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ERIC Number: EJ1066460
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1492-6156
Do Curriculum Outcomes and Assessment Activities in Science Encourage Higher Order Thinking?
FitzPatrick, Beverly; Schulz, Henry
Canadian Journal of Science, Mathematics and Technology Education, v15 n2 p136-154 2015
The curriculum for two science units in each of Grades 6 and 7 was analyzed to determine the cognitive levels of the outcomes and their cognitive alignment with the assessments that corresponded with these outcomes. This was done for British Columbia, Alberta, Ontario, and Atlantic Canada. The outcomes and assessments included a variety of higher and lower thinking skills, with several jurisdictions having distinctly fewer higher than lower order outcomes and assessments. The cognitive alignment between outcomes and assessments ranged from 42 to 71%. Strong alignment between outcomes and classroom assessment increases students' opportunity to learn and become good thinkers.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Middle Schools; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A