Alignment of Standards, Assessment and Instruction: Implications for English Language Learners in Ohio

Mohamud, Abdinur; Fleck, Dan

doi:10.1080/00405841003626643

Cited by 4 publications

(2 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Pieces that focus on coherence as an end state tend to have certain characteristics. First, they typically measure the extent of the match between standards and assessments (see Mohamud and Fleck, 2010;Parke and Lane, 2008;Polikoff, Gasparian, et al, 2020;Polikoff and Porter, 2014;Traynor, 2017;and Welton, Robinson, and Timperley, 2015). Second, these pieces that are focused on the end state defined coherence by the result or the sum of its parts.…”

Section: Distinctions Between Alignment and Coherencementioning

confidence: 99%

Instructional System Coherence: A Scoping Literature Review

2024

View full text Add to dashboard Cite

Journal article Conceptual• To "align the algebra curriculum with the new state standards" Newmann et al. (2001) Journal article Mixed methods • Did "elementary schools with improving instructional coherence show improvements in student achievement over multiple years?" (p. 301) Oxley (2008) Journal article Conceptual • To define and provide strategies for creating instructional program coherence Park et al. (2022) Journal article Peurach et al. (2019) Journal article Conceptual • "What happens when ambitions for instructionally focused education systems collide with institutionalized mass public schooling?" (p. 55) Polikoff, Gasparian, et al. (2020) Journal article Qualitative • To "examine and expand the ways that alignment can be thought of and analyzed using the SEC" (p. 39) Polikoff and Porter (2014)Journal article Quantitative • "To what extent is the alignment of teachers' reported instruction with the content of standards and assessments associated with value-added to student achievement?" • "To what extent do measures of pedagogical quality moderate the relationship of instructional alignment with value-added to student achievement?" (p. 400) Polikoff, Porter, and Smithson, (2011) Journal article Quantitative • "To what extent are state assessments of student achievement under No Child Left Behind aligned with state content standards?" • "To the extent that there is misalignment between assessments and standards, what is the nature of that misalignment?" (p. 967) Polikoff, Rabovsky, et al. (2021) Journal article Journal article Qualitative • "How do program characteristics influence early teacher adoption?" (p. 610) Ruchti, Jenkins, and Agamba (2013) Journal article Qualitative • "What supports do secondary teachers believe are necessary to implement, and indicate readiness to implement, the CCSS?" (p. 247) Russell and Bray (2013) Journal article Qualitative • To "examine how NCLB [No Child Left Behind} and IDA [Individuals with Educational Disabilities Act] (as written) are coherent and mutually reinforcing, plus the ways that these mandates present potential incoherence. Second, we describe ways that some teachers, principals and superintendents made sense of the dual policy mandates and attempted to craft a coherent response" (p. 3) Schmidt and Prawat (2006) Journal article Quantitative • To "assess agreement about content centrality, about which topics in the country's curriculum guide ought to be considered core and which more discretionary" (p. 642) Schmidt, Wang, and McKnight (2005) Journal article Qualitative • To "argue that the presence of content standards is not sufficient to guarantee curricula that lead to high-quality instruction and achievement" • (p. 525) Sebastian and Allensworth (2012) Journal article Quantitative • "Which areas of principals' work are most strongly related to classroom instruction and student achievement?" • "To what extent does principal leadership explain differences in student achievement and classroom instruction across schools, and through which processes can we ...

show abstract

Section: Distinctions Between Alignment and Coherencementioning

confidence: 99%

Instructional System Coherence: A Scoping Literature Review

2024

View full text Add to dashboard Cite

show abstract

“…Currently, analysis related to alignment within the domain of standards-based curriculum focuses on four key areas (Table 1): alignment between standards and assessment; alignment between standards and teaching; alignment between standards and teaching materials; alignment between school learning and assessment, and alignment among three or more educational elements. Contino, 2013;Flowers et al, 2006;Lu & Liu, 2012;Martone & Sireci, 2009;Newton & Kasten, 2013; Standards & Teaching Kurz et al, 2010;Liu et al, 2009;Taub et al, 2020;Yang, 2023;Standards & Teaching Materials Polikoff, 2015;Yu et al, 2022 School Learning & Assessment Kara & Cepni, 2011 Three or More Educational Elements Mohamud & Fleck, 2010;Roach et al, 2008 Among these areas, the alignment between assessment and standards has been extensively studied. Research in this domain has primarily focused on examining the alignment between the two, employing quantitative congruence methods to estimate the match between assessments and state content standards in different regions (Flowers et al, 2006).…”

Section: Alignment Analysis Of Curriculum Standards and Assessmentmentioning

confidence: 99%

Alignment Between Curriculum Standards and Assessment in Understanding Chemical Reaction Principles at Upper-Secondary Schools

Tian,

Fan,

Sun

et al. 2024

JBSE

View full text Add to dashboard Cite

This study utilized the SEC (Survey of Enacted Curriculum) method to examine the alignment between Chinese high school chemistry curriculum standards (HSCCS) and the assessment of ‘Chemical Reaction Principles’ in the National College Entrance Examinations (NCEEs). The HSCCS and NCEEs were coded into two-dimensional matrices separately using SPSS, MATLAB, and EXCEL. The alignment coefficients were analyzed both macroscopically and specifically based on two dimensions: themes and cognitive levels. The findings indicated a generally low alignment between NCEEs and HSCCS in the ‘Chemical Reaction Principles’ domain, and no statistically significant alignment was observed. Comparing Porter alignment coefficients revealed a gradual increase in the overall alignment level between 2018–2022 NCEEs and HSCCS due to curricular reforms. Further specific analyses and comparisons highlighted significant discrepancies between NCEEs and HSCCS concerning themes and cognitive levels. Regarding themes, ‘Ionic Reactions and Equilibrium in Aqueous Solutions’ showed substantial alignment between NCEEs and HSCCS. However, for ‘Application of Ionic Reactions and Equilibrium’ and ‘Systems and Energy,’ NCEEs diverged significantly from or exceeded HSCCS requirements. Concerning cognitive levels, NCEEs demanded higher levels of student cognition compared to HSCCS. Keywords: alignment, chemical reaction principles, content analysis, curriculum standards, upper-secondary schools

show abstract

Alignment as a Fundamental Validity Issue in Standards-Based K-12 English Language Proficiency Assessments

Wolf

2020

Another Generation of Fundamental Considerations in Language Assessment

View full text Add to dashboard Cite

Alignment of Standards, Assessment and Instruction: Implications for English Language Learners in Ohio

Cited by 4 publications

References 6 publications

Instructional System Coherence: A Scoping Literature Review

Instructional System Coherence: A Scoping Literature Review

Alignment Between Curriculum Standards and Assessment in Understanding Chemical Reaction Principles at Upper-Secondary Schools

Alignment as a Fundamental Validity Issue in Standards-Based K-12 English Language Proficiency Assessments

Contact Info

Product

Resources

About