Curriculum Alignment Among the Intended, Enacted, and Assessed Curricula for Grade 9 Mathematics.

Authors

  • Paolina Seitz St Mary's University 14500 Bannister Rd. SE Calgary, AB T2X 1Z4 Direct: 403-254-3142 Main: 403-531-9130 Fax: 403-531-9136 www.stmu.ca

Keywords:

curriculum alignment, content/operations, cognitive processes, mathematic curriculum, instruction, assessment,

Abstract

This study examined curriculum alignment among the intended, the enacted, and the assessed curricula in Grade 9 mathematics in two domains: content/operations and cognitive processes. The Program of Studies was used to determine the content/ operations and the Delphi method was used to identify the cognitive levels for the intended curriculum. Classroom observations were used to capture the enacted curriculum. End of unit tests were used to determine the assessed curriculum. Results indicated that curriculum alignment among the intended, enacted and assessed curricula for the mathematics content/operations was high (97% alignment). In contrast, curriculum alignment among the intended, enacted, and assessed curricula for the cognitive processes was low (7.3% alignment). This study makes a contribution towards understanding the quality of the relationship among the intended, enacted, and assessed curricula in mathematics education. The methodological framework provides a model for subsequent research on curriculum alignment among the three components of the education system.

Author Biography

Paolina Seitz, St Mary's University 14500 Bannister Rd. SE Calgary, AB T2X 1Z4 Direct: 403-254-3142 Main: 403-531-9130 Fax: 403-531-9136 www.stmu.ca

Assistant Professor Faculty of Education Tenured Track Position

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Published

04-08-2017

How to Cite

Seitz, P. (2017). Curriculum Alignment Among the Intended, Enacted, and Assessed Curricula for Grade 9 Mathematics. Journal of the Canadian Association for Curriculum Studies, 15(1), 72–94. Retrieved from https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40286

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Articles