Evaluating the Alignment between the Grade 9 Mathematics Annual National Assessment and the TIMSS Test Items

Autor/in	Dhlamini, Zwelithini Bongani
Titel	Evaluating the Alignment between the Grade 9 Mathematics Annual National Assessment and the TIMSS Test Items
Quelle	In: South African Journal of Education, 41 (2021) 3, Artikel 1765 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dhlamini, Zwelithini Bongani)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Alignment (Education); Grade 9; Achievement Tests; Foreign Countries; Mathematics Achievement; Mathematics Tests; Elementary Secondary Education; International Assessment; National Competency Tests; Test Items; Knowledge Level; Concept Formation; Problem Solving; Probability; Algebra; Geometry; Number Concepts; South Africa; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Test content; Testaufgabe; Wissensbasis; Concept learning; Begriffsbildung; Problemlösen; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Geometrie; Number concept; Zahlbegriff; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the study reported on here I evaluated the alignment between the Annual National Assessment (ANA) and Trends in International Mathematics and Science Study (TIMSS). Theoretical perspectives were drawn from the Survey Enacted Curriculum (SEC), while quantitative correlational methods were used to determine the alignment between ANA and TIMSS using 2 variables in the assessments, topics and cognitive levels. The research design was the correlational prediction design. The evaluation revealed that the Porter's alignment index between ANA and TIMSS was 0.657 in 2012, 0.728 in 2013 and 0.681 in 2014. Statistically, this was significantly low at the Alpha level of 0.05, in accordance with Fulmer's critical values at 20, 60 and 120 standard points. The low statistical significance of the alignment indices justifies discrepancies in topics and cognitive levels for ANA and TIMSS, justifying misalignment in what was tested in the two assessments. It is recommended that alignment studies be sanctioned frequently by the ANA developers as one of many measures to gauge the performance of the curriculum both in a national and international context. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01