Horizontal alignment between grade 9 mathematics content standards and summative assessment tasks

Agnes Dulu Qhibi; Thelma de Jager; Cornelius Johannes White

doi:10.29333/ejmste/16043

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Agnes Dulu Qhibi ¹ ^* , Thelma de Jager ¹ , Cornelius Johannes White ¹

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¹ Tshwane University of Technology, Pretoria, SOUTH AFRICA^* Corresponding Author

Abstract

The literature confirms that poor performance in mathematics is a global issue. Studies have established a significant link between the alignment of educational components and high performance. These findings prompted this study, which aims to eliminate misalignment in order to improve learner performance. Specifically, this research examines the degree of alignment between grade 9 mathematics content standards and summative assessment tasks. A qualitative research approach, document analysis, and Webb’s (1997) alignment model plus the four sampled summative assessment tasks from four secondary schools were used. The findings revealed extensive misalignment between the two educational components, as many major concepts were not assessed. This study recommends an explicit description of major concepts linked to higher grades in the curriculum. Additionally, artificial intelligence could consider a model that outlines the degree of alignment between two documents through scanning. Furthermore, tertiary institutions should consider establishing modules to educate prospective teachers on aligning educational components.

Keywords

alignment
content standards
mathematics
summative assessment tasks

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 3, March 2025, Article No: em2597

https://doi.org/10.29333/ejmste/16043

Publication date: 01 Mar 2025

Online publication date: 25 Feb 2025

Article Views: 141

Article Downloads: 69

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How to cite this article

APA

Qhibi, A. D., de Jager, T., & White, C. J. (2025). Horizontal alignment between grade 9 mathematics content standards and summative assessment tasks. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2597. https://doi.org/10.29333/ejmste/16043

Vancouver

Qhibi AD, de Jager T, White CJ. Horizontal alignment between grade 9 mathematics content standards and summative assessment tasks. EURASIA J Math Sci Tech Ed. 2025;21(3):em2597. https://doi.org/10.29333/ejmste/16043

AMA

Qhibi AD, de Jager T, White CJ. Horizontal alignment between grade 9 mathematics content standards and summative assessment tasks. EURASIA J Math Sci Tech Ed. 2025;21(3), em2597. https://doi.org/10.29333/ejmste/16043

Chicago

Qhibi, Agnes Dulu, Thelma de Jager, and Cornelius Johannes White. "Horizontal alignment between grade 9 mathematics content standards and summative assessment tasks". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 3 (2025): em2597. https://doi.org/10.29333/ejmste/16043

Harvard

Qhibi, A. D., de Jager, T., and White, C. J. (2025). Horizontal alignment between grade 9 mathematics content standards and summative assessment tasks. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2597. https://doi.org/10.29333/ejmste/16043

MLA

Qhibi, Agnes Dulu et al. "Horizontal alignment between grade 9 mathematics content standards and summative assessment tasks". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 3, 2025, em2597. https://doi.org/10.29333/ejmste/16043