Determining the alignment level of High School Entrance System (LGS) science test questions with science curriculum objectives

All educational institutions strive to provide a quality education. Even if the available opportunities are used at the optimum level, sometimes it is not possible to achieve the desired level of success. Therefore, there are differences between educational institutions in terms of quality. In our country, which has a dense young population, students mostly want to receive a good secondary education. Because a qualified high school education is a very important step on the way to a qualified university. However, the limited number of qualified educational institutions causes the demand not to be met. In cases where demand is high and supply is limited, there is a need to identify students who have a high potential for self-development by taking education. For this reason, secondary education entrance exams have been held in our country for decades. Finally, in 2018, it is decided which students can enroll in qualified high schools with the questions asked in the exams called High School Entry System. Although improvements have been made in the exam over the years, criticism has been directed at the exam system by various segments. Criticisms include the compatibility between school learning and the questions asked in the exam, as well as the various features of the exam system. A significant part of the education community argues that it is not possible to be successful in the exam with the education given in schools or that additional training on school education should be taken in order to increase exam success. In summary, there is a need to compare school learning with the questions of the transition system to high schools. For this reason, in this study, it is aimed to reveal the level of overlap of the acquisitions in the curriculum related to the biology questions of the transition system to high schools. Within the scope of the study, 10 science teachers who had experience with questions and curriculum outcomes examined Webb exam-outcome overlap criteria. Findings were obtained by analyzing the data obtained as a result of the examination with content and descriptive analysis methods. Accordingly, there is a general compatibility in terms of the questions and achievements examined. It was determined that the compatibility of the questions was at an acceptable level in terms of knowledge range and cognitive level, but mostly did not overlap in terms of scope. As a result, it is recommended to take into account the criteria of question-gain overlap in the preparation processes of large-scale exams, including the entrance exam to high schools, and to increase the quality of the exams.