Assessing Cognitive Alignment in Pre-Tertiary TVET Core Mathematics: A Ghanaian Case Study of Curriculum and Exit Examination
Year: 2025
Type: article
Abstract: Mathematics is pivotal in global pre-tertiary education, particularly within STEM fields, where mastery facilitates success in finance, engineering, and technology. This study examines the cognitive alignment between Ghana's pre-tertiary TVET Core Mathematics Curriculum and exit examinations from 2011 to 2023, employing Webb’s Depth of Knowledge (DOK) Framework and Porter’s Alignment Model. Using content analysis, 11 exit examination papers were analyzed to evaluate the emphasis on cognitive demand levels, alignment with curriculum standards, and the relationship between alignment indices and pass rates. Findings reveal that Paper 1 predominantly assesses lower-order cognitive skills (DOK 1 and 2), while Paper 2 emphasizes higher-order thinking (DOK 2, 3, and occasionally 4), with significant variations across years. Alignment indices indicate moderate congruence, with the highest in 2011 (0.819) and the lowest in 2019 (0.594). A weak positive correlation (r = 0.241, p = 0.474) was found between alignment and pass rates, highlighting the influence of external factors on student outcomes. Recommendations include improving alignment practices, ensuring equitable representation of cognitive demand levels, and addressing broader determinants of student success.
Authors: Derick Folson, Francis Kwadwo Awush
Institution: Kwame Nkrumah University of Science and Technology
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4409526493