Program: B.Ed.

hons (elementary)
Subject: Classroom Assessment
Semester : 4
Submitted To: Miss Shumaela Tabassum
Submitted By: Ayesha Khan
Roll Number: 1925112062
Section: B
Date: 28/3/2021

Lahore College For Women University, Lahore

ASSIGNMENT WEEK 4: Marks Assigned: 10

☆ Assessment policy and practice in government and private schools in

Pakistan
Assessment

Assessment is a process in education that involves gathering valid and reliable information
about a student's performance on an ongoing basis (School-based Assessments) against
clearly defined criteria, recording the findings, reflecting, and reporting by providing
positive, supportive, and motivational feedback to students, other teachers, and parents.

Types of Assessment
Following are the types of Assessment:

 Diagnostic assessment to determine whether or not students are having difficulties.

 Summative assessment to assess the extent to which the most important outcomes at
the end of the instruction have been met
 Baseline assessment to identify and recognize prior learning
 Formative assessment to assess learning during a unit in order to identify areas for
development and plan subsequent teaching

The purpose of Assessment in Education

The overall goal of student evaluation is to promote growth, progress, and support. The aim
of evaluation is to keep track of a student's progress in a subject area so that decisions can be
made on how to better support further learning in terms of expected knowledge, skills,
attitudes, and values.
Assessment is more about advancement than promotion, and it aims to:
 Provide information about learning challenges and remedial steps required to help
students who may be experiencing learning difficulties.
 Determine whether or not the learning needed for the achievement of specific results
is occurring, and whether or not our students are experiencing any challenges that
need to be addressed.
 Inform our parents of our students' progress in the learning process and create a
profile of each student's accomplishments throughout the curriculum.
 Provide information for the assessment and analysis of classroom-based learning
programmes.
 Prepare students for the unexpected so that future learning can be informed.

Education Policies and Implementation in Pakistan

Policy Target Strategies Implementation

1947 ▪ Free and compulsory ▪ Levying a special tax ▪ This policy could
Pakistan Education education to finance primary not be implemented
Conference ▪ UPE within two education properly due to
decades (i.e. 1976) ▪ Primary school age increased number of
group between (6-1) immigrants and other
years administrative
▪ Encourage the private problems of new born
sector to open schools country.
▪ So more or less
British colonial
system was continued.
1970 UPE by 1980 ▪ Attractive schools to ▪ The policy was
The new Education eliminate dropout never implemented on
Policy ▪ Rapid expansion of account of the war
primary schools with India, secession
▪ Emphases on female of East Pakistan, and
enrolment the collapse of the
▪ Female teachers for military government.
primary education Country's literacy
status:
▪ At the time of the
emergence of the
"new" Pakistan in
1972, the country's
literacy status was as
follows:
▪ Overall literacy rate
was 21.7 percent,
urban literacy was
41.5 percent, rural
literacy was 14.3
percent,
▪ Male literacy was
 30.2 percent, and
female literacy was
11.6 percent. Rural
female literacy was
4.7 percent.
1972 UPE for boys by 1979 ▪ Free primary ▪ This policy was a
The Education Policy UPE for girls by 1984 education good approach
▪ Priority to rural areas towards betterment,
▪ Emphasis on female but has many
enrolment drawbacks due to
▪ Standardized low cost which it cannot be
school buildings achieved thoroughly
▪ Revision of curricula e.g. universal basic
and text books education, shift
▪ Nationalization of towards agro technical
schools studies etc.
1979 UPE for boys by ▪ Rapid expansion of ▪ This policy was not
National Education 1986-1987 female education implemented properly
Policy UPE for girls by 1992 ▪ Opening of mosque and failed due to lack
schools * ▪ Opening of of planning and
Mohallah (community) financial resources.
Schools
▪ Efforts to reduce drop
outs | ▪ Islamization of
Education
1992 UPE by 2002 ▪ Opening of 107,000 ▪ This policy could
National Education new primary and not be implemented
Policy Mosque schools due to change in
▪ Training and political scenario of
recruitment of 265,000 country
new primary schools
teachers
▪ Abolition of
difference in the
allowances of teachers
serving in rural and
urban areas
▪ Emphasis on
recruitment of female
teachers
▪ Compulsory religious
education
1998 UPE by 2015 ▪ Increasing number of Gaps in education
National Education female institutes policy
Policy ▪ 45,000 new primary, implementation in
74,000 non-formal Pakistan :
basic education centers ▪ Poor
and 20,000 Mosque Communication
schools will be opened systems
▪ Investment in ▪ Weak administration
education from local ▪ Poor policy
and foreign sources will evaluation mechanism
be encouraged ▪Financial gaps and
irregularities
 ▪ Attitudes and
disposition of public
servants
▪ Inefficient
bureaucratic structure
▪ Lack of political will
▪ Deeply entrenched
corruption

Assessment system in Pakistan

STRUCTURE OF SCHOOL EDUCATION SYSTEM IN PAKISTAN

Preprimary (Kachi) is a degree of education. Preprimary, also known as Kachi, is the first
grade of the educational system. According to the National Education Policy (NEP) 2009,
Kachi students must be 3–4 years old and have a one-year programme, a separate teacher,
and a separate bed. However, most public schools lack separate teachers for Kachi grades due
to a lack of funding, and therefore no formal Kachi class is taught in most public schools.
Kachi classes have recently been introduced in some public schools by provincial
governments, but they are far from universal. Nonetheless, in multigrid environments, some
public schools have children aged 3–5 years in grade 1 classrooms.
Primary school (grades 1-5). The primary stage of education lasts five years, from grade
one to grade five. According to the NEP 2009, the primary school age group is 5–9 years.
Grade 5 public exams have begun in Sindh and Punjab.
Grades 6–8 make up the middle level. The middle level lasts three years and comprises
grades 6–8, and is designed for students aged 10–12. Most middle schools were created as a
result of primary schools being upgraded to teach grades 6–8. Elementary schools are made
up of both primary and secondary school students. They could be a part of a high school that
includes all three levels (primary, middle, and high). Punjab and Sindh, for example, have
province-wide public exams at the end of grade 8.
Grades 9–10 in lower secondary or high school. This stage, which spans two years and
includes grades 9 and 10, is targeted at children aged 13–14. In grades 9 and 10, students take
a public board examination known as "matriculation" or "matriculation," which is governed
by various boards of examinations in various provinces.
Higher secondary or intermediate college level (Grades 11 and 12 make up this level). It
is available in the public sector in either higher secondary schools or intermediate colleges.
These grades have been transferred from the School Education and Literacy Department
(SELD) to the College Education Department in some provinces, such as Sindh. However,
these grades are only taught in a few SELD schools. In both grades 11 and 12, students take a
board examination for the Higher Secondary School Certificate. In each province, there are
several boards with different examinations and requirements for both lower secondary and
higher secondary examinations.

Provincial Boards of Intermediate and Secondary Education

Province/Area Number of BISE
Punjab 9
Sindh 7 (public) + 1 (private)
Khyber Pakhtunkhwa 8
Balochistan 3
Total 28
BISE = Boards of Intermediate and Secondary Education.
Training at a higher degree. A four-year bachelor's degree is offered by universities and
colleges. Students who complete this programme are eligible to enroll in a two-year master's
degree programme at a university. After completing a master's degree programme,
universities offer master of philosophy (MPhil) and doctor of philosophy (PhD) degrees.

Education in the Private Sector:

The private sector's participation in education is stimulating. It has been noted that the
majority of private schools choose their own curricula and textbooks, which vary from those
used in public schools. The majority of the schools are "English Medium," which draws
parents to send their children to them. The majority of the schools are overcrowded and lack
proper physical facilities. Students are normally charged high fees at these campuses.
According to the National Education Policy 1998-2010, there should be regulatory bodies at
the national and provincial levels to oversee the activities and smooth operation of privately
run schools and institutions of higher education. The private sector would be given a
reasonable tax break on expenses incurred in the establishment of educational facilities.
Private agencies would be given Grants-in-Aid for particular purposes. The establishment of
private technical institutions is encouraged. Through the Education Foundation, matching
grants will be given to the private sector for the establishment of educational institutions in
rural and poor urban areas. Schools will be built in rural areas through public-private
partnership schemes. The government will not only provide free land for the school to be
built on, but will also cover a reasonable portion of the building and management costs.
Financial institutions must expand liberal loan facilities to private educational institutions.

Comparing and contrasting public and private schools

1. Parental earnings:
Parents with limited financial resources are unable to enrol their children in private schools.
Parents with more income are more likely than those with less to send their children to
private schools. When a child's socioeconomic status increases, so does the number of
children who attend private school. Parents from all social backgrounds favour females when
it comes to choosing between private and public education. Despite the fact that they
discriminate against females in enrolment decisions, parents are more likely to choose private
schooling for their daughters than for their sons. Girls from higher-income families are more
likely than girls from lower-income families to attend private schools.

2. Factors Affecting School Selection Because of Teacher Quality:

Private schools, in comparison to public schools, have lower teacher absenteeism and higher
teacher accountability. In the private sector, teacher pay is more closely linked to student
achievement than in the public sector. Teachers in private schools are less likely than those in
public schools to be absent. As a result, teachers in low-cost private schools will face
increased pressure to perform and achieve the desired outcomes. The public sector, on the
other hand, has more job security. As a result, the incentive scheme in the private sector
varies from that in the public sector, which may explain why private schools outperform
public schools.
In three dimensions, the performance of the class teacher's guidance:
i. Parents are aware of the teacher's academic qualifications.
ii. the regularity of the teacher in the eyes of the parents
iii. the teacher's ability to teach as judged by the parents.
Teachers in government schools are paid according to a set of guidelines. The pay scale in the
government sector varies from 9th to 15th grade. This pay scale, however, does not seem to
be particularly generous. It is not assured that private school teachers will be offered a fixed
salary or a place on any pay scale. They are paid a small salary that is determined by the
quality of the students, their fees, and the results of their class production. In high private
schools, however, the situation is different.

3. The results of the tests

Comparing test results from private and public schools is, unfortunately, like comparing
apples and oranges.
Public schools have their own range of standardised tests for a variety of purposes, including
testing and diagnostics. Private schools use a different set of measures, some of which are
derived from and produced by the same companies as the basic tests used in public schools,
but they are unique enough that they cannot be compared to public school tests side by side.
Public schools are mandated by law to administer and report the test chosen by the state
government. Private schools, on the other hand, are free to use whatever standardised
assessments they choose.

4. The standard of education:

Private schools typically have a higher level of English, science, and mathematics
education than public schools. It is impossible to overestimate the importance of parents'
ratings of the quality of these three subjects' teaching at their child's school. The
difference in teaching quality between private and public schools is clear: parents of
public school students rate their children's teachers as "average" (or "poor"), while
parents of private school students rate their children's teachers as "excellent."

5. Instructional medium
English has a high status as a medium of instruction in Pakistan. Entry and promotion in the
armed forces, civil service, and higher-paying positions in private companies and non-
governmental organizations are thought to require English proficiency. It is also used in
colleges as a form of instruction, which is why parents rely on it in the classroom. The
English language was seen as a critical determinant of this expansion and a fundamental
requirement by the parents. As a result, we've discovered a connection between private
school attendance and the acquisition of English as a second language. Because of the
English medium of instruction, as well as the discipline and status symbol associated with
private schools, they are favoured. Parents, on the other hand, despise public schools because
the majority of them teach in Urdu. The Punjab government's decision to convert Urdu-
medium public schools to English-medium public schools could lead to a rise in public
school enrollment.

6. Student-to-teacher ratio:
In public schools, the student-to-teacher ratio can be as high as seventy students in a single
class. As a result, a teacher will be unable to devote sufficient time to each student, and all
students will find it difficult to communicate with the teacher. In contrast, private schools
have classes of more than thirty students, resulting in a much closer student-teacher
relationship and a teacher who pays attention to students.

7. Better outcomes:
Students who attend private schools achieve higher results than those who attend public
schools. Students in private schools in Pakistan earn higher grades than students in
government schools in all districts, according to the report.

☆ Contrast Test Based Culture in the classroom with an Assessment based

culture in classroom:
Assessment: Assessment is a process that is used to keep track of students' progress in
relation to learning expectations and the growth of 21st-century skills; to encourage self-
reflection and personal responsibility among students for their own learning; and to provide a
foundation for profiling student success on the curriculum's learning competencies and
standards.

Testing: A test is a method of determining what someone knows or has learned by

examining their knowledge of a subject. It assesses how far one has progressed in terms of
ability or knowledge. A device or procedure for obtaining a sample of an examinee's
behaviour in a particular domain and then analysing and rating it according to a set of rules.

While the terms test and assessment are sometimes used interchangeably, they have
distinct meanings. Here's a table that compares test-based culture and assessment-based
culture in the classroom:

Test based culture Assessment based culture

 Purpose: to determine whether or  Purpose: to assess students proficiency
not the students have mastered the by challenging them to complete real
content, to determine whether or world tasks, to provide students with
not the students have succeeded in several opportunities to learn and show
gaining knowledge, to assign a what they have learned, to direct
grade, to rate and compare them instruction, to provide input and assist
to expectations or leaners. students in managing their own
learning, and to assess students
 competency.
 Gives teachers a quick overview  Gives teachers a more detailed image
of what student's know. of what student's know and what they
can do about it.
 Assesses student's content  Assess student's willingness to apply
awareness. content knowledge in real world
situations, ability to use what they have
learned in practical ways.
 Students must demonstrate their  Requires students to demonstrate
expertise by choosing a proficiency by completing relevant
response/giving correct answers; activities that demonstrate how what
proficiency is normally assessed they have learned has been applied.
by paper and pencil tests.
 Requires students to demonstrate
proficiency by conducting
relevant tasks that demonstrate
implementation of what has been
learned by asking them to select
an answer from a collections of
questions (multiple choice, true or
false).
 Provides proof of learning in an  Clear proof of learning/competency.
indirect manner.
 Students must exercise their  Allows students to make sense of what
Cognitive capacity to remember, they have learned by constructing new
understand and a body of information from what they've learned.
information that has been taught.
 Examines and improves student's  Assesses and improves student's ability
ability to recall/recognize and to reason, analyze, synthesize and
comprehend information, but does apply what they've learned. Multiple
not expose the student's true ways are used to engage students
success in terms of what they can higher Cognitive skills (ranging from
do with what they've learned. The knowledge and comprehension to
student's lower level reasoning analysis, synthesis, application and
skills (knowledge and evaluation).
comprehension) are the only ones
that are trapped
 Teaching and learning are  Assessment takes place during the
distinguish from evaluation. After course of instructions to help students
teaching a test is normally given develop their learning and teachers
to see whether the students have improve their teaching.
grasped the material.
 Students only have a few choices  Allows students to show what they've
for explaining what they've learned in a variety of ways.
 learned.
 Rigid and unmovable 
Flexible and allows for a variety of
suitable ways to create items or
demonstrate learning.
 Standardized; valid and  To achieve reliability and validity, well
trustworthy defined criteria/rubrics and standards
are needed.
 Assessment is guided by the  Curriculum and teaching are guided by
program. Assessment.
Examples: Examples:
 True or False; multiple choice  demonstrations
tests  hands-on activities
 standardized tests  computer simulations
 achievement tests  portfolios
 intelligence tests  projects
 aptitude tests  multi-media presentations
 role-playing
 recitation
 stage plays
 exhibition

☆Tools and techniques for Classrom Assessment

There are a variety of educational activities and services that can be classified as learning
assessment, but we've divided them into six categories here. Many of these techniques can be
applied to the entire class. They don't need teachers to customise the evaluation for each
student, but the results are still customised. Rubrics, performance-based assessments (PBAs),
portfolios, student self-assessment, peer assessment, and student response frameworks are the
six assessment methods and techniques.

Six effective assessment techniques

Tool Characteristics Consequences Description

Rubrics A rubric helps One criticism is that Teachers in almost
teachers to evaluate it is not always easy every country are
skills and abilities or possible to test interested in learning
that aren't measured rubrics for validity about and using
by standardised and reliability, rubrics, according to
testing programmes, particularly the case research from Intel
which assess with those that are Teach professional
discrete information developed locally. development
at a specific time. Furthermore, simply programmes.
One of the main handing out a rubric
advantages of the to students before an
rubric as a form of activity does not
evaluation is that it guarantee any
can be used as both a learning gains
teaching and an because students
assessment tool. One must deeply
criticism is that understand and
testing rubrics for value the criteria
validity and
reliability is not
always simple or
possible, particularly
when they are
established locally
Performance Based PBAs, also known If students want to PBA is a learning
Assessment as project-based or get the most out of evaluation technique
authentic these authentic that was introduced
assessment, are evaluation practises, in the Intel Teach
commonly used as a educators must courses and has been
summative incorporate widely adopted by
assessment principles to direct participants.
technique to positive input found According to a 2005
determine not only within performance- teacher study, 67
what students know based evaluations percent of
about a subject, but into their daily respondents in 16
also whether they practise. countries increased
have the skills to their use of PBA
apply that (Light, 2006).
knowledge in a Students giving
"real-world" PowerPoint
 situation. PBA presentations on
forces students to research and taking
synthesise their questions from peers
expertise and adapt were the most
their skills to a popular PBA
potentially behaviours found in
unfamiliar collection various field studies
of situations that are of Intel programmes
likely to arise in emerging market
beyond the countries.
boundaries of a
regulated classroom
environment by
requiring them to
produce an end
product.
Portfolio Portfolios are a list Portfolio validity
Teachers are
Assessment of student work that research is still
gradually able to use
has been scarce. There has portfolios thanks to
accumulated over been no research technological
time and are mainly done to show that advancements.
used as a summative portfolios are
Portfolios have
assessment tool. The superior evaluation migrated from paper
most distinguishing methods. At this folders and file
feature of a portfolio time, educatorcabinets to electronic
evaluation is that, evaluations of
databases in social
rather than providing student achievement networks embedded
a snapshot of a are generallywithin the online
student's knowledge objective. "cloud" over the last
at a single point in decade. While e-
time (as a single portfolios provide
standardised test many of the same
does), it emphasises advantages as
a student's effort, traditional
development, and portfolios, they also
achievement over provide additional
time; portfolios benefits that impact
evaluate a student's learning, teaching,
ability to apply and administration.
knowledge rather Chang (2009: 392)
than simply refers to the e-
regurgitate it. They portfolio as a
are regarded as both "abundant online
student-centered and museum," meaning
genuine learning ease of storage,
tests. presentation
imagination, and
collaboration
facilitation.
Self Assessment The key goal of self- Four requirements Journals, checklists,
 assessment is to must be met for self- rubrics,
recognise one's own assessment to be questionnaires,
strengths and fully effective: the interviews, and
weaknesses and self-assessment student-teacher
strive to change in criteria must be conferences can all
order to meet agreed upon by be used to support
specific teachers and students with their
requirements. students, students self-evaluation. The
must be taught how rubric, like the other
to apply the criteria, evaluation methods,
students must obtain is frequently the
input on their self- most important
assessments, and method for
teachers must assist monitoring and
students in measuring student
developing an action self-assessment.
plan based on the
assessment results.
Peer Assessment Peer assessment, like It's also crucial to Peer Assessment can
self-assessment, is a build a classroom take several forms,
formative environment where but it is basically a
assessment students feel process in which
technique that comfortable publicly students consider
includes students in evaluating and provide input to
the evaluation of themselves, similar other students on the
their own learning.. to self-assessment. quality or
Educators should importance of their
direct students' work.
attention toward
learning goals
(which emphasise
learning ideas)
rather than
performance goals
(which emphasise
outdoing one's
peers).
Students Response A student response An SRS, like most Teachers can ask
Framework system (SRS), also teaching methods students a wide
known as "clickers" (including the range of questions
in general, is a set of rubric), is just as (both closed and
technology-based good as the open-ended),
formative evaluation pedagogy it's based students can answer
methods that can be on. easily and
used to collect anonymously, and
student-level data in the instructor can
the classroom in real show the data
time. instantly and
graphically using a
combination of
hardware (handheld
clickers and
increasingly mobile
phones, receiver,
PC, internet
connection,
projector and screen)
and software. SRS
adds value by
allowing teachers to
easily analyse data
and devise real-time
pedagogical methods
to improve student
learning.