A Study On The Alignment Between Chemistry Assessments And Curriculum Standard In Shanghai Junior Middle School

In recent years,the reform policy of curriculum,instruction and assessment based on the standards innovated.Junior High School Assessments is the main basis for students entering the higher institutions,under the current college entrance examination policy,its importance is self-evident.Junior 70EDHigh School Assessment is an important guide to the instruction.This study focuses on the assessments and researches on the alignment between the tests and curriculum standards in order to provide teaching reference for front-line teachers.In this study,the Chemistry Assessment Tests of Junior Middle School Students in Shanghai from 2004 to 2017 were used as the research object.The alignment between assessments and curriculum standards was analyzed from the two dimensions which concluded the topic and cognitive demand by using the SEC alignment analysis model.The factors on alignment were briefly explained.This paper mainly includes seven parts:the first part puts forward the problem,clarifies the purpose and significance of the study.In the second part,the conceptual definition of the content in the research is defined,and the background of the research is expounded in detail,and the alignment research models are introduced,and the research on the alignment of the SEC research model and the alignment between assessments and curriculum standards are summarized.The third part describes the research content,methods,objects and framework.The analysis and coding of the research object are carried out.In the fourth part,the qualitative analysis of the alignment between assessments and curriculum standards is analized.In the fifth part,the trend analysis and prospect are discussed from the two dimensions of topic and cognitive demand.The sixth part analyzes the factors on the alignment.The seventh part draws the results,puls forward some constructive suggestions and discusses the shortcomings of this study.Through the analysis of the alignment between assessmentsand curriculum standards of the junior high school in Shanghai,the following conclusions are drawn:the alignnent between assessmentsand curriculum standards of the junior high school in Shanghai is not bad and there is some difference.There is a statistically significant alignment between the tests of Junior Middle School Students in Shanghai in 2006,2014 and 20l6 and curriculum standards while there is no statistically significant alignment in other years.There is a difference in the alignment by topic and the main features are:there is a low alignment by the topic of "Chemical substances around",and a general alignment by the topic of "Consist,composition and classification of substances","Chemistry and social development,and "Chemical experiment",and a significant alignment by the topic of "Solution" and "Variable changes of material".There is also a difference alignment by cognitive demand and the main features are:the alignment by cognitive demand of”Remember,(A)and "Understand"(B)tends are general while the alignment by,Master,(C)cognitive demand is quite well.Changes in the overall alignment of topic in assessments are:"Consistency of chemical substances,and.Variable changes of material" are fluctuating;"Consist,composition and classification of substances","Solutions" and "Chemical experiments" consistency slightly fluctuating;,Chemical and social development "module consistency change little.The consistency factors are:the lack of detailed standardization of curriculum standards;the lack of performance assessments criteria,a single form of assessments;the subjectivity of the researcher.