Curriculum Alignment After Reforms: A Systematic Review with Considerations for Queensland Pre- and In-service Teachers

Abstract

This systematic review synthesises research on curriculum alignment to suggest considerations for the implementation of the Senior secondary curriculum reform in Queensland, Australia. It focuses on the coherence of cognitive skills in the prescribed and enacted curriculum as these are typically the least aligned curriculum components. Search methods, which followed the PRISMA model, resulted in 108 relevant articles for qualitative synthesis. Results show that alignment after curriculum reforms is typically low. The use of educational taxonomies can support curriculum alignment. Marzano and Kendall’s (2007) New Taxonomy of Educational Objectives underpins the new Queensland Senior secondary syllabi which, in line with other Australian policy, encourage the explicit teaching of cognitive skills. Research is needed on the enacted cognitive skills curriculum in Queensland and its alignment with the reformed prescribed curriculum. To promote the successful implementation of the new Queensland Senior system, pre- and in-service teachers could engage with the New Taxonomy and best practice for teaching cognitive skills.

Teachers’ Perception about Alignment of Components of National Curriculum of Islamiat Grade I to VIII, in Pakistan

“…The research was conducted keeping in view these needs of evaluation to know truthfulness in such types of critique by examining alignment of its components through teachers 'perception because teachers implement educational curriculum, so they know all the weaknesses, flaws and difficulties faced by them during its implementation. Curriculum alignment is the coherence between all components of an educational curriculum, particularly alignment in learning outcomes, teaching methods, assessment methods and content (Johnson, Boon & Thompson, 2020). Curriculum alignment can affect achievement of learning outcomes by students.…”

“…Curriculum alignment can affect achievement of learning outcomes by students. High alignment between the components of curriculum can provide appropriate and sufficient opportunities to students to achieve learning objectives, it improves the effectiveness of teaching methods and validity of assessment tasks also (Johnson, Boon& Thompson, 2020).…”

RETRACTION NOTICE TO “Analysis of the Bachelor of Physical Education (BPEd) Program Prospectus through Course Content Assessment”

“…The curriculum should be aligned and balanced to maximize the learners' skills and set the standard that the institution aims for its students. Aligning the curriculum is essential in ensuring that the assessments and standards are covered in the instructional process (Johnson et al, 2020;Squires, 2012). A curriculum should not be draining, but it should be enjoyable as the difficulty level increases.…”

Curriculum alignment: An evaluation of the major determinants at the college of health sciences university of Port Harcourt

“…information, to supportive model in which the understudy turns into a functioning accomplice in the learning processes (Maher, 2004). This deviation is depicted as changes from a generally 'educating worldview' zeroing in on instructing/guidance to a 'learning-worldview' which helps students to discover/construct knowledge for selves (Maher, 2004, Johnson et al, 2020. A change in curriculum design is the outcome of this shift.…”

“…Curriculum is an exemplification of standards, activities and cycles that aide and cultivate huge growth opportunities (Johnson et al, 2020). It is an arranged, smart and purposeful course of action and activities that eventually improve the quality and effect of the opportunity for growth for students (Center for Excellences in Teaching/Learning, Camosuns College, 2012), This compact portrayal of curriculum accentuates the importance of curriculums/plan in its regulative/capacities as focal point of characteristics affirmation and upgrade (Barton et al 2014).…”