Research Insights
Curriculum and assessment in Alberta Navigating the contested ground
Phil McRae
Associate Coordinator, Research, ATA
“ Education is not preparation for life; education is life itself.” —John Dewey, Philosopher, Psychologist, Educational Reformer WITH MORE THAN 30 YEARS in teaching and educational leadership, I have come to know that curriculum is far more than words on a page, in a book or on a screen. It is a living ecosystem, shaped by the changing realities of stu- dents’ lives, families, classrooms, schools and communities and the emerging changes each day in the wider world. The reflections that follow, first shared at the Association’s Curriculum Symposium in the spring of 2025, highlight key tensions on the contested ter- rain of curriculum and assessment in Alberta classrooms. KNOWLEDGE VERSUS SELF-REALIZATION: IS IT WHAT YOU COVER OR WHAT YOU DISCOVER? Over a century ago, the philosopher John Dewey asked whether schooling should focus on covering content or helping learners discover meaning. Alberta’s curriculum has long leaned toward Dewey’s vision, emphasizing com- petencies and big ideas. In recent years, however, our system has shifted under the influence of accountability demands and cultivated a “back-to-the-basics” approach that values lists of facts, itemized assessments and tidy benchmarks, as seen in Alberta’s unpopular K–3 literacy and numeracy tests. These methods produce measurable outcomes but risk narrowing cur- riculum, reducing students to fact-regurgitators and preparing them for an outdated reality. In contrast, an inquiry-driven approach begins with students’ questions and lived experiences. It echoes UNESCO’s four pillars of educa- tion—learning to know, learning to do, learning to live together and learning to be—and places trust in teachers’ professional judgment over standardized testing. THE DATA DILEMMA: ACCOUNTABILITY OR RESPONSIBILITY? School officials are increasingly asked to prove success with narrow measures and digital assessments, leading to rising challenges for teachers under expand- ing accountability pressures.
UNESCO’s four pillars of education Learning › to know › to do › to live together › to be
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THE ALBERTA TEACHERS’ ASSOCIATION
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