Alignment between Chemistry Certificate of Secondary Education Examinations and the Ordinary Level Chemistry Curriculum in Tanzania

Abstract

Abstract
This paper presents the findings of a study conducted to investigate the alignment between Chemistry Certificate of Secondary Education Examination (CSEE) and the ordinary level (O’level) chemistry curriculum in Tanzania. The study employed mixed methods research approach to collect data from 25 chemistry teachers, eight Chemistry CSEE past papers for the period from 2010 to 2013 and 2007chemistry curriculum. The findings revealed that the Chemistry CSEE was aligned to the chemistry curriculum in terms of content coverage. Most of the examination questions and the instructional objectives in the Chemistry CSEE and the Chemistry curriculum were at lower levels of the Bloom’s cognitive domain. The study recommends revision of specific objectives in the chemistry curriculum to facilitate assessment of higher levels of the Bloom’s cognitive domain.
Keywords: alignment, chemistry curriculum, Certificate of Secondary Education Examination, chemistry examination, competence-based education