Since the inception of CMO No. 46 “Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an Outcomes-Based and Typology-Based QA” in 2012, institutions of higher learning, particularly Teacher Education Institutions (TEIs), have been doing curriculum improvements through the process of transitioning from the current to the new. Consideration should be directed to the aims of shifting from a 20th century teacher-dominated classroom with pre-organized subject matter and rigid selection of students to a 21st century learner-centered and learning-oriented curriculum anchored on contextualized learning and holistic-integrated approach to lifelong education for all.
Using Bradley’s Effectiveness Model, this paper explores the eventuality of developing and validating a 3-tiered program evaluation tool for the new outcomes-based secondary English language and literature teacher education curriculum. The model evaluates the dimension of the implemented curriculum by establishing content validity and intra/inter-rater reliability of the 10 indicators embedded in three domains: relevance, which is evaluated in terms of functionality and meaningfulness of the implemented curriculum; responsiveness, which is evaluated as a result of the paradigmatic shifts in a needs-based society; and pragmatic utility, which is evaluated in a long-term range of praxis to sustain the merit and worth of the implemented curriculum. Hence, the context of evaluating the implemented curriculum vis-a?-vis CMO No. 46 and Bradley’s Effectiveness Model strengthens the adoption of the matrix of courses with program outcomes (curriculum map), outcomes-based teaching and learning delivery process, program assessment and evaluation process, and continuing quality improvement program.