Document Type : Original Article
Authors
1 Farhangian University of Khuzestan Province
2 التربیة والتعلیم
Abstract
Textbooks constitute one of the primary pillars of systematic knowledge acquisition, providing structured scientific content that facilitates the understanding of fundamental concepts for students. Conversely, assessment serves as an evaluative tool designed for the precise and scientific measurement of learning outcomes and the ability to apply acquired knowledge. The present study aims to investigate the degree of alignment between the educational content of Arabic language textbooks in Iranian upper secondary schools and the scientific requirements of the National University Entrance Examination (Konkur) for the Humanities branch over the past three years (2023–2025). The primary focus of this research is to analyze the pedagogical gap between the official educational objectives of the national education system and the assessment criteria of the national examination. In this regard, components such as translation, morphology, syntax, and reading comprehension were selected as content indicators and compared with the structure and difficulty level of the examination questions. The methodology of this research is based on a descriptive-analytical approach, employing content analysis to evaluate the national examination questions of the last three years against secondary school textbook content. The findings indicate an increasing expansion of the gap between the official curriculum and the national examination; specifically, the rate of questions falling outside the scope of textbook content has risen from 30% to 40% during the studied period. This trend has undermined trust in the official curriculum and driven students toward informal educational resources. Ultimately, the study highlights the necessity of re-evaluating curricula through an integrated lens that links content to national assessment requirements to enhance educational quality and equity. Furthermore, a set of policy recommendations is provided for curriculum revision, the development of pedagogical methods, and the synchronization of educational goals with national assessment standards—measures essential for fostering a deeper learning environment and promoting...
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