Determining Alignment of Expectations and Assessments in Mathematics and Science Education.

Abstract

v Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Importance of Alignment 1 Alignment in Principle 3 Alignment of Expectations and Assessments 4 Alignment in Practice 5 Interpretation of Alignment by States 7 Three Methods for Aligning Documents 8 Sequential Development 8 Expert Review 9 Document Analyses 11 Quality Control 13 Specific Criteria 14 1 Content Focus 14 A Categorical Concurrence 14 B Depth of Knowledge Consistency 15 C Range of Knowledge Correspondence 17 D Structure of Knowledge Comparability 19 E Balance of Representation 20 F Dispositional Consonance 22