Pruebas Estandarizadas y Diseño Curricular de Ciencias Naturales: ¿Relaciones de Proximidad o Distanciamiento?

Standardized assessment is widely used to measure academic performance and monitor educational quality; however, its use as an input for curriculum design remains limited in many school contexts. This study aimed to analyze the relationship between students’ performance in a standardized natural sciences assessment and the curriculum design implemented in a public educational institution in Cali, Colombia. The research followed a mixed-methods approach with a sequential explanatory design. In the quantitative phase, 220 students from sixth, seventh, and eighth grades completed the standardized assessment Evaluar para Avanzar. Subsequently, qualitative data were collected through teacher questionnaires and documentary analysis of the natural sciences curriculum. Results revealed predominantly low and medium performance levels, particularly in competencies related to scientific inquiry and explanation of natural phenomena. Additionally, partial alignment was identified between the institutional curriculum and externally assessed learning outcomes. Although teachers acknowledge the importance of standardized assessments, their systematic integration into curriculum design processes remains limited. The findings suggest that strengthening the articulation between assessment and curriculum represents a key strategy for improving science education and promoting evidence-based educational practices that enhance student academic performance.