Curriculum Coherence and Student Success
Coherence among learning objectives, activities, and assessment constitutes a fundamental principal of teaching. The qualitative and quantitative action research discussed in this article examines the coherence of educational planning in eight departments of Collège Champlain in Saint-Lambert. The general goal of the study, which focuses notably on curriculum-review cycles, was to establish an instructional-development model that provides coherence in individual courses as well as among the various courses in a given program, taking Bloom’s Taxonomy as its framework and promoting close cooperation among the members of a given department.
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