Curriculum mapping as deliberation: Examining the alignment of subject learning outcomes and course curricula

Curriculum mapping as deliberation: Examining the alignment of subject learning outcomes and course curricula

• Lam, Bick Har The Hong Kong Institute of Education
• Tsui, Kwok Tung The Hong Kong Institute of Education

Studies in Higher Education, 2014

2014

• F 教與學
  • FA 一般教學方法、各種施教方法
• F 教與學
  • FC 批判思考、學習技巧、時間

Curriculum Evaluation Deliberation Student Learning Outcomes Hermeneutic Conception Outcome-based Education

• Hong Kong

• 1997.7onwards

• 專上教育

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.
[Copyright of Studies in Higher Education.]

• 英文

期刊論文

• 03075079

• 10.1080/03075079.2014.968539

https://bibliography.lib.eduhk.hk/tc/bibs/924aace2

2014-12-23