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In any system of units, the units for some physical quantities must be specified through a measurement process. These measurements are the base quantities of the system, and their units are the base units of the system. The algebraic combinations of the base values can then be used to express all other physical quantities. Each of these physical quantities is then referred to as a derived quantity, with each unit being referred to as a derived unit.
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Updated: May 10, 2026

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

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Published on: June 1, 2015

Baselines for the Pan-Canadian science curriculum framework.

¹Department of Learning and Instruction, State University of New York, Buffalo, NY, USA. xliu5@buffalo.edu

Journal of Applied Measurement

|July 3, 2013

Summary

This summary is machine-generated.

This study found no significant learning progression in the Pan-Canadian science curriculum between grade bands. The curriculum

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Area of Science:

Educational Measurement
Curriculum Evaluation
Science Education

Background:

The Pan-Canadian science curriculum framework guides science education across Canada.
Validating curriculum frameworks requires empirical data on student learning progression and mastery.
National student achievement data provides a basis for curriculum validation.

Purpose of the Study:

To estimate item difficulties and student abilities using the Science Achievement Indicators Program (SAIP) database.
To validate the Pan-Canadian science curriculum framework's learning progression and mastery expectations.
To establish baselines for curriculum validation using national assessment data.

Main Methods:

Utilized the Rasch partial credit measurement model.
Analyzed data from the Science Achievement Indicators Program (SAIP), a Canadian student achievement database.
Estimated item difficulties aligned with learning outcomes and student latent abilities across specified grades.

Main Results:

No statistically significant learning progression was found between grades 4-6, 7-9, and 10-12.
The curriculum's mastery expectations were set approximately two grades higher than students' demonstrated abilities.
Established baseline estimates for item difficulties and student abilities.

Conclusions:

The Pan-Canadian science curriculum framework may overestimate expected student mastery.
National assessment data is crucial for establishing realistic baselines for curriculum validation.
Further validation of the science curriculum framework is recommended based on these findings.