INVESTIGATING THE ALIGNMENT OF UNIVERSITY ENTRANCE EXAMS, TEXTBOOKS AND OFFICIAL STANDARDS OF TEFL IN TERMS OF ANDERSON AND KRATHWOHL’S TAXONOMY OF EDUCATIONAL OBJECTIVES

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REZVANI R.; ZAMANI G.N.

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Journal Paper

Paper Information

Journal: JOURNAL OF NEW APPROACH IN EDUCATIONAL ADMINISTRATION Year:2012 | Volume:3 | Issue:3 (11) Page(s): 105-119

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Information Journal Paper

Title

INVESTIGATING THE ALIGNMENT OF UNIVERSITY ENTRANCE EXAMS, TEXTBOOKS AND OFFICIAL STANDARDS OF TEFL IN TERMS OF ANDERSON AND KRATHWOHL’S TAXONOMY OF EDUCATIONAL OBJECTIVES

Author(s)

REZVANI R. | ZAMANI G.N. | Issue Writer Certificate

Keywords

CURRICULUM ALIGNMENTQ2

ANDERSON & KRATHWOHL’S TAXONOMY OF EDUCATIONAL OBJECTIVEQ2

COGNITIVE PROCESS DIMENSIONQ2

TYPES OF KNOWLEDGEQ2

PORTER’S ALIGNMENT INDEXQ2

Abstract

This study attempted to investigate the alignment between Iran’s B.A. official curriculum standards, M.A. state university entrance exams of TEFL (Teaching English as a Foreign Language) and SAMT (The Organization for Researching and Composing University Textbooks in the Humanities) official textbooks. The official standards, exam questions and activities in the textbooks were content analyzed using a checklist developed by the researchers based on Anderson and Krathwohl’s taxonomy of educational objectives. After specifying the cognitive processes and TYPES OF KNOWLEDGE using a two dimensional taxonomy, they were converted into separate matrices and PORTER’S ALIGNMENT INDEX was calculated to determine the extent to which standards, assessments and textbooks are aligned. The results of this study, most importantly, indicated that in all the components lower-order thinking skills with the frequency 83.5% were more frequently represented than higher-order processes which involved only 16.3% of the objectives. Moreover, the alignment index indicated a low level of balanc between the curriculum components; whereas, there was a higher level of balance between standards and assessments.

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APA: Copy

REZVANI, R., & ZAMANI, G.N.. (2012). INVESTIGATING THE ALIGNMENT OF UNIVERSITY ENTRANCE EXAMS, TEXTBOOKS AND OFFICIAL STANDARDS OF TEFL IN TERMS OF ANDERSON AND KRATHWOHL’S TAXONOMY OF EDUCATIONAL OBJECTIVES. JOURNAL OF NEW APPROACH IN EDUCATIONAL ADMINISTRATION, 3(3 (11)), 105-119. SID. https://sid.ir/paper/168702/en

Vancouver: Copy

REZVANI R., ZAMANI G.N.. INVESTIGATING THE ALIGNMENT OF UNIVERSITY ENTRANCE EXAMS, TEXTBOOKS AND OFFICIAL STANDARDS OF TEFL IN TERMS OF ANDERSON AND KRATHWOHL’S TAXONOMY OF EDUCATIONAL OBJECTIVES. JOURNAL OF NEW APPROACH IN EDUCATIONAL ADMINISTRATION[Internet]. 2012;3(3 (11)):105-119. Available from: https://sid.ir/paper/168702/en

IEEE: Copy

R. REZVANI, and G.N. ZAMANI, “INVESTIGATING THE ALIGNMENT OF UNIVERSITY ENTRANCE EXAMS, TEXTBOOKS AND OFFICIAL STANDARDS OF TEFL IN TERMS OF ANDERSON AND KRATHWOHL’S TAXONOMY OF EDUCATIONAL OBJECTIVES,” JOURNAL OF NEW APPROACH IN EDUCATIONAL ADMINISTRATION, vol. 3, no. 3 (11), pp. 105–119, 2012, [Online]. Available: https://sid.ir/paper/168702/en

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