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Posts for category: Curriculum
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Curriculum and the Future of Assessment - The Architecture of Curriculum Alignment (Part 5)
Over this series we’ve built an argument step by step: Different curriculum models (content, product, process) need different assessment logics. Curriculum for Wales (CfW), as illuminated by Camau i’r Dyfodol, is best understood as a process curriculum. Adaptive Comparative Judgement (ACJ), via RM Compare, is an agnostic engine: it can serve any of these models depending on how it’s configured.
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When Curriculum and Assessment Clash: Lessons from Scotland - The Architecture of Curriculum Alignment (Part 4)
So far in this series we’ve: mapped three curriculum models (content, product, process) and their aligned assessments; seen how Camau i’r Dyfodol helped Wales understand Curriculum for Wales (CfW) as a process curriculum; and explored how Adaptive Comparative Judgement (ACJ), via RM Compare, is an agnostic engine that can serve any of these models depending on how it’s configured. In this post, we look at what happens when those pieces don’t line up
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ACJ as Agnostic Assessment Infrastructure - The Architecture of Curriculum Alignment (Part 3)
The core idea of this post is simple but easy to overlook: ACJ is an engine, not an ideology. It doesn’t come with “product” or “process” baked in. It will faithfully amplify whichever conception of quality and progression you plug into it. That makes it powerful – and dangerous – in systems where curriculum and assessment are not yet aligned.
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What Camau i’r Dyfodol Taught Us About Curriculum for Wales - The Architecture of Curriculum Alignment (Part 2)
In this post, we zoom in on Wales. The Camau i’r Dyfodol project offers a rare thing: a system‑wide, theoretically grounded attempt to help teachers understand a new national curriculum and to see what happens when they work explicitly with a process model. It also gives us a preview of what goes wrong when that model isn’t shared or isn’t matched by the wider assessment system.
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Three Curriculum Models – and the Assessment Each Deserves (New blog series)
When curriculum reform “fails”, we often blame teachers, resources, or “implementation”. But very often the real problem is simpler: the curriculum and the assessment system are speaking different languages. Before we can talk about Adaptive Comparative Judgement (ACJ) or RM Compare, we need a shared map of the curriculum landscape – and a clear view of the assessment that genuinely fits each terrain.