Abstract
Geography teachers face increasing accountability with a focus on measurable outcomes. This paper examines the task-setting of geography teachers for the topic Global Food Issue in upper secondary education in the Netherlands and North-Rhine Westphalia (Germany), two countries with a comparable education system, but differing examination systems. The results show that teachers’ orientations towards the curriculum influence the types of tasks they use. However, the evaluative rules of the curriculum context, specifically the examination system, exert a significant influence on teachers’ task-setting. Achieving constructive alignment, which entails consistency between curriculum objectives and high-stakes examinations, emerges as of paramount importance in assisting teachers in achieving higher-order-thinking skills.
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