Curriculum Mapping & Alignment Flashcards
7 cards from real CPI practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Curriculum Mapping & Alignment flashcards as text
Which of the following is an example of an 'essential question' used in curriculum mapping?
Answer: How does power shape society over time?
Essential questions are open-ended, thought-provoking inquiries that drive curriculum units and promote deeper understanding.
A program review team finds that critical safety procedures are only addressed in one elective course. This gap would be identified through:
Answer: A curriculum audit using a vertical alignment map
A vertical alignment map reveals gaps in coverage across a program, showing where critical content is missing or underrepresented.
In Jacobs' curriculum mapping model, what is the primary purpose of the 'consensus map'?
Answer: To represent agreed-upon curriculum that all instructors will implement
The consensus map in Jacobs' model reflects collective agreement among faculty on what should be taught, creating a shared curriculum blueprint.
Formative assessment data is integrated into curriculum maps primarily to:
Answer: Inform ongoing instructional adjustments within the unit
Embedding formative assessment data in curriculum maps allows instructors to refine pacing and content delivery in response to student progress.
Which scenario best illustrates 'taught curriculum' versus 'intended curriculum'?
Answer: Standards require persuasive writing but a teacher only assigns personal narratives
A gap between intended curriculum (the standards) and taught curriculum (actual instruction) occurs when teachers diverge from the prescribed content.
When aligning a technical training program to industry competency standards, which approach ensures the most rigorous alignment?
Answer: Cross-referencing each learning objective to a specific competency statement
Rigorous alignment requires explicitly linking each learning objective to a specific, identifiable competency statement in the industry standard.
A curriculum map reveals that higher-order thinking skills (analysis, evaluation) are only assessed in graduate-level courses. This finding suggests:
Answer: Bloom's taxonomy levels are not scaffolded progressively across the program
Higher-order thinking should be introduced and scaffolded throughout a program, not concentrated only at the highest level.