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

Abstract

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.

Keywords:

• curriculum evaluation
• deliberation
• student learning outcomes
• hermeneutic conception
• outcome-based education

Acknowledgements

This article reports the study of a teaching development grant project entitled ‘Developing C&I Subject Outcomes Through Whole Department Participation,’ which was funded by the Hong Kong Institute of Education. The authors are grateful to the other two members of the project team, Dr Gavin Brown and Dr Christopher Deneen, for their valuable contributions during the period of study.

Notes

1. Five SLOs were identified as a result of an earlier phase of this mapping project, through a participatory model that involves teachers and students. It includes several steps. First, all department members were asked to suggest student learning outcomes that the department should aim to achieve in a Delphi study. Then, a list containing all the suggestions made by the teaching staffs was circulated among the students and staff of the department separately. They were asked to evaluate the relative importance of each learning outcome statement. The five SLOs listed were established by exploratory and confirmatory factor analyses. Each of the SLO listed describes the individual learning outcome statements that clustered in that factor.

2. The 14 courses are offered in the one- and two-year PGDE (full-time and part-time); four-year BEd (full-time); three-year BEd (mix-mode); three-year BEd (Language Teacher; mix-mode); and four-year BEd (Professional and Vocational Education; full-time). Except for BEd PVE, all programs offer both primary and secondary schemes. BEd is a full degree program with study in education as the key discipline for preparing qualified teachers. The BEd (mix-mode) programs are offered to students who are in-service teachers who need to upgrade their teacher education qualifications to the degree level. BEd (PVE) is a relatively new program designed for participants who are teachers in schools or vocational training institutions, but do not have degrees or teacher education qualifications. The PGDE programs provide a route for university graduates to obtain qualified teacher status.