Curriculum alignment research has developed showing the relationship among three alignment categories: the taught curriculum, the tested curriculum and the written curriculum. Each pair (for example, the taught and the written curriculum) shows a positive impact for aligning those results. Following this, alignment results from the Third International Mathematics and Science Study make the case that curriculum design needs to include alignment.
Related Content
Why go to school? Student, parent and teacher beliefs about the purposes of schooling
This qualitative study explored the beliefs of students, parents and teachers on the purposes of schooling in order to provide a context for understanding beliefs and attitudes to school learning and achievement. Focus groups were conducted with Year 9 and 10 students (aged 13–15 years) and par...


TPACK and Pre-Service Teacher Mathematics Education: Defining a Signature Pedagogy for Mathematics Education Using ICT and Based on the Metaphor “Mathematics Is a Language
National professional standards for teachers in Australia (AITSL, 211) expect teacher education graduates to demonstrate technological, pedagogical and content knowledge (TPACK). Those standards have emerged concurrently with the development of a new Australian mathematics curriculum. Thus, the e...
The Value of Fidelity of Implementation Criteria to Evaluate School-Based Science Curriculum Innovations
School-based curriculum innovations, including those in science education, are usually not adequately evaluated, if at all. Furthermore, current procedures and instruments for programme evaluations are often unable to support evidence-based decision-making. We suggest that adopting fidelity of im...


What if we considered a novel dimension of school readiness? The importance of classroom engagement for early child adjustment to school
Children's preparedness for school is an important predictor of their eventual academic attainment, health, and personal success well into adulthood. Although kindergarten knowledge of numbers and vocabulary represent robust indicators of children's readiness to learn at school entry, theory and ...
The development of teacher assessment identity through participation in online moderation
Teachers’ professional conversations regarding the qualities evidenced in student work provide opportunities to develop a shared understanding of achievement standards. This research investigates social moderation conducted in a synchronous online mode as a specific form of professional convers...

Evaluating Alignment between Curriculum, Assessment, and Instruction
The authors (a) discuss the importance of alignment for facilitating proper assessment and instruction, (b) describe the three most common methods for evaluating the alignment between state content standards and assessments, (c) discuss the relative strengths and limitations of these methods, and...
Qualitative variation in constructive alignment in curriculum design
Constructive alignment has emerged as a powerful curriculum design idea, but little is known of the extent to which the effectiveness of this idea is a function of qualitative variation. This article introduces a model of qualitative variation in constructive alignment, and uses the results from ...

Interventions in teaching first-year law: feeding forward to improve learning outcomes
Aligned assessment is a cornerstone of higher education curriculum design. Yet, it does not address the problem of how students learn how they should proceed when faced with a new assessment task. That teaching task is often left to the role of ‘feedback’. This article examines changes to a f...
The Science Behind Curriculum Development and Evaluation: Taking a Design Science Approach in the Production of a Tier 2 Mathematics Curriculum
The production of an effective mathematics curriculum begins with a scientific development, evaluation, and revision framework. The purpose of this study was to conduct an initial investigation of a recently developed Tier 2 mathematics curriculum designed to improve the outcomes of first grade s...

Integrating technologies into ‘‘authentic’’ assessment design: an affordances approach
Current pressures in higher education around student employability are driving new initiatives for change. Assessment is also a topic of debate, as it is a key driver of student behaviour, yet often falls behind other metrics in national surveys. In addition, increasing focus on digital literacie...