Alignment between the Learning Objectives and Examinations: A Comparative Analysis of High-School Physics Curricula in Myanmar and South Australia
The purpose of this study is to analyse and compare the alignments of the Myanmar and the South Australian high-school physics curricula in relation to their respective learning objectives, learning outcomes and examinations. In both instances curricula from the completing year of high-school are examined: the Grade 10 Physics curriculum in Myanmar, and the Year 12 Physics curriculum in South Australia. 2018 materials, those most recently available, have been used for both Myanmar and South
... anmar and South Australia. A slightly modified Porter"s alignment model is used to analyse curriculum alignment with objectives and assessment. The Myanmar physics curriculum demonstrated an alignment index with outcomes and examination of 0.58 and in the case of South Australia, the alignment index was 0.53. Both alignment indices were significantly lower than the critical values (0.839) and (0.884) at the 0.05 level. Most objectives and questions over-represented lower level cognitive skills. In Objectives: Remember (35%) and Understand (51%) for Myanmar, and Understand (54%) and Apply (31%) for South Australia; in Examinations, Remember (49%) and Apply (33%) in Myanmar and Understand (24%) and Apply (49%) in South Australia. Concerns are raised over diminished expectations of, and for, student success and discussion given on issues of validity in learning outcomes and assessments. Recommendations are then made to adjust and improve the alignment of materials used the two contexts of physics instruction.