In the second chapter a conceptual analysis of Opportunity to Learn (OTL) is given, covering also related terms, such as instructional alignment and test preparation. The OTL issue is highlighted from three educational research traditions: educational effectiveness research, curriculum research and achievement test development. The conceptual analysis leads to pinpointing OTL as a specific type of alignment in educational systems; a taxonomy of alignment forms is presented. Next, different facets of the way OTL is measured empirically were discussed. The conceptual analysis is given further theoretical depth, by discussing De Groot’s (Begrip van evalueren. Vuga, ’s-Gravenhage, 1986) integrative model of didactic and evaluative operationalization. Reflecting on this model brought the alignment issue in a systemic perspective, leading up to the conjecture that alignment, OTL and test preparation aim for integration in organizational structures that are often characterized as loosely coupled, which might explain sub-optimal effects of these policies.
|Title of host publication||Opportunity to Learn, Curriculum Alignment and Test Preparation|
|Subtitle of host publication||A Research Review|
|Publication status||Published - 31 Aug 2017|
|Name||SpringerBriefs in Education|