Assessment Criteria in Primary Social Studies Textbooks under the Single National Curriculum: Evidence from Khyber Pakhtunkhwa

Abstract

Primary Social Studies assessment in Khyber Pakhtunkhwa (KP) remains dominated by recall, even though the Single National Curriculum (SNC) 2020 calls for competency-based, balanced assessment. This paper evaluates the assessment criteria and strategies used with SNC-aligned Social Studies textbooks in Grades 4 and 5 in selected KP primary schools. It uses Van den Akker’s (2003) curriculum representation model and a qualitative multi-method design: structured classroom observation, semi-structured interviews with Social Studies teachers, and analysis of Class 4 and Class 5 summative assessment papers. Interview and observation data were coded thematically in NVivo; assessment items were classified by question type, cognitive level (Bloom’s taxonomy) and content domain and tested with chi-square goodness-of-fit. Remembering-level items made up 71.4% of Class 4 and 74.3% of Class 5 questions, and analysis-level items fewer than 10% in both grades. Class 5 papers relied on multiple-choice questions (47.3%) and left Economics unassessed (0.0%), whereas Class 4 content coverage was balanced (χ²(5) = 3.12, p = .682). Teachers relied on oral questioning and written tests, with little feedback, reflection or continuous assessment. The assessment criteria in use therefore only partly match SNC 2020. The paper recommends a target cognitive distribution, balanced domain blueprints, varied assessment formats and teacher training in item development.