Improving Grade 7 Mathematics Outcomes through Game-Based Learning: An Action Research Study

This article presents the development, features, and implementation of Curriculum Quality Audit (CQA), a bespoke curriculum mapping process designed to support Philippine Teacher Education Institutions (TEIs) in aligning their pre-service teacher education programs with national, regional, and institutional requirements, and contextual priorities. Originating in the Outcomes-based Teacher Education Curriculum (OBTEC) initiative at the Philippine Normal University (PNU), CQA rollout occurred through successive TEI partnerships followed by the current national application by the Teacher Education Council (TEC) in collaboration with the Commission on Higher Education (CHED) Technical Panel for Teacher Education (TPTE). Grounded in international best practice, Philippine reforms such as the Philippine Professional Standards for Teachers (PPST) and policy directives, including the CHED Policy, Standards, and Guidelines (PSGs), CQA facilitates outcome-based, contextually responsive, and systematically audited program review and development. The article outlines the phases of implementation, processes, and tools—including inter-coder reliability training, audit matrices, differentiated coding schemas, and inclusion audits—as well as essential management features that support successful CQA uptake and conduct. Alignment with key quality assurance features formulated by CHED is also presented. CQA methodology exemplifies a rigorous and participatory approach to curriculum review and enhancement, contributing to sustainable quality assurance and fostering a culture of continuous improvement in teacher education programs.