USING WEBB’S MODEL IN ALIGNMENT ANALYSIS STUDY BETWEEN CURRICULUM STANDARDS AND ASSESSMENTS

Rosario Elena R. Falguera

This study reviews the varied curriculum alignment analysis studies and several models for alignment analyses. Specifically, it focuses on the applicability of Norman Webb’s model in alignment analysis study between curriculum standards and assessments. It uses desk review as a data gathering method which collects, organizes and synthesizes relevant information regarding curriculum alignment analysis studies and models developed, to determine the extent of alignment of the content standards, objectives, content and assessments. It also includes scanning the related literature and analyzing secondary data sources so that all documents are organized. Specifically, it explores the analysis of the extent of alignment between curriculum standards and assessments based on multiple criteria in Webb’s alignment analysis process. This study examines Webb’s Alignment Model developed by Norman L. Webb. It explores the framework and the data gathering method of the said model. Only the content focus dimension of the five dimensions in Webb’s Alignment methodology is studied. Furthermore, under the content focus, only the four of the six criteria are reviewed for alignment analysis: categorical concurrence, depth of knowledge, range of knowledge, balance of representation. This research serves as a prerequisite for the alignment analysis study between curriculum standards and assessments in a private school.