Conceptualization
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 eff
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Conceptualization Jaap Scheerens
Abstract 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.
Introduction At first glance “opportunity to learn” would seem to be one of the few concepts in educational science that you could clarify to you mother or grandmother in two minutes. It addresses the expectation that students will do better on educational content tested when that content has actually been taught, which almost sounds like a truism. Throughout this report we will remain close to this basic clarification, since we are not here to complicate matters unnecessarily. As this study is a
J. Scheerens (&) University of Twente, Enschede, The Netherlands e-mail: [email protected] J. Scheerens Oberon, Utrecht, The Netherlands © The Author(s) 2017 J. Scheerens (ed.), Opportunity to Learn, Curriculum Alignment and Test Preparation, SpringerBriefs in Education, DOI 10.1007/978-3-319-43110-9_2
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research review we shall also encounter the basic and simple conception of opportunity to learn (abbreviated as OTL) in the empirical studies that will be analyzed. The correlation between a measure of OTL and cognitive achievement in school subjects, like mathematics, science and mother tongue langue, is the key parameter of investigation. Nevertheless the exploration of the literature shows complexity that goes beyond the basic definition. The OTL issue can be situated in at least three different traditions of educational research and development, with corresponding differences in research orientation, shows considerable variability in the way it has been defined and operationalized, and has different contexts of practical application as well (e.g. national educational policy and school level teaching). In this chapter a “conceptual map” of OTL will be presented.
Building Blocks for a Conceptual Framework OTL is a construct that depends on the alignment of educational goals or standards, actual teaching and assessment (measurement of student achievement). These elements can be positioned in a basic system model o
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