- Browse
Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse By Descriptor
- Information Menu
Search Tips
Annual Meeting Housing and Travel
- Navigation and Settings Menu
Personal Schedule
Sign In
- Social Media Menu
Twitter
Facebook
Curriculum and Cognitive-Level Alignment Among the Intended, the Enacted, and the Assessed Curricula in Mathematics Education
Sat, April 29, 10:35am to 12:05pm, Henry B. Gonzalez Convention Center, Floor: River Level, Room 7CAbstract
Curriculum and cognitive level alignment among the intended, the enacted, and the assessed curricula were explored and measured. In particular, the focus of the study was on two domains: content/operations and cognitive levels/processes. Results indicated that cognitive level alignment among the intended, enacted and assessed curricula was .07. Curriculum alignment among the intended, enacted and assessed curricula for the mathematics content/operations was .97. This study contributes to understanding the quality of the relationship among the intended, enacted, and assessed curricula for both cognitive processes and content/operations. The methodological framework used in the study provides a model for subsequent research on curriculum alignment among the three components of the education system.