ABSTRACT

This study presents a curriculum alignment assessment instrument grounded in the distinctive characteristics of music education in South Korea and the structural orientation of the 2022 Revised Music Curriculum. The Surveys of Enacted Curriculum (SEC) model provided the methodological foundation for establishing a common content classification framework through which the intended curriculum and enacted classroom practice could be examined within an integrated analytical structure. The instrument underwent iterative refinement through practitioner review involving in-service music teachers and was subsequently evaluated for content validity. The Content Validity Index (CVI) was assessed across six dimensions: (a) overall structure of the alignment instrument, (b) topic classification framework, (c) organization of cognitive demand and Categories of Learning Objectives (CLOs), (d) appropriateness of teacher survey items, (e) applicability within school settings, and (f) domain-specific alignment instruments. The findings demonstrated that all dimensions satisfied established standards for content validity. By demonstrating how alignment instruments can be reconstructed in relation to the curricular configurations and educational conditions of distinct national contexts, this study advances a context-sensitive perspective on curriculum alignment research with implications for diverse cultural settings.

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