Abstract: Curriculum misalignment and incoherent assessment practices continue to pose significant challenges to student learning in higher education. This study presents a qualitative content synthesis of 21 peer-reviewed articles, guided by the PRISMA methodology, to explore how curriculum and assessment inconsistencies affect student outcomes. The synthesis identified five recurring themes: (1) disconnects between curriculum objectives and assessment content, (2) limited faculty understanding of alignment principles, (3) misaligned use of technology in assessment, (4) exclusionary practices affecting diverse learners, and (5) the corrective potential of authentic and project-based assessments. Findings indicate that misalignment contributes to surface learning, instructional inefficiency, reduced motivation, inequity, and poor assessment validity, ultimately impairing students' ability to engage meaningfully and succeed academically. The study highlights the need for systemic reforms, including curriculum audits, faculty development, and culturally responsive assessment strategies. The results reinforce the centrality of alignment theory and advocate for a triadic integration of instruction, learning outcomes, and assessment design as a cornerstone of effective, inclusive pedagogy.
Keywords: curriculum alignment, assessment practices, student learning, higher education, PRISMA, qualitative synthesis, educational equity, authentic assessment.
Title: Impact of Curriculum Misalignment and Assessment Practices on Student Learning Outcomes in Higher Education: A PRISMA-Guided Qualitative Content Synthesis
Author: Dr. David Augustine Bull
International Journal of Interdisciplinary Research and Innovations
ISSN 2348-1218 (print), ISSN 2348-1226 (online)
Vol. 13, Issue 3, July 2025 - September 2025
Page No: 65-87
Research Publish Journals
Website: www.researchpublish.com
Published Date: 21-July-2025
