievement in relation to curriculum expectations.

There are four levels of achievement based on curriculum expectations.

Level 4- student has demonstrated all the required knowledge and skills and achievement has exceeded the standard set.Level 3- student has demonstrated most of the required knowledge and skills and achievement exceeded the standard set.Level 2- student has demonstrated some of the required knowledge and skills and achievement exceeded the standard set.Level 1- student has demonstrated few of the required knowledge and skills and achievement falls below the standard set.

Instruction and Assessment

Instruction refers to the various ways of teaching, teaching styles, approaches, techniques and steps in delivering the curriculum. It is a complex activity that requires teachers to use a variety of action to accomplish a variety of functions.

These factors may include the following:

1. Learner2. Teacher3. Learning environment4. Subject matter5. Method of teaching and learning6. Measurement

InstructionCurriculum

Assessment

End of Lesson 4

THANK YOU