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Aligning curriculum and assessment-divergent approaches in the framing of knowledge

Barbara Ormond

This article examines the different outcomes that have emerged in the framing of knowledge for senior secondary school subjects through the process of aligning curriculum and assessment. By tracing paths of development in the Alignment of Standards Project for history, art history, classical studies and social studies it can be seen that differing approaches to the nature and inclusion of knowledge have created distinctions between those subjects that enable a high degree of teacher autonomy in the selection of knowledge, and those that are more prescriptive. The relationship between curricula and assessment is examined, giving consideration to current debates about the “voice of knowledge” (Young, 2012, p. 139) in curricula and the blurring of boundaries between the means of acquiring knowledge and the disciplinary knowledge itself.

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