Abstract
A textbook plays a key role in achieving the learning outcomes specified in the curriculum if it is well aligned with the curriculum. This well aligned textbook also contributes towards effective instruction and valid assessment. The present study investigated if the Biology textbook at secondary level in Punjab was aligned with the curriculum. In the Curriculum students learning outcomes [SLO] were outlined in five categories viz. (a) Knowledge, (b) Comprehension, (c) Higher order, (e) Skills, and (f) STS connection. Textbook’s content was analyzed to find out if it was congruent with the curriculum with respect to these five categories of SLO. Two panelists evaluated the content of the textbook on the self-developed alignment protocol. The data were analyzed through simple percentages and comparisons were displayed through graphs. It was found that textbook provided more content about Knowledge category of cognitive level and less content for Comprehension and other Higher Order categories of cognitive level. It is recommended that more content for higher order categories of cognitive level may make the textbook more aligned with the curriculum.