Table 1 - uploaded by Karma El-Hasan
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The purpose of this study was to investigate the alignment between the fourth-grade summative classroom assessments and the ‘Matter and Energy’ unit in the Lebanese science curriculum using: content and cognitive levels. Summative assessments were collected from a sample of 17 schools. The alignment between the classroom assessments and the Lebanes...
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Context 1
... in each stratum were selected based on the ratio of public to private schools. Table 1 shows the distribution of schools by region and type of school. The final sample, however, became 17 schools because in Beirut region 1, only one school out of the six schools agreed to participate in the study. ...
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Citations
... Even, alignment is currently not widely used in classroom learning and there is a lack of studies exploring alignment [34]. Research on the Science Curriculum in Lebanon shows that the level of alignment between the assessment and the curriculum is relatively low, and the dominant assessment is made targeting the low level of understanding and knowledge [35]. In fact, the principle of designing assessment tasks is that assessment tasks must be designed to achieve the desired learning outcomes [36]. ...
... This is supported by the results of other studies, which explain that the desired output of the curriculum is more in the low-level category than the high-level. First, Hassan and Baassiri [35] found that almost half of the learning objectives of the Lebanese Science curriculum in both public and private schools target low cognitive levels, with no curriculum output targeting evaluate cognitive levels. In fact, a previous study revealed that the learning objectives of the Primary Science Curriculum in Korea on the cognitive dimension lean towards remembering and understanding (87.3%) while in Singapore they lean towards understanding and applying (86.7%) [53]. ...
... Assessments compiled by teachers must match the cognitive level of the curriculum [31] especially at a high cognitive level. In addition, previous research also stated that there is a lack of alignment between teacher assessments and the curriculum [35], [38]. Furthermore, alignment between assessments and curriculum standards carries a problem for the state, as curriculum standards cover all important concepts that students must know and can do, while the assessments provided by teachers only cover a small part of these standards due to the teachers' limited time for teaching students in the class [63]. ...
This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.
... This paper reviews literature on curriculum alignment after educational reforms with the aim to apply findings to the Senior secondary curriculum reform in Queensland, Australia and to propose considerations for practice and pertinent future research. Prior findings of alignment studies repeatedly indicate that cognitive skills are the weakest aligned curriculum component and that only a limited range of cognitive skills outlined in learning objectives are usually taught and assessed (Blumberg, 2009;Boesen et al., 2014;Contino, 2013;El Hassan & Baassiri, 2019;Liu & Fulmer, 2008;Resnick et al., 2004;Webb, 1999;Ziebell & Clarke, 2018). Such findings suggest that reform efforts aiming at a significant change in pedagogical practices related to cognitive skills, such as Queensland's new QCE, may be problematic. ...
... There is a strong emphasis in the literature on measuring the alignment between the prescribed and assessed curriculum (Çil, 2015;Contino, 2013;Edwards, 2010;El Hassan & Baassiri, 2019;Kara & Cepni, 2011;Liang & Yuan, 2008;Liu & Fulmer, 2008), as opposed to examining the alignment of the enacted curriculum. After educational reforms, the prescribed and assessed curriculum tend to be poorly aligned (Kuiper, Folmer, & Ottevanger, 2013). ...
This systematic review synthesises research on curriculum alignment to suggest considerations for the implementation of the Senior secondary curriculum reform in Queensland, Australia. It focuses on the coherence of cognitive skills in the prescribed and enacted curriculum as these are typically the least aligned curriculum components. Search methods, which followed the PRISMA model, resulted in 108 relevant articles for qualitative synthesis. Results show that alignment after curriculum reforms is typically low. The use of educational taxonomies can support curriculum alignment. Marzano and Kendall’s (2007) New Taxonomy of Educational Objectives underpins the new Queensland Senior secondary syllabi which, in line with other Australian policy, encourage the explicit teaching of cognitive skills. Research is needed on the enacted cognitive skills curriculum in Queensland and its alignment with the reformed prescribed curriculum. To promote the successful implementation of the new Queensland Senior system, pre- and in-service teachers could engage with the New Taxonomy and best practice for teaching cognitive skills.
https://ro.ecu.edu.au/ajte/vol45/iss11/3
