Evaluating the alignment between chemistry curriculum and high-stakes tests through the lens of chemistry core competencies in China

Abstract

ABSTRACT The study investigates the alignment between the Chemistry Curriculum Standards of Senior High School (Curriculum Standards) and 10 sets of 2023 standards-based high-stakes tests in mainland China through the lens of Chemistry Core Competencies (CCCs). Following Porter’s alignment model, a two-dimensional matrix composed of components of CCCs and proficiency levels of CCCs was developed to represent Curriculum Standards and tests, based on which to compute overall alignment indices and the degree of match for each dimension. The results indicate that all tests value CCCs, but the vast majority have statistically insignificant alignment with Curriculum Standards. This inconsistency is mainly due to the tests’ more emphasis on higher-order thinking skills, which has resulted in an overall shift towards higher proficiency of CCCs from Curriculum Standards to tests. Compared to Curriculum Standards, the tests measure scientific thinking more than chemical concepts, and the ratio of scientific inquiry and practice is most consistent with Curriculum Standards, but minimally assesses scientific attitudes and responsibility. The findings present direct evidence for improving the quality of assessment in the future. The proposal of the alignment analytical framework offers researchers in other countries the possibility of localised exploration.