A Study On Alignment Between Curriculum Standards And Academic Proficiency Test Questions Of Senior High School In Gansu Province

Since the 1990 s,countries in the world has carried out curriculum reform based on curriculum standards.The problem of alignment between academic evaluation and curriculum standards has increasingly become a research hotspot in the field of curriculum reform in various countries.In our country,the study on the alignment problem is relatively late,but with the deepening of the eighth curriculum reform,the academic evaluation based on curriculum standards has been more and more concerned by scholars of the educational circles in China.At the same time,education authorities at all levels in China also attach great importance to the implementation of the curriculum standards,and actively carry out the testing of various students' learning quality.In terms of ordinary senior high school geography disciplines,the Ministry of Education requires the use of academic proficiency test to detect senior high school students' geography academic learning levels.At the same time,it examines whether senior high schools seriously implement curriculum plans and curriculum standards and assess the quality of educational teaching and education.Then,is the achievement qualifying examination as a test tool truly consistent with the curriculum standards? What are the same and what are the inconsistencies? In addition,what factors influence the level of alignment? How can the consistent research results be used in teaching? This is an urgent issue to be solved in our country's academic evaluation.This study uses the “SEC” alignment analysis method as a tool for the four-year senior senior high school geography achievement qualifying examination in Gansu Province for 2013-2016(hereinafter referred to as the “examination”)and the Ordinary Senior High School Geography Curriculum Standard(Experiment)(hereinafter referred to as the “curriculum standards”)as the object,from the four aspects of the inter-annual change of the alignment index,cognitive level,content theme and ability level,and combined with the relevant literature,summarize the factors affecting the alignment level.The study shows that: 2013-2016 examination and curriculum standards have significant alignment,form the inter-annual changes in the alignment index P,the alignment of examination and curriculum standards gradually increased.Judging from the perspective of the cognitive level,the examination questions are line with the requirements of the curriculum standards,and they focus on the examination of the level of knowledge.From the perspective of the content and subject dimension,the distribution trends of the examination questions and curriculum standards are similar,and the proportion of curriculum standards requires a larger proportion.The content theme is also a subject with a higher proportion of examination questions,but there is still some deviation between the two.Judging from the perspective of the ability level,there are significant differences between the examination questions and the curriculum standards.The examination questions focus on the examination of the knowledge of the memorizing hierarchy,but require the ability to focus on the understanding and application of the hierarchy of examinations.Through the analysis of the deviations,we find out the inconsistencies between the two,and ultimately guide the teaching.By analyzing the factors affecting the alignment level,there are mainly static factors(curriculum standard factors)and dynamic factors(time development factors,proposition expert factors,examination subject factors,analysis tool factors,teaching and learning method factors).In order to better improve the level of education and teaching,and ensure high-quality academic evaluation,the following suggestions are made: seriously studying curriculum standards,strictly implementing the standards,paying attention to the design of teaching objectives,creating efficient geography classrooms,and striving to improve the level of alignment and promoting the achievement of student goals,paying attention to the orientation of the test-taking propositions and ensuring the quality of academic evaluation,focusing on the similarities and the differences in ability examinations and carrying out related teaching activities,strengthening basic knowledge of geography and cultivating the ability of knowledge transfer.