Faculty of Education - Theses
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ItemExamining the alignment of the intended curriculum and performed curriculum in primary school mathematics and integrated curriculum( 2010)Curriculum alignment can be defined as the degree to which the intended curriculum (standards and teaching plans) and the performed curriculum (instruction and assessment) are in agreement with one another. Curriculum alignment research indicates that a coherent, or a well-aligned system has a positive effect on student achievement (English, 2000; Squires, 2009; Webb, 1997). This research focuses on Webb’s (1997) criteria for alignment of expectations and assessment, which provides a comprehensive framework that could be adapted for use with the current Victorian Essential Learning Standards curriculum. Webb’s (1997) criteria focus on alignment between curriculum and assessment. This research builds on Webb’s (1997) model by highlighting the importance of the inclusion of ‘instruction’ or the ‘performed curriculum’ in studies determining curricular alignment. The data for this comparative case study was collected from two Grade 3 classrooms. Data collection methods that were used were direct observation, interviews (pre and post observation), audio recording of lessons and document analysis. The data was analysed using an adaptation of six criteria for alignment focusing on ‘Content’ and ‘Pedagogical Implications’. The criteria focusing on ‘Content’ are Categorical Concurrence, Depth of Knowledge Consistency, Range of Knowledge Correspondence and Dispositional Consonance. The criteria focusing on ‘Pedagogical Implications’ are Effective Classroom Practices and Use of Technology, Materials and Tools. The findings of the study indicate that qualitative methods can be applied successfully in a study of curriculum alignment. This study found that data is readily available in the primary school setting which can be used with an adaptation of Webb’s (1997) criteria to determine the level of curriculum alignment. A key finding demonstrated that the process of planning occurs through a series of interpretations of the curriculum performed at various levels within the school, year level team or by the individual teacher. Throughout the process of planning and implementation of curriculum, the results showed that the teachers themselves customised the prescribed curriculum in response to their own priorities and the content that they felt reflected the needs of their students. It is a recommendation of this study that further research needs to be concerned with planning, pedagogical and assessment practices that effectively strengthen curriculum alignment. The benefits of further research would enable the identification of practices that improve alignment and could inform targeted, appropriate and effective professional development for practicing teachers.