Study On The Alignment Between Curriculum Standards And Achievement Assessment For The Academic Examination Of Chemistry In Shanghai Junior Middle School

Half a century ago, tremendous changes have been occurred in the field of education assessment. Standard-based curriculum reform has been generally implemented worldwide. In this context, the alignment between achievement assessment and curriculum standard is increasingly focused. This paper studied on the alignment of chemistry examination in junior middle school. The difference between achievement assessment and curriculum standard and its trend is analyzed.Applying methods as document review, content analysis, and mathematical statistics, this research consists of two major parts:First, a two-dimension form, content and cognition respectively, is established to classify the chemistry tests in junior school and the curriculum standard. Only when curriculum standards and the chemistry entrance examination questions has been examined in the same form, result of the alignment analysis between achievement assessment and curriculum standard can be valid.The second part: According to the chemistry curriculum standards in cognitive demands, curriculum standards and the Shanghai high school entrance examination-chemistry from 2004 to 2009 are classified, combined with division of cognitive processes in Bloom's Taxonomy of Educational Objectives. The result is introduced into the two-dimensional structure and its alignment is analyzed.Through the quantitative description of the data, the overall alignment between the high school entrance examination and the curriculum standard is in a reasonable level. In the content dimensions, the alignment between curriculum standards and questions in "life and chemistry is defined the best. And the alignment between curriculum standards and questions in "solution "&" chemistry experiments"is defined relatively poor. In the cognitive dimensions, the curriculum standards and cognitive questions"remember "," understand" and "apply" in the high school entrance examination have a good alignment.Based on the analysis results, the following suggestions has been proposed: (1) No Child Left Behind,(2) focusing appropriately on experimental capacity of students, (3) increasing the expressive evaluation criteria, (4) developing investigation of alignment evaluation in all schools and universities, (5 ) improving capacity in alignment evaluation for teachers.