Improving Methods of Measuring Curriculum Alignment

Abstract

Curriculum alignment studies demonstrate relationships among curriculum, instruction, and assessment (CIA). A well-aligned CIA ensures better opportunities for the students to learn and demonstrate their achievements. Experts have proposed different models for measuring this alignment (e.g., the Web alignment model, Achieve alignment, and the SEC alignment model). However, numerous state agencies have extensively employed the Surveys of Enacted Curriculum (SEC) alignment model for evaluating CIA alignment (e.g., in the USA, 27 states are using SEC tools (CCSSO, 2020)). Conversely, there are two important aspects that have not been considered properly in the SEC alignment measurement method. The first one is the degree of emphasis upon different levels of the cognitive domain, and the other is the difference in the numbers of objectives/items between the two documents. The present paper explores the effect of these important factors upon the measurement of curriculum alignment and suggests possible measures to improve the quantitative measurement of curriculum alignment. In fact, the study would improve the method of curriculum alignment. The improved method would in turn help in improving the quality of instruction and assessment.