Abstract:
Curriculum alignment is a systematic process to ensure strong congruency among
the three curriculum aspects: the written, the taught, and the tested curricula. The
purpose of this study was to investigate the alignment between the official exams for
the “Literature and Humanities” track of the secondary school education and the
Lebanese reformed math curriculum. The method is both qualitative and
quantitative. Semi-structured interviews were conducted with two test developers of
math official exams for grade 12. The interviews and the national curriculum texts
were analyzed qualitatively. On the other hand, the model tests provided as part of
the curriculum texts, as well as the official exams were quantitatively analyzed
according to an analysis framework based on their respective objectives and the
TIMSS cognitive domains. Correlations were calculated: 1) between the model test
items and those of the official exams, 2) between the official exam test items for the
years 2001-2005 and those for the years 2006-2010, and 3) between the test items in
the first session of examinations and those of the second session. The results showed
that there is a low positive correlation (r = 0.06) between the model tests and the
official exams when considering the detailed objectives and the cognitive domains.
On the other hand, when considering the math topics and the cognitive domains,
high positive correlations were found between: (a) the model tests and the official
exams (r = 0.81); (b) the model tests and the official exams of the years 2001-2005
(r = 0.80), as well as of the years 2006-2010 (r = 0.80); (c) the model tests and the
official exams of session-1 (r = 0.78), as well as of the session-2 (r = 0.81); (d) the
official exams of the years 2001-2005 and those of the years 2006-2010 (r = 0.98);
and (e) the official exams of session-1 and those of session-2 (r = 0.97). However,
the qualitative analysis showed problems in coverage. It was revealed that both, the
official and the model tests, neglect some topics that are part of the curriculum
content. They also neglect the cognitive domain reasoning and focus mostly on
knowing and applying. Findings concurred to highlight the need for a revision of the
Lebanese math curriculum as to its coherence and alignment of its assessment tools.
