Journal article

Curriculum alignment: Performance types in the intended, enacted, andassessedcurriculuminprimary mathematics and science classrooms

N Ziebell, D Clarke

Studia Paedagogica | Published : 2018

Abstract

This study examined the process of curricular alignment in primary school mathematics and science. Six performance type categories were used to define the cognitive-demand levels evident in the mandated curriculum and elicited through classroom practice. The purpose of this comparative case study is to understand how the intended goals of the mandated curriculum are interpreted for planning, instruction, and assessment purposes. The data includes video-recorded lessons, interviews, planning documents, and work samples from units of work. The results revealed that interpreting the intended goals of the mandated curriculum at the classroom level is a complex and dynamic process. The process is..

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