The degree to which assessments, curriculum, instruction, textbooks and other instructional materials, teacher preparation and professional development, and systems of accountability all reflect and reinforce the educational program's objectives and standards. (Ed Source)
See curriculum alignment.
The similarity or match between or among content standards, performance standards, curriculum, instruction, and assessments in terms of knowledge and skill expectations.
A process to ensure that all district resources are prioritized and allocated according to student achievement goals. Examples of these resources are curriculum, staffing, staff development, instructional materials, textbooks, technology, and supplemental services.
The process of assuring that educational components such as learning goals, outcomes, curriculum/instruction, and/or assessment procedures are coordinated with, or "match," each other. Such alignment becomes especially important when cyclical planning processes are used. Those processes are likely to be most effective when all components are aligned and when communication among educators and administrators at all levels of a school or district is open and functional.
the linking of content and performance standards to assessment, instruction, and learning. pplication: a software program such as a word-processing or database program that performs a useful function. nalyze: to examine critically to identify the essential elements. rgumentative osition: the side that one takes on an issue. rising uestions: see “subsidiary questions.” ssured xperience: an activity that every student will do.
Alignment refers to agreement between two measures. In the case of standards and assessments, alignment refers to assessments measuring what standards are set regarding what students should know and do and at what level they should perform.
Alignment is the process of making content standards, performance standards, assessment and instruction consistent so they are most effective in helping students reach state standards. (NCEA)
The process of linking content and performance standards to assessment, instruction, and learning in classrooms. One typical alignment strategy is the step-by-step development of (a) content standards, (b) performance standards, (c) assessments, and (d) instruction for classroom learning. Ideally, each step is informed by the previous step or steps, and the sequential process is represented as follows: Content Standards - Performance Standards - Assessments - Instruction for Learning In practice, the steps of the alignment process will overlap. The crucial question is whether classroom teaching and learning activities support the standards and assessments. System alignment also includes the link between other school, district, and state resources. Alignment supports the goals of the standards, i.e., whether professional development priorities and instructional materials are linked to what is necessary to achieve the standards.