A Study On Alignment Between College Entrance Examination Physics Papers And Senior High School Physics Content Standard

Since the1980s, standards-based curriculum reform has been universally implemented inmany countries all around the world. Flowing with this tide, China carried out the eighthcurriculum reform of basic education whose concepts and scope are unprecedented, includingprofound reforms about various elements of curriculums. Criteria and methods of courseevaluation are an indispensable part of the curriculum reform. Of course, the college entranceexamination should embody the essences of these reforms. The new concepts of thecurriculum reform provide perfect platform to study the conformity between evaluation ofexamination and curriculum standards. In this context, this study focuses on the consistencybetween the college entrance examination papers and high school physics studies contentstandards.On the basis of combing the relevant literature, referring consistency analysis model ofSEC, and combining them with China’s actual situation, we have built a frame work toanalyze the consistency between the college entrance examination papers and high schoolphysics studies content standards, intending to analyze the consistency above on the contenttopics and cognitive level. On the content topics and cognitive level, we analyze physicalexamination papers (In this study, only the contents of the common compulsory modules areinvolved)for the entrance examination in the past four years from2010to2013, determine itsconsistency coefficient and furthermore, analyze the consistency between the college entranceexamination papers and high school physics studies content standards in generalcharacteristics and regional characteristics. Finally, conclusions are summarized andrecommendations to improve consistency would also be proposed.This study is mainly composed of the following parts: Firstly, we will determine the tool to analyze the consistency and illuminate analyticalmethods and results of physics courses in high school and college entrance standard physicalexamination papers.Secondly, comparative analysis of the data calculated in longitudinal (consistencychanges in an area of recent four years) and transverse (the content topics and cognitive level,regional differences in papers and curriculum standards) levels are carried out.Finally, we will analyze the consistency between the college entrance examinationpapers and high school physics studies content standards in general characteristics andregional characteristics.The main conclusions of this paper:(A) The general characteristics of the four areas of physical entrance papersThis study shows that in general characteristics, the consistency between the collegeentrance examination papers and high school physics studies content standards is goodenough. Judging from the content distribution, the consistency between the college entranceexamination papers and high school physics studies content standards is good in four regions.However, judging from the cognitive level, the consistency between the college entranceexamination papers and high school physic studies content standards is poor. College entranceexamination papers put more emphasis on physical understanding and application on the testlevel. Cognitive demands is significantly higher than the standard high school physicscurriculum requirements, resulting in the poor consistency between the college entranceexamination papers and high school physics studies content standards. The generalconsistency is best in area B.(B) Regional characteristics of entrance physical papersThis study shows the following regional characteristics of entrance physics papers:judging from the content distribution,“Interaction and Movement Law”, and “Achievementsand limitations of classical mechanics” take considerable proportion in A, B, C, D four regional papers and there is a larger difference among A, B, C, D four regions about“Description of the motion”,“Mechanical energy and energy”, and “Projectile motion andcircular motion”. From the cognitive level, the level of understanding takes considerableproportion in A, B, C, D four regional papers and there is a large difference among A, B, C, Dfour regions about other cognitive level.