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What is Curricular Alignment

Teaching Practices and Equitable Learning in Children's Language Education
The assessment tasks are matched in type to the language learning activities experienced in the classroom.
Published in Chapter:
Equitable Assessment and Evaluation of Young Language Learners: Reflections From a Teacher Training Context
Poonam Anand (University of Bahrain, Bahrain) and Starr Ackley (University of Bahrain, Bahrain)
DOI: 10.4018/978-1-7998-6487-5.ch005
This chapter discusses major contributions in research and professional assessment development and reviews key classifications in young language learner assessment (YLLA). Using the five-level metric (close, immediate, proximal, distal, and remote) by Ruiz-Primo et al., the authors classify assessments as curriculum aligned or non-aligned. Inequalities limiting access to learning and to opportunities for achievement (economic status, pre-primary education, digital environment) are linked to the five metrics. They review international examinations for YLLs (Cambridge, TOEFL, Pearson) and measure their alignment with an interactive and performative-enacted curriculum. Recommendations are given for separating external assessments as local or international in washback phenomena, for the inclusion of national assessment specialists in the research paradigm, and for greater attention to language assessment literacy in teacher training. The authors predict that increases in distance and digital learning will determine future forms of YLLA and exacerbate existing inequities.
Full Text Chapter Download: US $37.50 Add to Cart
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Aligning Curriculum, Instruction, and Classroom Assessment in a University English Language Program
Curricular alignment is achieved when student learning outcomes (SLOs) are clearly stated and the instruction and assessments follow directly from the SLOs.
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