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Evaluating the alignment between a mathematics curriculum and the national tests. (c2013)

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dc.contributor.author Safa, Wael Ajwad
dc.date.accessioned 2016-03-07T06:59:07Z
dc.date.available 2016-03-07T06:59:07Z
dc.date.copyright 2013-06-07
dc.date.issued 2016-03-07
dc.identifier.uri http://hdl.handle.net/10725/3285
dc.description.abstract Alignment between various components of a curriculum is one major criterion to evaluate the curriculum. This paper aims to study the alignment between the Lebanese national tests for the “Life Sciences” track of the secondary level and the Lebanese math curriculum. The structure, content, and objectives of the Lebanese math national curriculum were qualitatively analyzed along with twelve national tests, and four model tests representing the intended math curriculum. The national tests and the model tests were analyzed quantitatively within a framework that accounted for their objectives and the TIMSS cognitive domains. Correlations between the test items of 6 sets of exams were calculated: The national test items and the model tests items, the national test items of the years 2001-2003 and those of the years 2010-2012, and the test items of the first session and the second session of the national tests. The quantitative analysis revealed an average correlation (r = 0.50) between the national tests and the model tests when the specific objectives and the cognitive domains were considered. However, a higher correlation was detected (r = 0.87) when the math domains and the cognitive domains were considered. A high correlation existed: between the model tests and the national tests of the years 2001-2003 (r = 0.78), between the model tests and the national tests of the years 2010- 2012 (r = 0.9), between the national tests of the years 2001-2003 and those of the years 2010- 2012 (0.88), and between the session-1 national tests and session-2 national tests ( r = 0.95). However, it was found that the national tests and the model tests assess a narrow part of the curriculum and include stereotyped test items that emphasize the cognitive domains “knowing” and “applying” while relatively neglecting the cognitive domain “reasoning”, signifying a weak alignment. en_US
dc.language.iso en en_US
dc.subject Mathematics -- Study and teaching (Secondary) -- Government policy -- Lebanon en_US
dc.subject Mathematics -- Lebanon -- Examinations -- Evaluation en_US
dc.subject Mathematics -- Study and teaching (Secondary) -- Curricula -- Lebanon en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.title Evaluating the alignment between a mathematics curriculum and the national tests. (c2013) en_US
dc.type Thesis en_US
dc.title.subtitle the case of Lebanon secondary national exams for the life sciences section en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 200700373 en_US
dc.author.commembers Habre, Samer
dc.author.commembers Nabhani, Mona
dc.author.woa OA en_US
dc.author.department Education en_US
dc.description.embargo N/A en_US
dc.description.physdesc 1 hard copy: ix, 151 leaves; 30 cm. available at RNL. en_US
dc.author.advisor Osta, Iman
dc.keywords National Curriculum en_US
dc.keywords National Assessment en_US
dc.keywords Alignment en_US
dc.keywords Mathematics en_US
dc.keywords Secondary School Education en_US
dc.keywords Lebanon en_US
dc.description.bibliographiccitations Includes bibliographical references (leaves 97-102). en_US
dc.identifier.doi https://doi.org/10.26756/th.2013.51


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