Analysis of the Alignment of Curriculum, Instruction, and Assessment in Higher Education Mathematic
DOI:
https://doi.org/10.54536/ajmri.v3i5.3376Keywords:
Assessment Tools, Curriculum, Curriculum Implementation, Mathematics Instruction, SyllabusAbstract
Using qualitative document analysis, this study determined the level of student performance in implementing the curriculum of Mathematics in the Modern World (MMW), the alignment of the syllabus, teaching-learning activities, and assessment, and proposed recommendations for alignment. Twenty-six (26) documents of two instructors from Kalinga State University during the School Year 2022-2023 and 2023-2024, and adapted alignment forms were utilized. The results revealed that the students had a satisfactory academic performance in MMW. All the intended learning objectives (ILOs) in the syllabus are aligned with the higher education general education objectives. All the teaching-learning activities and assessment tasks/materials employed and administered by the instructors aligned with the ILOs. Furthermore, findings proposed the following recommendations – develop a constructive alignment matrix, review and revise the syllabus, invest in high-quality aligned instructional materials, design professional development programs, and construct a mathematics college readiness test.
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