CURRENT PRACTICES, CHALLENGES, AND TRENDS IN INTEGRATED CURRICULUM ASSESSMENT IN PRIMARY EDUCATION: A SYSTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.35631/IJEPC.1163046Keywords:
Assessment, Educational Assessment Challenges, Integrated Curriculum, Interdisciplinary Assessment, Primary EducationAbstract
In educational context, the adoption of integrated curricula aims to help students make connections between concepts across academic subjects and real-world applications. However, given the nature of integrated curricula that combine multiple disciplines, assessing student learning within this framework is challenging. Therefore, using the systematic review process outlined by the PRISMA guidelines, this review identifies 9 eligible articles that meet the criteria from 283 published between 2013 and 2025. This review found that some assessment methods are traditional and standardized, while others are more flexible and focus on real-world projects that allow students to apply their knowledge and skills outside of the classroom. There appears to be a clear trend toward combining rigid, structured assessment processes with flexible, real world-based processes that utilize technology to improve the entire range of learning outcomes more effectively. Tools commonly used for assessment include formal assessment frameworks and classroom instruments that assess skills such as critical thinking and collaboration. The findings of this systematic review also provide evidence in the assessment of integrated curriculum learning outcomes, such as misalignment between the objectives of integrated curricula and existing examination-oriented assessment systems, a lack of validated assessment frameworks, difficulties in measuring multidimensional learning outcomes, and inadequate teacher preparedness for interdisciplinary assessment. All of these challenges demonstrate a significant gap between theoretical advancements in integrated learning and the practical implementation of assessment strategies in educational settings. Therefore, to develop more effective assessments for integrated curricula in primary education, it is necessary to align the curriculum, teaching practices, and assessments. These efforts are better supported by robust frameworks, improved teacher training, and effective policy integration to ensure accurate evaluation of students’ competencies.
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