The research delved into evaluation as central to curriculum planning, designing, and implementation in the teacher-initiated negotiated curriculum. What seemed to be a reverse approach in the process was explored in a quantitative-qualitative approach in data collection. Three (3) ESL classes in the tertiary level participated in the study utilizing a survey questionnaire and focus groups for analysis and interpretation of obtained results. Given the empowered learners' weekly evaluation of class activities and tasks, significant results produced an enhanced ESL curriculum open to ongoing assessment and evaluation.
Josephine P. Galicha, Lyceum of the Philippines University-Manila, Philippines
Stream: Alternative assessment
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