An Alignment Analysis of Junior High School Chemistry Curriculum Standards and City-Wide Exit Exams in China

Ma, Huimin; Fulmer, Gavin W.; Liang, Ling L.; Xian, Chen; Li, Xinlu; Li, Yuan

doi:10.1007/978-94-007-4860-6_14

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…About 46% to 52% of mathematical tasks in the CSAT and NCEE are aligned to what mathematics curriculum standards expect students to know. These indices are lower than the indices reported in previous studies (Liu & Fulmer, 2008;Liu et al, 2009;Ma et al, 2013) Table 5 Table 6 Comparison between Korea and China Tables 7 and 8 compare assessments and curriculum standards from two countries by cognitive demand. These two high stakes assessments show a very similar distribution of items by cognitive demand.…”

Section: Results Reveal Discrepancies and Inconsistency Between What ...mentioning

confidence: 57%

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Measuring Alignment Between National College Entrance Examinations and Mathematics Curriculum Standards: A Comparison Between Korea and China

Hong¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Section: Results Reveal Discrepancies and Inconsistency Between What ...mentioning

confidence: 57%

“…The results from these studies showed that, in many cases, alignment between assessment and curriculum standards in science is not statistically significant. Alignment in cognitive level shows that assessments tend to include more cognitively demanding science tasks than curriculum standards (Liu et al, 2009;Ma et al, 2013).…”

Section: Previous Studiesmentioning

confidence: 99%

Measuring Alignment Between National College Entrance Examinations and Mathematics Curriculum Standards: A Comparison Between Korea and China

Hong¹

2019

Proceedings of the 2019 AERA Annual Meeting

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“…An alignment index of 1 indicates perfect alignment between teacher-reported instruction and the state standards, and an alignment index of 0 indicates a complete lack of alignment, which occurs when none of the topic-and-cognitive-demand pairs emphasized by the teacher are covered by the state standards. This method for calculating alignment based on the SEC is common and has been used in many studies of both instructional alignment and alignment of assessments or instructional materials over the past decades (see, e.g., Fulmer, 2011;Gamoran et al, 1997;Liu & Fulmer, 2008;Ma et al, 2013;Polikoff, 2012aPolikoff, , 2012bPolikoff et al, 2020;Polikoff & Fulmer, 2013;Traynor, 2014). We recognize, however, alignment index values other than 0 and 1 do not have a straightforward interpretation.…”

Section: The Measurement Of Instructional Alignmentmentioning

confidence: 99%

The Validity of Measures of Instructional Alignment With State Standards Based on Surveys of Enacted Curriculum

et al. 2022

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This paper uses a validity argument approach to examine the validity evidence for measures of instructional alignment based on an instrument adapted from the Surveys of Enacted Curriculum (SEC). Using the instrument, Grade 4 math and Grade 5 English language arts teachers reported the level of emphasis they gave to subject-specific topics and cognitive demands in their instruction, which provided the data for measuring instructional alignment—both overall and by topic and by cognitive demand—with state standards. We found that (a) teachers differentiated topics but not cognitive demands when reporting on the content of their instruction, (b) teachers likely overreported levels of emphasis on topics and cognitive demands, and (c) overall alignment and alignment by cognitive demand were not significantly associated with teachers’ value-added scores. Although this study examined a specific version of the SEC, we believe the findings apply more broadly to SEC-based measures of instructional alignment.

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An analysis of Chinese chemistry curriculum standards based on OECD Education 2030 Curriculum Content Mapping

Chen,

Wang,

Shao

et al. 2024

Discip Interdscip Sci Educ Res

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The development of students' core competencies for the future society has become a shared goal in curriculum reform worldwide. Efforts are being made to investigate which core competencies should be cultivated and how they relate to the curriculum content. Specifically, designing core competency-oriented intended curriculum and translating it into implemented curriculum are common concerns and challenges encountered by countries during curriculum reform. In order to promote mutual sharing and learning among different countries and regions, the Organization for Economic Co-operation and Development (OECD) developed an analytical comparison framework and standards based on The Future of Education and Skills project. This study conducted a comparison between the 2011 edition and 2022 edition of the Compulsory Education Chemistry Curriculum Standards (CECCS) for students in grade 7 to grade 9. It identified 737 coding units for five learning themes and conducted a specific analysis and comparison using the Curriculum Content Mapping (CCM) and Theme Content Mapping (TCM). Heat maps are generated to reflect the correlation between China's grade 7 to grade 9 CECCS and the twenty-eight competencies identified in the OECD project, as well as the main emphasis before and after the revision of the curriculum standards. A mixed research method of qualitative and quantitative analysis was conducted to explore the characteristics of Chinese chemistry curriculum structure. This study provides insights into experiences regarding embodying core competencies, designing competency-oriented intended curriculum, and providing guidance for curriculum implementation in grade 7 to grade 9. It allows both teachers and educators to identify areas for improvement.

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An Alignment Analysis of Junior High School Chemistry Curriculum Standards and City-Wide Exit Exams in China

Cited by 3 publications

References 5 publications

Measuring Alignment Between National College Entrance Examinations and Mathematics Curriculum Standards: A Comparison Between Korea and China

Measuring Alignment Between National College Entrance Examinations and Mathematics Curriculum Standards: A Comparison Between Korea and China

The Validity of Measures of Instructional Alignment With State Standards Based on Surveys of Enacted Curriculum

An analysis of Chinese chemistry curriculum standards based on OECD Education 2030 Curriculum Content Mapping

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