Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Gray, Peter | 1 |
| Irving, Julie Anne | 1 |
| Oppong, Ernestina | 1 |
| Ross, John A. | 1 |
| Seitz, Paolina | 1 |
| Shore, Bruce M. | 1 |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
| Speeches/Meeting Papers | 1 |
Education Level
| Grade 9 | 3 |
| Grade 3 | 1 |
| Grade 6 | 1 |
| High Schools | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| Canada | 3 |
Laws, Policies, & Programs
Assessments and Surveys
| Program for International… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkSeitz, Paolina – AERA Online Paper Repository, 2017
Curriculum and cognitive level alignment among the intended, the enacted, and the assessed curricula were explored and measured. In particular, the focus of the study was on two domains: content/operations and cognitive levels/processes. Results indicated that cognitive level alignment among the intended, enacted and assessed curricula was 0.07.…
Descriptors: Alignment (Education), Cognitive Processes, Secondary School Mathematics, Grade 9
Irving, Julie Anne; Oppong, Ernestina; Shore, Bruce M. – Gifted and Talented International, 2016
Quebec students have generally excelled in international mathematics comparisons and 22% performed in the top category, Level 6, on PISA in 2012. Several countries with more extensive gifted programs scored and ranked considerably lower and had smaller proportions achieving Level 6. Does this mean a general mathematics curriculum with such indices…
Descriptors: Foreign Countries, Academically Gifted, Mathematics Instruction, Mathematics Skills
Ross, John A.; Gray, Peter – Alberta Journal of Educational Research, 2008
We examined how much agreement there was between scores from large-scale mandated assessments and report-card grades for 14,776 students in grades 3, 6, and 9 of a district in which conditions were conducive to alignment of assessments. We found significant mean differences between internal and external assessments: effect sizes were 0.29 to 0.63…
Descriptors: Student Evaluation, Grades (Scholastic), Measures (Individuals), Effect Size
