Development of a scientific knowledge-skills-attitude (KSA) diagnostic test for class seven students of Rangjung Central School

While Bhutan’s National Science Curriculum emphasizes the development of scientific inquiry and STEM-related competencies, a significant gap remains in assessing student readiness during the transition from primary to secondary education. Much of the existing diagnostic literature focuses primarily on conceptual misconceptions within the cognitive domain, often overlooking the procedural skills and scientific attitudes essential for effective scientific practice. This study addresses this gap by developing a scientific knowledge-skills-attitude (KSA) diagnostic test for class six students to assess their readiness for learning science in class seven. Using a descriptive quantitative approach, a diagnostic test was developed to identify specific deficiencies that may contribute to learning regression during the critical transition from class six to class seven. The findings indicate that although students demonstrate a basic level of conceptual understanding, they show limited proficiency in scientific inquiry skills and display varying attitudes toward scientific engagement. The results of this diagnostic test highlight the need to shift teaching strategies from rote content delivery toward a more holistic, inquiry-based approach to science education. Ultimately, the study argues that comprehensive diagnostic assessment is essential for bridging educational gaps and ensuring that curriculum goals translate into meaningful student competence.