Curriculum mapping as deliberation - examining the alignment of subject learning outcomes and course curricula

This article aims to evaluate the alignment between subject learning outcomes (SLOs) that represent the role of the Department of Curriculum and Instruction (C&I) and the course curricula documents. Content analysis was conducted to map SLOs in the curricula documents of a set of compulsory cour...

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Published inStudies in higher education (Dorchester-on-Thames) Vol. 41; no. 8; pp. 1371 - 1388
Main Authors Lam, Bick Har, Tsui, Kwok Tung
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.08.2016
Taylor & Francis Ltd
Subjects
Alignment (Education)
Colleges
Comparative Analysis
Concept Mapping
Content Analysis
Curricula
Curriculum Design
Curriculum Development
Curriculum Evaluation
deliberation
Educational Change
Educational evaluation
Educational Practices
Exegesis & hermeneutics
Foreign Countries
hermeneutic conception
Hermeneutics
Higher Education
Hong Kong
Outcome Based Education
Outcomes of Education
Professional Development
student learning outcomes
Teacher Education
Teacher Education Programs
Teacher Improvement
Teacher Qualifications
Teaching Methods
Validation studies
Hong Kong
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Summary:This article aims to evaluate the alignment between subject learning outcomes (SLOs) that represent the role of the Department of Curriculum and Instruction (C&I) and the course curricula documents. Content analysis was conducted to map SLOs in the curricula documents of a set of compulsory courses offered by the department of C&I. A hermeneutic perspective was adopted by four academic staff members who were involved in the mapping process, which considers curriculum scrutiny as an opportunity of reflective dialog. Findings suggest that though SLOs were adequately addressed in courses offered in various programs, the coverage and depth of studying SLOs may differ in different programs, such as Bachelor of Education and Post Graduate Diploma in Education. In this study, curriculum mapping was facilitated by deliberative dialog among participants, which made the mapping exercise a validating professional development activity. Implications are discussed. Recommendations regarding curriculum evaluation and teacher training are similarly suggested.
Bibliography:SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:0307-5079
1470-174X
DOI:10.1080/03075079.2014.968539