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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.

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Abstract

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.

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ID Code: 15179
Item Type: Journal Article
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
Last Modified: 29 Feb 2012 23:44

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