Curriculum and assessment for the knowledge society: interrogating experiences in the Republic of Ireland and Queensland, Australia

Looney, Anne & Klenowski, Valentina (2008) Curriculum and assessment for the knowledge society: interrogating experiences in the Republic of Ireland and Queensland, Australia. Curriculum Journal, 19(3), pp. 177-192.

View at publisher


The 'knowledge society' has become a central discourse within educational reform. This article posits that the impact of the knowledge society discourse on curriculum and assessment has led to the emergence of what the authors term a new-form/re-form curriculum, and it asks whether what is transacting in contemporary movements in curriculum is less the reform of curriculum and more the emergence of a new-form/re-form curriculum. What is emerging is well beyond the discussions of outcomes and curriculum alignment that characterised much curriculum reform effort in the late 1990s. In this new-form/re-form curriculum 'content' is displaced by 'skills' and 'knowledge acquisition' by 'learning'. Curriculum coverage is replaced by learner engagement. In this context, assessment also begins to take on new-form/re-form. Assessment now engages and promotes learning as process rather than as product. Two cases - the Republic of Ireland and Queensland, Australia - are analysed and compared to illustrate this shift in the conceptualisation of curriculum and assessment. Consideration is given to the possibility that this new-form/re-form curriculum represents a settlement in the contestation associated with learning outcomes and their perceived technical rationality and market focus. The paper concludes that the new-form/re-form curriculum is emerging in locations as diverse as Ireland and Queensland.

Impact and interest:

Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 15179
Item Type: Journal Article
Refereed: Yes
Additional Information: For more information, please refer to the journal's website (see hypertext link) or contact the author.
Keywords: curriculum and assessment re, form, knowledge societies, learning curriculum
DOI: 10.1080/09585170802357496
ISSN: 1469-3704
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2008 Taylor & Francis
Deposited On: 15 Oct 2008 00:00
Last Modified: 29 Feb 2012 13:44

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page