The purpose of this study is to analyze the Life Science Ⅰ summative evaluation questions in aspects of Wiggins & McTighe’s understanding. For this purpose, we collected evaluation questions for Life Science I conducted regularly from 2019 to 2022 in 12 high schools in Metropolitan D. There were a total of 4,289 collected summative evaluation questions. Based on the understanding aspect analysis framework, the summative evaluation questions were classified into frequencies by year and unit, and the statistical differences in the understanding aspect frequency by year and unit were analyzed. The results of this study are as follows. First, the Life Science I summative evaluation questions are focused only on some aspects of understanding. Second, there was no change in the evaluation strategy for Life Science I. Based on this, it will expected that the evaluation of life sciences conducted in the 2022 revised science curriculum will be evaluated on more diverse aspects rather than focusing only on the aspects of explanation and application. In addition, it will expected that not only the basic concepts will be acquired, but also an evaluation that is appropriate for the characteristics of the unit and changes over time.