Assessing the alignment of the biology unified examination with the secondary school curriculum
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Abstract
This study investigated the extent to which the Unified Examination aligns with the senior secondary school Biology curriculum and evaluated its effectiveness in assessing both theoretical knowledge and practical skills. The research was motivated by growing concerns about the validity of standardized assessments in reflecting curricular goals and students’ scientific competencies. A descriptive survey research design was adopted, involving 50 Biology teachers and 250 students selected through simple random sampling. Data was collected using a validated questionnaire titled the Evaluation of Biology Unified Examination Questionnaire. Descriptive analyses were conducted to determine the degree of alignment and adequacy of assessment practices. The findings revealed that the Unified Examination moderately reflects the content of the Biology curriculum but insufficiently captures practical skill development. The study concludes that while the Unified Examination serves as a useful tool for evaluating theoretical understanding, it requires improvement to adequately assess experimental and process skills. These insights are valuable for curriculum planners and examination bodies seeking to enhance assessment quality in science education.
Keywords: Assessment; Biology curriculum; practical skills; secondary education; unified examination.
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