Investigating the strength of alignment between Senior Phase mathematics content standards and workbook activities on number patterns

Qhibi, Agnes D.; Dhlamini, Zwelithini Bongani; Chuene, Kabelo

doi:10.4102/pythagoras.v41i1.569

Cited by 4 publications

(3 citation statements)

References 30 publications

(92 reference statements)

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“…In addition, there have been less studies about the alignment between teaching materials and curriculum standards. Qhibi et al (2020) conducted a study on alignment between content standard and practice materials in high school mathematics and concluded that the results were acceptable but needed further adjustment. Polikoff et al (2015) tested the alignment of primary school mathematics textbooks and curriculum standards and found that the alignment index was not high.…”

Section: Alignment Modelsmentioning

confidence: 99%

“…Under the standards-based reform, standards become the important basis of measurement, guide the curriculum development and classroom teaching, and put forward clear goals and expectations for teachers to improve teaching quality and students to improve their academic performance (Troia et al, 2018). Improving the alignment among various components of the education system is of great significance for ensuring the quality of education, achieving the expected goals, and carrying out the evaluation work (Fulmer et al, 2018;Newton & Kasten, 2013;Qhibi et al, 2020). Therefore, as the educational components, it is necessary to achieve a high degree of alignment between textbooks and curriculum standards.…”

Section: Introductionmentioning

confidence: 99%

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The Alignment Between Third-Grade Primary School Science Textbooks and Curriculum Standards in China and Japan

Sun

Liangbo

2021

JBSE

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This study applied the Porter’s alignment model to construct a localized two-dimensional framework based on Anderson's taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model. Keywords: alignment evaluation, content analysis, curriculum standards, primary school, science textbooks

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Section: Alignment Modelsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Alignment Between Third-Grade Primary School Science Textbooks and Curriculum Standards in China and Japan

Sun

Liangbo

2021

JBSE

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“…In essence, standards establish precise requirements and expectations that guide classroom instruction and various forms of assessment (Misfeldt et al, 2019;. Enhancing the alignment between essential components of the education system, such as assessment and standards, is paramount to ensuring the quality of education, attaining desired objectives, and facilitating the smooth progression of curriculum reform (Newton & Kasten, 2013;Paik et al, 2011;Qhibi et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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

Tian,

Fan,

Sun

et al. 2024

JBSE

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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

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Identifying and Challenging the Narrow Cognitive Demands of Science Textbooks

Johnson

Boon

2023

Challenges in Science Education

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Investigating the strength of alignment between Senior Phase mathematics content standards and workbook activities on number patterns

Cited by 4 publications

References 30 publications

The Alignment Between Third-Grade Primary School Science Textbooks and Curriculum Standards in China and Japan

The Alignment Between Third-Grade Primary School Science Textbooks and Curriculum Standards in China and Japan

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

Identifying and Challenging the Narrow Cognitive Demands of Science Textbooks

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