Curriculum Alignment: Performance Types in the Intended, Enacted, and Assessed Curriculum in Primary Mathematics and Science Classrooms

Natasha Ziebell, David Clarke

Abstrakt


This study examined the process of curricular alignment in primary school mathematics and science. Six performance type categories were used to define the cognitive-demand levels evident in the mandated curriculum and elicited through classroom practice. The purpose of this comparative case study is to understand how the intended goals of the mandated curriculum are interpreted for planning, instruction, and assessment purposes. The data includes video-recorded lessons, interviews, planning documents, and work samples from units of work. The results revealed that interpreting the intended goals of the mandated curriculum at the classroom level is a complex and dynamic process. The process is one of iterative interpretation at various levels of curriculum planning. The alignment of performance type expectations are influenced by the "sources of authority" that are accessed, such as standardized testing programs, textbooks, and curriculum consultants. The types of performances that were privileged in assessment practices were reflected in planning and instruction at the school level, indicating that, among other factors, assessment has a critical role in determining how the curriculum is enacted.

Klíčová slova


alignment; assessment; curriculum; planning; science; mathematics

https://doi.org/10.5817/SP2018-2-10

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Časopis Ústavu pedagogických věd FF MU.

Výkonná redakce: Klára Šeďová, Roman Švaříček, Zuzana Šalamounová, Martin Sedláček, Karla Brücknerová, Petr Hlaďo.

Redakční rada: Milan Pol (předseda redakční rady), Gunnar Berg, Michael Bottery, Hana Cervinkova, Theo van Dellen, Eve Eisenschmidt, Peter Gavora, Yin Cheong Cheng, Miloš Kučera, Adam Lefstein, Sami Lehesvuori, Jan Mareš, Jiří Mareš, Jiří Němec, Angelika Paseka, Jana Poláchová Vašťatková, Milada Rabušicová, Alina Reznitskaya, Michael Schratz, Martin Strouhal, Petr Svojanovský, António Teodoro, Tony Townsend, Anita Trnavčevič, Jan Vanhoof, Arnošt Veselý, Kateřina Vlčková, Eliška Walterová.

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ISSN 1803-7437 (print), ISSN 2336-4521 (online)