Aspects of ‘relevance’ in the alignment of curriculum with educational standards

Reitsma, René; Marshall, Byron; Zarske, Malinda S.

doi:10.1016/j.ipm.2009.08.006

Cited by 12 publications

(12 citation statements)

References 16 publications

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“…Decisions to keep digital information appeared to be driven by a teacher's context, including student grade level, curriculum, and existing materials for a topic. The different aspects of teachers' contexts drove the relevance assessments, as has been found in previous studies (Lawley, 2011;Reitsma, Marshall, Dalton, & Cyr, 2008;Reitsma, Marshall, & Zarske, 2010), and resulted in the decision whether to print, download, or bookmark the information.…”

Section: Keeping Informationmentioning

confidence: 70%

Teacher Personal information management (PIM) practices: Finding, keeping, and Re‐Finding information

Diekema

Olsen

2014

Asso for Info Science & Tech

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Primary and secondary (K–12) teachers form the essential core of children's formal learning before adulthood. Even though teaching is a mainstream, information‐rich profession, teachers are understudied as information users. More specifically, not much is known about teacher personal information management (PIM). Teacher PIM is critically important, as teachers navigate a complex information space complicated by the duality of digital and physical information streams and changing demands on instruction. Our research study increases understanding of teacher PIM and informs the development of tools to support educators. Some important unknowns exist about teachers as information users: What are teachers' PIM practices? What are the perceived consequences of these practices for teaching and learning? How can PIM practices be facilitated to benefit teaching and learning? This study employed a qualitative research design, with interviews from 24 primary and secondary teachers. We observed various systems for information organization, and teachers report their systems to be effective. Important sources for teachers' information in order of importance are personal collections, close colleagues, and the Internet. Key findings reveal that inheriting and sharing information play an important part in information acquisition for teachers and that information technology supporting education creates unintentional demands on information management. The findings on the nature of teacher information, teacher information finding, keeping, and organizational practices have important implications for teachers themselves, school principals, digital library developers, school librarians, curriculum developers, educational technology developers, and educational policy makers.

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Section: Keeping Informationmentioning

confidence: 70%

Teacher Personal information management (PIM) practices: Finding, keeping, and Re‐Finding information

Diekema

Olsen

2014

Asso for Info Science & Tech

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“…Reitsma et al. () make an attempt at unfolding the alignment concept itself. Following the multidimensional notion of “relevance” advocated by Saracevic (, , ) and Schamber, Eisenberg, and Nilan (), they model alignment as a composite of different aspects or attributes of a resource.…”

Section: Background: Standard Alignment As Information Retrievalmentioning

confidence: 99%

“…Although many search, retrieval, and matching tasks can be approached with fully automated computational mechanisms such as Support Vector Machines (SVM) when these mechanisms are trained with collections of correct, i.e., “vetted” matches, many important tasks are not well suited to such treatment. The poor interrater reliability in educational standards alignment mentioned above (Devaul et al., ; Reitsma et al., ; Reitsma & Diekema, ), for instance, implies that it is difficult to establish such training sets. Hence, we believe that the multifaceted character of the “alignment” concept calls for a dynamic, multidimensional, and transitive retrieval mechanism in which users take part by interactively adding information in real time, thereby steering and affecting how different alignment aspects are accounted for in the relevance computations.…”

Section: Background: Standard Alignment As Information Retrievalmentioning

confidence: 99%

“…The following indicate the magnitude of the alignment challenge: The Achievement Standard Network (ASN), a publicly available database of K‐12 standards, lists about 60,000 STEM standards in the U.S. alone (Jay & Longdon, ). Moreover, the states, on average, have reformulated their standards about every five years, forcing frequent realignment of the existing curriculum (Jay & Longdon, ; Kendall & Marzano, ; Sumner et al., ). Manual (re)alignment by collection maintainers implies an insurmountable task while community‐based attempts such as that pioneered at curriki.org (McAnear, ; Wallis & Steptoe, ) are in their infancy. Interrater reliability problems have been reported when comparing human with machine‐based alignments (Devaul, Diekema, & Ostwald, ; Reitsma, Marshall, & Zarske, ; Reitsma & Diekema, ). Whereas private, for‐profit enterprises make alignments available, the cost of using their services is significant and the applied alignment process remains hidden. …”

Section: Introduction: the Standard Alignment Challengementioning

confidence: 99%

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Can intermediary‐based science standards crosswalking work? Some evidence from mining the standard alignment tool (SAT)

Reitsma

Marshall

Chart

2012

J Am Soc Inf Sci Tec

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We explore the feasibility of intermediary-based crosswalking and alignment of K-12 science education standards. With increasing availability of K-12 science, technology, engineering and mathematics (STEM) digital library content, alignment of that content with educational standards is a significant and continuous challenge. Whereas direct, one-to-one alignment of standards is preferable but currently unsustainable in its resource demands, less resource-intensive intermediary-based alignment offers an interesting alternative. But will it work? We present the results from an experiment in which the machine-based Standard Alignment Tool (SAT) -incorporated in the National Science Digital Library (NSDL)-was used to collect over half a million direct alignments between standards from different standard-authoring bodies. These were then used to compute intermediary-based alignments derived from the well-known AAAS Project 2061 Benchmarks and NSES standards. Results show strong variation among authoring bodies in their success to crosswalk with best results for those who modeled their standards on the intermediaries. Results furthermore show a strong inverse relationship between recall and precision when both intermediates where involved in the crosswalking.

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“…Inter-rater reliability problems are common in K-12 standards alignment exercises, as previously observed by, for instance, Devaul et al 8 , Reitsma et al 9 , and Reitsma and Diekema 6 .…”

Section: Ngss Alignment Projectmentioning

confidence: 68%

The Relevance of K-12 Engineering Curricula to NGSS: An Analysis of TeachEngineering-NGSS Alignments (RTP Strand 1)

Samson¹,

Sullivan²,

Reitsma³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Aspects of ‘relevance’ in the alignment of curriculum with educational standards

Cited by 12 publications

References 16 publications

Teacher Personal information management (PIM) practices: Finding, keeping, and Re‐Finding information

Teacher Personal information management (PIM) practices: Finding, keeping, and Re‐Finding information

Can intermediary‐based science standards crosswalking work? Some evidence from mining the standard alignment tool (SAT)

The Relevance of K-12 Engineering Curricula to NGSS: An Analysis of TeachEngineering-NGSS Alignments (RTP Strand 1)

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