Analysing Students’ Learning Outcomes and Items in Assessment Exercises of Textbook with Single National Curriculum of General Science at Primary Level
DOI:
https://doi.org/10.58932/MULI0003Keywords:
Analysing, Students’ Learning Outcomes, Items in assessment exercises, Textbook, Single National Curriculum, General Science, Primary LevelAbstract
This study examines how Grade V Science textbook and the Single National Curriculum (SNC) are aligned. The objectives of the study were to: a) investigate the alignment of students’ learning outcomes (SLOs) of SNC for general science (2020) with its corresponding textbook of grade V; and b) critically analyze the questions given in assessment exercises of the textbook concerning revised Bloom’s taxonomy. The documents evaluated for the study were the SNC for general science (2020) and the textbook of grade V. Three instruments: Curriculum Textbook Alignment Framework, Curriculum Textbook Alignment Rubric, adapted from Saeed and Rashid (2014), and Curriculum Textbook Alignment Checklist were used. The checklist was created by the researcher and validated by the two experts. Results revealed that some of the textbook's questions were not aligned with the SLOs of SNC. The analysis of the 80 SLOs showed that 64 of them entirely aligned with assessment items, 16 of them failed to produce assessment items in the textbook exercises, 127 of the questions were from lower-order thinking skills (LOTs) and only 20 were from HOTs of the revised Bloom's taxonomy. It was recommended that there should be a balance of higher and lower-order cognitive skills, and textbook authors should be well-versed in the revised Bloom's taxonomy of the cognitive domain.
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