Alignment of Standards and Assessment: A theoretical and empirical study of methods for alignment

Näsström, Gunilla; Henriksson, Widar

doi:10.25115/ejrep.v6i16.1296

Cited by 20 publications

(18 citation statements)

References 21 publications

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“…This model was defined on the basis of constructive learning theory, which advocates use of assessments that cover both conceptual knowledge and programming competencies. Other studies propose lesson plans associated with course‐specific learning outcomes, which would increase student learning and impact their performance in assessments aligned with standards and classroom instruction (Lucas, Dippenaar, & Toit, ; Näsström & Henriksson, ). Assessments should be defined in a learner‐centred approach or as an active engagement to employ student in solving authentic problems, to support constructive alignment.…”

Section: Educational Implicationsmentioning

confidence: 99%

Relationship between perceived problem‐solving skills and academic performance of novice learners in introductory programming courses

Veerasamy

D'Souza

Lindén

et al. 2018

Computer Assisted Learning

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Past research has shown that student problem‐solving skills may be used to determine student final exam performance. This study reports on the relationship between student perceived problem‐solving skills and academic performance in introductory programming, in formative and summative programming assessment tasks. We found that the more effective problem solvers achieved better final exam scores. There was no significant difference in formative assessment performances between effective and poor problem solvers. It is also possible to categorize students on the basis of problem‐solving skills, in order to exploit opportunities to improve learning around constructivist learning theory. Finally, our study identified transferability skills and the study may be extended to identify the impact of problem solving transfer skills on student problem solving for programming.

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Section: Educational Implicationsmentioning

confidence: 99%

Relationship between perceived problem‐solving skills and academic performance of novice learners in introductory programming courses

Veerasamy

D'Souza

Lindén

et al. 2018

Computer Assisted Learning

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“…La clasificación del contenido se realizó con base en la taxonomía revisada de Bloom (Anderson & Krathwohl, 2001), ya que se considera como un modelo inclusivo, confiable en los estudios de alineamiento de estándares (Näsström & Henriksson, 2008). De acuerdo con esta taxonomía, cada componente a valorar (parámetros e indicadores) se analizó a la luz de una matriz de dos dimensiones, en el eje vertical los cuatro tipos de conocimiento y en el horizontal las seis categorías del proceso cognitivo.…”

Section: Procedimientounclassified

Alineamiento entre estándares de desempeño docente y el programa de estudios de preescolar mexicano

Serrano

Zúñiga

Valenzuela³

2019

EPAA

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Resumen: En un sistema escolar orientado al cumplimiento de los objetivos educativos y a la mejora del desempeño docente, la congruencia entre los documentos normativos y la evaluación docente es fundamental. Desde esta perspectiva, el objetivo general del presente trabajo fue analizar la alineación entre las competencias docentes implícitas en el Programa de Estudios de Preescolar (PEP) y los estándares de evaluación del desempeño docente en México, así como valorar la concordancia entre dos versiones de los estándares emitidos por la Secretaría de Educación Pública. El método incluyó dos estudios descriptivos, en los cuales se utilizaron: técnicas de análisis de 1 Este trabajo se realizó gracias al financiamiento otorgado al proyecto Conacyt: SEP SEB 2014-231730-H. Alignment between teacher performance standards and preschool curriculumAbstract: In a school system oriented to the fulfillment of educational objectives and the improvement of teaching performance, the congruence between the normative documents and the evaluation of teaching is fundamental. From this perspective, the objective of this study was to analyze the alignment between the implicit teaching competencies of the Preschool Studies Program and the performance teaching standards, as well as assessing the agreement between two versions of the standards issued by the Mexican Ministry of Education. To address those objectives the methodology included two descriptive studies, which apply content analysis techniques as well as work with subject matters judges, the curriculum alignment technique and Bloom's revised taxonomy. In general, the standards are aligned with the Program, except in the areas of formative evaluation and the use of play as a didactic strategy; in the last version of the standards the demands of the cognitive process were lower in the taxonomy. The conclusion suggests an integrated evaluation system that recognizes all specific aspects of preschool teaching practice. Alinhamento dos padrões de desempenho docente e o programa de estudos de pré-escola mexicanoResumo: Em um sistema escolar orientado ao cumprimento dos objetivos educativos e à melhoria no desempenho docente, a congruência entre os documentos normativos e a avaliação docente é fundamental. A partir desta perspetiva, o objetivo geral do presente trabalho foi analisar o alinhamento entre as competências docentes implícitas no Programa de Estudos de Pré-escola (PEP) e os padrões de avaliação do desempenho docente no México, assim como valorizar a concordância entre duas versões dos padrões emitidos pela Secretaria de Educação Pública. O método incluiu dois estudos descritivos, nos quais se utilizaram: técnicas de análase de conteúdo, validação por especialistas, o método de alinhamento curricular e a Taxonomia revisada de Bloom. Geralmente encontrou-se alinhamento entre os padrões e o PEP, exceto na avaliação formativa e o uso de jogos como estrátegia didática; na última versão dos padrões, as exigencias do processo cognitivo baixaram de nível taxonômico. Conclui-se a fa...

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“…The term "alignment" [12] is summarized as when two or all three components in a certain education system are consistent [13], are in agreement [14], are matched [15], or work together [16]. See Fig.…”

Section: Related Workmentioning

confidence: 99%

A Model-Based Method for Information Alignment: A Case Study on Educational Standards

Choi¹,

Song²,

Zhu³

2016

Journal of Computing Science and Engineering

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We propose a model-based method for information alignment using educational standards as a case study. Discrepancies and inconsistencies in educational standards across different states/cities hinder the retrieval and sharing of educational resources. Unlike existing educational standards alignment systems that only give binary judgments (either "aligned" or "not-aligned"), our proposed system classifies each pair of educational standard statements in one of seven levels of alignments: Strongly Fully-aligned, Weakly Fully-aligned, Partially-aligned***, Partially-aligned**, Partially-aligned*, Poorly-aligned, and Not-aligned. Such a 7-level categorization extends the notion of binary alignment and provides a finer-grained system for comparing educational standards that can broaden categories of resource discovery and retrieval. This study continues our previous use of mathematics education as a domain, because of its generally unambiguous concepts. We adopt a materialization pattern (MP) model developed in our earlier work to represent each standard statement as a verb-phrase graph and a noun-phrase graph; we align a pair of statements using graph matching based on Bloom's Taxonomy, WordNet, and taxonomy of mathematics concepts. Our experiments on data sets of mathematics educational standards show that our proposed system can provide alignment results with a high degree of agreement with domain expert's judgments. Category: Smart and intelligent computing

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Alignment of Standards and Assessment: A theoretical and empirical study of methods for alignment

Abstract: Introduction. In a standards-based school-system alignment of policy documents with stan-

Cited by 20 publications

References 21 publications

Relationship between perceived problem‐solving skills and academic performance of novice learners in introductory programming courses

Relationship between perceived problem‐solving skills and academic performance of novice learners in introductory programming courses

Alineamiento entre estándares de desempeño docente y el programa de estudios de preescolar mexicano

A Model-Based Method for Information Alignment: A Case Study on Educational Standards

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