ASSESSMENT FRAMEWORK AND MODEL QUESTION PAPER

COMPUTER SCIENCE
Grade IX
NATIONAL CURRICULUM
2022-23

FEDERAL BOARD OF
INTERMEDIATE AND WE WORK FOR
SECONDARY EDUCATION, EXCELLENCE
ISLAMABAD
FEDERAL BOARD OF INTERMEDIATE AND SECONDARY EDUCATION
H-8/4, ISLAMABAD

ASSESSMENT FRAMEWORK
FOR
COMPUTER SCIENCE GRADE-IX
CURRICULUM 2022-23
 ACKNOWLEDGEMENT
It is a great honour that we, at the Federal Board of Intermediate and Secondary Education, have developed the Assessment Framework (AF) for the subject of
Computer Science for Grade-IX. The primary objective of the AF is to optimize the current curriculum 2022-23. This comprehensive framework has been
crafted meticulously by subject matter and assessment experts who conducted an in-depth review of all learning outcomes for Grade-IX Computer Science
curriculum. They evaluated these outcomes in terms of their scope, cognitive level, and progression across the grade.

This significant undertaking was the result of a series of extensive meetings and collaborative efforts of the subject and assessment experts. Their dedication
and expertise have been instrumental in bringing this framework to fruition.
The Assessment Framework will serve as a guiding document for students, teachers and paper setters. Students will receive clear directions for preparing
themselves for the annual examination. Similarly, teachers will use it as a guide to understand what to teach in class and to prepare students for the final
examinations accordingly. Similarly paper setters will also seek guidance from this document.

Following subject as well as assessment experts/committee members remained constantly engaged in the development of the AF:
1. Mrs. Rozina Faheem, Principal, F G College of Home Economic and Management Sciences, F-11/1 Islamabad
2. Mrs. Sadaf Zehra, Associate Professor, Islamabad Model College for Girls (PG), F-7/2, Islamabad
3. Mr. Waseem Aziz, Assistant Professor, Islamabad College for Boys, G-6/3, Islamabad
The whole work was successfully accomplished under the able supervision and guidance of Syed Junaid Akhlaq, Chairman, FBISE and due to the hard work
and dedication of the staff of Research Section of FBISE, in particular, Syed Zulfiqar Shah, Deputy Secretary, Research and Academics who played a pivotal
and leading role in finalizing the AF.

MIRZA ALI
Director (Research & Academics)
FBISE, Islamabad
 ASSESSMENT FRAMEWORK FOR COMPUTER SCIENCE GRADE-IX, CURRICULUM 2022-23

To ensure clarity and precision in assessment, the learning outcomes have been categorized into two distinct groups: formative and summative. This
classification helps in effectively measuring student progress and understanding. Each Student learning outcome (SLO) has been carefully marked as either
formative or summative within the newly developed Assessment Framework. SLOs of Summative Assessment Format will be part of the Final Examination
while SLOs of Formative Assessment will although be part of the teaching-learning activity but they will NOT be part of Final Examinations. Estimated
cognitive levels i.e Knowledge (K), Understanding (U) and Application (A) of all the SLOs have also been indicated. It may be noted that all the higher cognitive
levels have been collectively accumulated in the cognitive level of 'Application'. In subjects involving Practicals (Lab work), it has been mentioned categorically
whether an SLO is summative for theory or summative for Practical Based Assessment (PBA). If an SLO is summative for PBA, it means that Laboratory work
is required in the teaching-learning activity and it will be part of the Practical Examination/ Practical Based Assessment.

The Assessment Framework will act as a comprehensive guide for students, teachers and paper setters. Students will have clear instructions on how to prepare
for the annual examinations. Teachers will use the framework to understand the curriculum and effectively prepare their students for the final examination.
Additionally, paper setters will refer to this document for guidance in setting examination papers.

A model question paper has also been developed to provide a clear structure and format for upcoming examinations. The model question paper ensures
consistency and fairness, offering students a comprehensive understanding of what to expect in their examinations. By aligning the paper with the Student
Learning Outcomes (SLOs) of the curriculum, we ensured that the questions accurately reflect the skills and knowledge that students are expected to acquire.

A detailed Table of Specifications (ToS) has been created to ensure equitable coverage of cognitive levels and content domains in order to generate a balanced
question paper. The ToS serves as drawing scale and action plan for the question paper, ensuring that all important areas of the curriculum are adequately and
proportionately assessed.
 FORMATIVE ASSESSMENT: AN ESSENTIAL COMPONENT OF EFFECTIVE LEARNING

Formative assessment is a pivotal element in the educational process, distinguished by its role in providing ongoing feedback to both students and
educators. Unlike summative assessments, which evaluate student learning at the end of an instructional period, formative assessments are integrated
into the learning process to monitor student understanding and guide instructional decisions.

The primary objective of formative assessment is to identify learning gaps and misunderstandings as they occur, enabling timely interventions. This
dynamic approach allows teachers to adjust their teaching strategies to better meet the needs of their students. For instance, if a teacher notices
through a quick quiz or class discussion that a significant portion of the class struggles with a particular concept, they can revisit that topic, providing
additional explanations or alternative methods of instruction. This adaptability is crucial for fostering a deeper understanding of the material.

Formative assessments come in various forms, ranging from informal methods like classroom discussions, observations, and questioning, to more
structured approaches such as quizzes, peer assessments, and self-reflections. These methods are not limited to paper-and-pencil tasks but can
include digital tools that provide instant feedback. The versatility of formative assessments allows educators to cater to diverse learning styles and
preferences, ensuring that all students are engaged and supported in their learning journey.

Formative assessment plays a significant role in creating a supportive classroom environment. It shifts the focus from merely achieving grades to
understanding the learning process. This approach reduces the pressure on students, as they perceive assessments not as a final judgment of their
abilities but as a part of their learning journey. Consequently, formative assessment can lead to increased student motivation and engagement.

In conclusion, formative assessment is a powerful tool that, when effectively implemented, can significantly enhance the learning experience. It
provides invaluable insights for both teachers and students, promotes a growth-oriented learning environment, and supports the continuous
development of essential skills. As education evolves, the role of formative assessment will undoubtedly continue to be central in fostering
successful and meaningful learning experiences.
 SUMMATIVE ASSESSMENT: EVALUATING LEARNING OUTCOMES IN THE FORM OF
TERMINAL/FINAL EXAMINATION

Summative assessment is a fundamental component of the educational process, designed to evaluate student learning at the conclusion of an
instructional period. Unlike formative assessment, which provides ongoing feedback during the learning process, summative assessment serves as
a final measure of what students have learned. Typically administered at the end of a unit, course, or academic year. Summative assessment aims
to determine the extent to which educational objectives have been achieved.

The primary purpose of summative assessment is to assess the overall effectiveness of instruction and learning. It provides a conclusive evaluation
of student performance, often in the form of tests, final projects, or standardized exams. These assessments generate grades or scores that reflect a
student’s achievement in a given subject area over a specific period or time duration.

Summative assessment is often used to make critical decisions regarding student progression, certification, or placement in subsequent educational
levels. Additionally, summative assessments provide valuable data that inform curriculum development and instructional strategies. By analyzing
summative assessment results, educators can identify trends, strengths, and weaknesses within their instructional approaches, allowing for
improvements in future teaching.

In conclusion, summative assessment plays a critical role in the educational process by providing a final evaluation of student learning. While it
differs from formative assessment in its focus and application, it is an essential tool for measuring academic achievement. When balanced with
formative assessments, summative assessments contribute to a well-rounded and effective approach to evaluating and supporting student learning.
 National Curriculum of Pakistan 2022-23
Assessment Framework
COMPUTER SCIENCE Grade-IX (SSC-I)
Details of Content Areas/ SLOs

Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)
[SLO CS-09-A-01] Students will define and describe types of
systems (artificial, natural), computer hardware components such as
computer architecture (CPU, microprocessors, etc.)

Student will understand that

 Brief history of computer systems and generation of computers
 Basic concept of a system, types of systems
 Name and identify the core components of a computer
(input/output devices, system unit(motherboard, memory, CPU,
Summative Question(s) will be asked
power supply, etc.), and data storage devices
for Theory in the Annual theory paper
A:  Understand and identify Von Neumann Architecture
and Knowledge/ as well as Lab work will be
Computer  Computer architecture How data is transmitted within a 40
Systems
Practical Understanding assessed in the Practical
computer system
Based Based Assessment
 What are some of the requirements for a functioning computer Assessment
systems and what are some key concepts
 The core parts of a computer system and how they all work
together, including definitions and key functions of computer
architecture such as central processing unit (CPU), arithmetic
logic unit (ALU), control unit (CU), memory, operating system
and application software, and data representation in computers
(bit, byte, binary, denary/ decimal, hexadecimal)
 Difference between hardware engineering and software
engineering

Page 1 of 16
 Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)
 Difference between natural and artificial systems

 Types and hierarchy of memory with respect to their

volatility/retention, speed, storage capacity, cost
 Difference between necessary and auxiliary components of a
computer system
Students will be able to
 Recognize and describe key components of a computer system,
such as:
o Differentiate between natural and artificial systems
o Outline the architecture of the central processing unit (CPU)
and the functions of the arithmetic logic unit (ALU) and the
control unit(CU) and the registers within the CPU.
o Differentiate between primary memory, cache, and
secondary memory.
o Describe the main functions of operating systems and
application systems.
 Explain how the various components interact together to
transmit data and instructions
 Illustrate the hierarchy of memory and storage devices with
respect to their volatility/retention, speed, storage capacity, cost
 Differentiate between necessary and auxiliary components of a
computer system
[SLO CS-09-A-02] Students will be able to identify and explain Summative Question(s) will be asked
system software, application software, low-level and high-level for Theory in the Annual theory paper
Knowledge /
programming languages, and their uses. and as well as Lab work will be
Understanding/
Practical assessed in the Practical
Application
Students will understand that Based Based Assessment
 The main functions of systems software with some examples Assessment

Page 2 of 16
 Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)
 The main functions of operating systems and application
software
 Outline the uses of various application software.
Students will be able to
 Select an appropriate medium to create artifacts (Planning the
document / information flow, editing and alignment of page,
paragraphs, text, tables, and graphics) to communicate ideas in
various digital tools such as:
○ Image processing tools (like Photoshop, Canva.com, GIMP
etc.)
○ Word processors (like MS Word, Google Docs etc.)
○ Presentations (like MS PowerPoint or Google Slides etc.)
○ Spreadsheets(like MS Excel or Google Sheets)
[SLO CS-09-A-03] Students will be able to identify and analyze
data communication, computer networks, networking devices, basic
networking systems and understand how data is transmitted and key
concepts such as protocols, speeds, etc.

Students will understand

 How data is transmitted across a computer network for example
circuit switching, packet switching, layering, encapsulation, and Summative Knowledge / Question(s) will be asked
protocols for Theory Understanding in the Annual theory paper
 Common network topologies and transmission modes
 Outline the advantages and disadvantages of wireless networks
 Outline the advantages and evolution of the Internet
 Outline common applications of the Internet
 The internet is the largest computer network ever built and learn
how it works

Page 3 of 16
 Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)
 Identify common network problems and provide possible
solutions
[SLO CS-09-B-01] Understand and apply techniques to decompose
problems.
[SLO CS-09-B-02] Solve simple and complex problems
computationally.

Students will understand

 The importance of computational thinking and problem-solving
in computer science.
 Principles of computational thinking:
a) Logical thinking b) Algorithmic thinking
 How to identify steps in identifying a computing problem Summative Question(s) will be asked
B:
Computati
 How to identify the inputs, processes, and outputs of a problem for Theory in the Annual theory paper
Knowledge /
onal  Different methods to design and construct a solution to a simple and as well as Lab work will be
Understanding/ 25
Thinking problem, such as flow charts, and/or concept maps Practical assessed in the Practical
Application
and  Steps to produce simple diagrams to show: Based Based Assessment
Algorithms
a) The structure of a problem b) Subsections and their links to Assessment
other subsections
Students will be able to
 Explain the role of computational thinking in computer science
 Read and interpret simple computational problems
 Apply computational thinking principles to define and refine
problems
 Identify the procedure appropriate to solving a problem
 Evaluate whether the order in which activities are undertaken
will result in the required outcome.
 Identify the inputs and outputs required in a solution

Page 4 of 16
 Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)
[SLO CS-09-C-01] Students will understand web development and
differentiate between a website and a web application.

Students will
 Grasp the basic concepts and principles of web development,
including the technologies, languages, and frameworks
commonly used in building websites and web applications.
 Understand the distinctive features of web applications. They
should learn that web applications are dynamic in nature,
offering interactive functionalities, data processing, user
authentication, and real-time updates.
 Comprehend that websites primarily provide information and Summative Knowledge / Question(s) will be asked
C: content to users, while web applications offer more complex for Theory Understanding in the Annual theory paper
Program functionality, such as user input, data manipulation, and task
ming execution. 40
Fundame Students will be able to…
ntals  Distinguish between front end and back-end development
 Determine which technology is appropriate for making static
and dynamic web pages and web applications
 Identify and describe the features and characteristics of a
website. This may include static content, informational pages,
navigation menus, multimedia elements, and contact forms.
 Distinguish between websites and web applications based on
specific criteria.
[SLO CS-09-C-02] Students should be able to create a static website Question(s) will be asked
using HTML/CSS in an appropriate environment. Knowledge / in the Annual theory paper
Summative Understanding/ as well as Lab work will be
Students will know for Theory Application assessed in the Practical
 What is HTML and Based Assessment

Page 5 of 16
 Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)
 What is CSS Practical
 What is JavaScript Based
Students will understand Assessment
 Characteristics, examples, similarities & differences between of
static and dynamic website
 The purpose of HTML i.e. to display text and image content
over the Internet
 The capability of HTML documents to hyperlink to other
documents/pages
 The structure of an HTML document including the underlying
DOM tree (Document Object Model)
 How JavaScript is used to modify a website
Students will be able to
 Differentiate between a static and dynamic website
 Create a static website using HTML & CSS in an IDE like
Visual Studio, NetBeans etc.
[SLO CS-09-C-03] Students should be able to create dynamic
websites using JavaScript as the frontend scripting.

Students will understand Summative Question(s) will be asked

 Variables, Data Types and Arrays in JavaScript for Theory in the Annual theory paper
Knowledge /
and as well as Lab work will be
 Variable assignment in JavaScript Understanding/
Practical assessed in the Practical
 What aspects of HTML can be changed with JavaScript Application
Based Based Assessment
 What aspects of CSS can be changed with JavaScript Assessment
Students will be able to
 Use JavaScript to modify an HTML website to create a dynamic
website

Page 6 of 16
 Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)
[SLO CS-09-C-04] Students should be able to implement common
algorithms that use sequence, selection, and repetition in JavaScript.

Students will understand Summative Question(s) will be asked

 An algorithm is a set of instructions for Theory in the Annual theory paper
Knowledge /
and as well as Lab work will be
 How the sequence of instructions affects the result Understanding/
Practical assessed in the Practical
 Sequence, Selection and Repetition in JavaScript Application
Based Based Assessment
 Arrays in JavaScript Assessment
 Students will be able to
 Construct an array and populate its values using a loop in
JavaScript
[SLO CS-09-C-05] Students will determine ways of debugging their
code in JavaScript

Students will understand

 Code written outside of a function is hard to test
Summative Question(s) will be asked
 Code written inside a function can be tested
for Theory in the Annual theory paper
 That they can write code that calls functions to ensure the Knowledge /
and as well as Lab work will be
results are correct Understanding/
Practical assessed in the Practical
 Using a debugger allows programmers to set a breakpoint to Application
Based Based Assessment
stop execution of their code to see the state of variables mid- Assessment
execution for the purpose of discovering errors in their code
Students will be able to
 Write code to invoke functions and check their return values for
correctness
 Set a breakpoint to debug mistakes in their code
D: [SLO CS-09-D-01] Students will explain the scope of the data
Summative Knowledge / Question(s) will be asked
Data and science field as an interdisciplinary field (computer sciences, 25
Analysis
for Theory Understanding in the Annual theory paper
mathematics & statistics, and business knowledge & understanding).

Page 7 of 16
 Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)

 Students will understand the key concepts and principles of data

science
 Students will know definitions of key terms: data science, data
analytics, computer science, mathematics, statistics, and business
knowledge & understanding
Students will be able to:
 Identify the difference between data science, data analytics,
computer science, mathematics, statistics, and business
knowledge & understanding
 Students will develop analytical thinking skills by reading case
studies on data science applications
 Read a case study or a newspaper article or online paper to
identify a problem that can be solved using data science
[SLO CS-09-D-02] Students will define and explain data types, data
collection, and data storage.

Students will understand:

 Data is observations or measurements represented as numbers,
text, or multimedia(image, sound, video, etc.)and the dataset is a
collection of this data that is related in some context.
Summative Knowledge / Question(s) will be asked
 Different sources of data like sensors
for Theory Understanding in the Annual theory paper
 The concept of dataset
○ Table (relation)
○ Rows (record, tuple, object)
○ Column (object attributes, properties)
 Types Object attributes or properties:
Categorical or Qualitative Attribute
○ Nominal

Page 8 of 16
 Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)
○ Binary
○ Ordinal
 Numeric or Quantitative
○ Interval-scaled,
○ Ratio-scaled,
○ Discrete
○ Continuous
 Data collection, analysis, and visualization.
 Students will know how to use summary statistics to formulate
sentences and describe the data, data collection methodology,
how the data will be used
Students will be able to:
 Explain how data, information, and knowledge are represented
for computational use.
 Collect, upload, and share personal data collected in class(e.g.,
Stick Figure exercise in Learning Activity#2)
 Learn about different representations of distributions using
software.
 Utilize software to begin to analyze plots of data collected
 Interpret different types of data: Numerical and graphical
summaries.
 Understand that rows and columns area form of data structure.
 Explain why the relationship between the variables might exist,
or, if there is no relationship, why that might be so
 Construct and interpret a frequency table.
 (Advanced) Load data into RStudio.
Students will be able to:
 Distinguish between data and dataset
 Collect data from different sources

Page 9 of 16
 Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)
 Identify missing data in a dataset
 Construct summary statements about the data, how it is collected,
how it is used, and how to work with it
 Explain why the relationship between the variables might exist,
or if there is no relationship, why that might be so.
 (Advanced) Construct and interpret a frequency table
 (Advanced) Understand the connection of databases to machine
learning.
 (Advanced) Understand the differences between structured and
unstructured data, quantitative and qualitative data)
[SLO CS-09-D-03] Students will be able to define and explain big
data, and applications of big data in real-world business

Students will understand

 What insights big data can provide to businesses
 What tools and systems are used by big data scientists and
engineers
 How predictive modeling and graph analytics can be leveraged to
model problems?
Summative Knowledge / Question(s) will be asked
 (Advanced) Be able to ask the right questions about data and do
for Theory Understanding in the Annual theory paper
basic exploration of large, complex datasets.
 Students will know…
 Applications of bigdata
 What makes big data valuable?
 Characteristics of big data
 How data science gets value out of big data
 Introduction to concepts such as the Internet of Things(IoT) and
the role of the cloud.
Students will be able to

Page 10 of 16
 Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)
 Identify the different types of big data
 Recognize if big data is used to solve a business problem
 Read and critique published stories by interpreting the
visualizations and experimental conclusions
 Formulate questions, identify existing or similar business cases,
and evaluate how the new business solutions that leverage big
data stack up against the old.
[SLO CS-09-E-01] Students will be able to describe uses and
applications of computing like AI, Machine Learning, and Cloud
Computing

Students will understand…

 What is AI and Machine learning and the kind of problems each
is able to solve
 Different areas of AI–Speech recognition, Computer Vision, Summative Knowledge / Question(s) will be asked
E: Natural Language Processing, and Expert Systems. for Theory Understanding in the Annual theory paper
Applicati  Different applications of AI in domains like health care,
ons of education, gaming, agriculture. 10
Computer  What is cloud computing and the need for it
Science Students will be able to…
 Identify applications that can be solved using these technologies
and techniques
 Identify different applications of AI
[SLO CS-09-E-02] Students will be able to discuss the social
implication of the usage of AI in decision making that affects
Summative Knowledge / Question(s) will be asked
humans
for Theory Understanding in the Annual theory paper
Students will understand…

Page 11 of 16
 Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)
 AI algorithms make decisions that work for most people but harm
or disadvantage others.
 Designers to AI algorithms should keep their focus on benefiting
people
Students will know…
 Ethical issues in some popular AI tools
Students will be able to…
 Explain what some ethical issues are when computers make
decisions for humans
 Identify decisions that might harm humanity
 Identify decisions that might be biased towards are certain group
of individuals

[SLO CS-09-F-01] Understand and apply safe and responsible use

of computers (responsible use of hardware, appropriate use of
software, and safe use of digital platforms like data searches, social
networking, etc.)

F: Students will understand…

Impacts  The selection and use different hardware, software, and digital
platforms for safe use depending on the tasks to be executed Summative Knowledge / Question(s) will be asked
of 15
for Theory Understanding in the Annual theory paper
Computin  The need for laws to protect user privacy and intellectual property
g Students will know…
 What is meant by the key concepts of data ethics and intellectual
property rights
 How to safely use data searches and social networking sites
 Legal issues related to computing such as software piracy laws
Students will be able to…

Page 12 of 16
 Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)
 Discuss how ethics are guidelines that dictate the responsible use
of computing systems
 Identify computer related laws
 Interpret software agreements, licenses, and application terms
[SLO CS-09-F-02] Analyse the beneficial and harmful effects of
computing innovations such as social networking, fake news, etc.

Students will understand…

 Every computing innovation will solve a need but can cause harm
to users as well
o Benefits can be the need being solved and the societal & user
benefits
o Harmful effects of computing innovations on users, society,
environment, etc.
 The tradeoffs between information privacy, system security and
usability Summative Knowledge / Question(s) will be asked
 The importance of designing computing systems that will protect for Theory Understanding in the Annual theory paper
user privacy and increase system security
Students will know…
 What is meant by key concepts and be able to differentiate
between them: scams, software piracy, freeware, shareware,
opensource, malware, phishing, hacking
 The tensions between censorship of internet and freedom of
speech
 Common types of security problems such as spam, spyware,
pharming, cookies etc.
Students will be able to…
 Explain basics of reliable and unreliable sources of information

Page 13 of 16
 Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)
 Distinguish between fake news and credible sources of
information
 Identify malicious internet scams, phishing, pharming, fraudulent
activity, fake websites
 Evaluate designs of computing technologies(e.g. social media,
generative AI etc.) based on their user privacy policies and
agreements
[SLO CS-09-F-03] Evaluate the ways computing impacts personal,
ethical, social, economic, and cultural practices.

Students will understand…

 Environmental impacts of computing
 Computing has changed the way we live and conduct business
 Impact of computing on globalization and e-commerce
Students will know…
 The key terms: patents, trademarks, copyrights
Students will be able to… Summative Knowledge / Question(s) will be asked
 Strategize on how to minimize the environmental impacts of for Theory Understanding in the Annual theory paper
computing
 Search and identify patents, trademarks, and copyright
information for computing applications
 Determine if technology design maybe infringing on intellectual
property
 Evaluate designs of computing technologies in terms of personal,
environmental, ethical, legal, social, economic, and cultural
impacts

G: Digital Not applicable for grade

- - - -
Literacy 9.

Page 14 of 16
 Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)
[SLO EN-09-H-01]: Students identify a problem and create a
business using design thinking

Students will understand:

 Skills needed for problem solving: 4Cs of the 21st century
(collaboration, critical thinking, creativity, communication)
 Define design thinking as a process which includes:
o Empathizing to discover the problem
o Defining or interpreting the problem
o Ideating on how to solve the problem
o Experimenting or prototyping the solution
o Evolving the solution as insights redefine the problem Summative Knowledge / Question(s) will be asked
H:  How to define & articulate an entrepreneurial solution to address for Theory Understanding in the Annual theory paper
Entrepren a local or global problem
eurship in  Sustainable development goals(SDGs) as the world’s 10
the digital development goals, and linking these SDGs to potential problems
age that need resolving
 Growth mindset vs. Fixed mindset
Students will be able to:
 Define a problem in their local context
 Categorize the problem according to SDGs
 Use design thinking to create a solution
 Identify advantages of having a growth mindset in
entrepreneurship
[SLO EN-09-H-02]: Students will use digital tools to create and Question(s) will be asked
present a business plan for an entrepreneurial solution. Knowledge / in the Annual theory paper
Summative Understanding/ as well as Lab work will be
Students will understand: for Theory Application assessed in the Practical
 Key elements of a business plan containing at least the following and Based Assessment

Page 15 of 16
 Number of
Cognitive Level
Content Periods
(Knowledge,
Domain/ SLO No./ Description Form of required
Understanding,
Area Assessment Remarks (1 period= 40
Application)
minutes)
o Market size(in terms of TAM total addressable market, SAM Practical
Serviceable Available Market, and SOM Serviceable Based
Obtainable Market) Assessment
o Solution product/service & unique selling proposition
o Financial feasibility
o Go to market strategy
 How to collect & synthesize information to create a business plan
 How to evaluate a business plan
Students will be able to:
 Create a business plan using digital tools like MS Word or
Google Docs to communicate their business problem, suggested
solution, and financial feasibility
 Evaluate a business plan using criteria such as communication,
feasibility, market potential etc.

PBA STANDS FOR “PRACTICAL BASED ASSESSMENT”

Page 16 of 16
 Federal Board SSC-I Examination
Computer Science Model
Question Paper (Curriculum 2022-23)
ROLL NUMBER Version No.
Section - A (Marks 13)
⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪
Time Allowed: 20 minutes ① ① ① ① ① ① ① ① ① ①
② ② ② ② ② ② ② ② ② ②
Section – A is compulsory. All ③ ③ ③ ③ ③ ③ ③ ③ ③ ③
parts of this section are to be ④ ④ ④ ④ ④ ④ ④ ④ ④ ④
answered on this page and ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤
handed over to the Centre ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥
Superintendent. ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦
Deleting/overwriting is not ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧
allowed. Do not use lead pencil. ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨

Candidate Sign.________ Invigilator Sign. ____________

Q1. Fill the relevant bubble against each question according to curriculum. Each part carries one mark.

Sr
Question A B C D A B C D
no.
Which of the following
i. keyword is used to declare dim Var Let const    
variables in JavaScript?
Which of the following is
a commonly used tool for Microsoft Microsoft Microsoft Microsoft
ii.    
data analysis and Word Excel PowerPoint Outlook
visualization?
Which HTML tag is used
iii. <link> <href> <hyperlink> <a>    
to create a hyperlink?
Which of the following a document
statement is true about a outlining a list of
a financial a
business plan? the goals potential
iv. statement marketing    
and customers
brochure
strategies of
a business
Which of the following
DVD RAM PROM Memory
v. memory type is considered    
card
as a volatile:
How do you write "Hello, msgBox alertBox Msg
World!" in an alert box alert("Hello,
vi. ("Hello, ("Hello, ("Hello,    
using JavaScript? World!");
World!"); World!"); World!");
Which of the following is Sharing
an example of unethical positive Helping a
Respecting
behavior online? messages Cyberbullying friend with
vii. others'    
on social home task
privacy
media
What does privacy mean Hacking
Sharing Keeping Ignoring
in the context of computer into others'
viii. personal personal security    
ethics? accounts
information information measures
 freely confidential
online and secure
Creating
something Investing
Copying
new or money in Following
What does innovation existing
ix. improving the stock others'    
mean in entrepreneurship? ideas
existing market ideas
products or
services
Video conferencing is an Full-
Simplex Half-duplex
x. example of the following Duplex Duplex    
transmission mode:
Figuring Identifying
Finding the
Which of the following Memorizing out how to prime
sum of two
xi. problems is an example of multiplication organize a numbers    
numbers
a complex problem? table fundraising between
event 1 and 100
Which of the following is Microwave
Refrigerator Bicycle Self-
xii. an example of AI used in oven    
driving car
everyday life?
In a problem solution
Spreading
involving making a A finished Bread and
butter on Eating a
xiii. sandwich, what would be sandwich butter    
bread sandwich
considered the input?
 Federal Board SSC-I Examination
Computer Science Model Question
Paper (Curriculum 2022-23)
Time allowed: 2.40 hours Total Marks: 42
Note: Answer all parts from Section ‘B’ and all questions from Section ‘C’ on the E-sheet.
Write your answers on the allotted/given spaces.

SECTION – B (Marks 22)

Q.2 Question Marks Question Marks

Write down the purpose of any two 1+1 OR What is the role of computational 2
i.
input devices. thinking in Computer Science?
ii. Consider the following problem: 1+1 OR Write down HTML tags to display 1+1
Y = 5x + 3. Identify the inputs and ‘Software’ as a main heading and
outputs to find the solution of a problem ‘System Software’ as a subheading
and fill the relevant boxes: on the web page.

Input Process Output

5x + 3
What is the importance of buses in 1+1 OR What is the impact of computing on 2
iii. computer architecture? List down the e-commerce?
names of any two types of buses.
Differentiate between discrete and 1+1 OR Compare any two types of storage 1+1
iv. continuous data with example. devices with respect to storage
capacity and speed.
Outline any two (02) strategies that 2 OR List down any four (04) methods 0.5x4
v. individuals can use to ensure safe and for primary data collection.
responsible data searches.
Why is the operating system an 1+1 OR How does design thinking 1+1
vi. important software? (Give any contribute to create innovative
two points) solutions? (Give any two points)
vii. What will be the output of the following 2 OR Why wireless networks are useful? 1+1
HTML code? Provide any two reasons.
<html>
<head>
<title>Output Question </title>
<style>
.text {
font-size: 20px;
color: red; }
</style>
</head>
<body>
<p class="text">This is a paragraph.</p>
</body>
</html>
viii. Why is data analytics important for 2 OR What will be the output of the 2
determining the number of students who following JavaScript program
prefer various ice cream flavors in our segment?
school cafeteria? let a = 10;
let b = "5";
console.log(a + b);
ix. Identify and correct errors in the 2 OR Illustrate at least four (04) 0.5x4
following JavaScript code: components of data communication
 let fruits = ["Apple", "Banana", with the help of diagram
"Orange"];
console.log(fruits.length)
console.log(fruit.length);
Compare simple and complex problems 1+1 OR How AI can be beneficial in 1+1
x. with one daily life example of each education? (Give any two reasons)
problem.
Write down any two (02) characteristics 1+1 OR Write down any two (02) 1+1
xi.
of entrepreneur. advantages of cloud computing.

SECTION – C (Marks 20)

Note: Attempt all questions. Marks of each question are given. (4 x 05=20)

Q. Question Marks Question Marks

No.
Differentiate between natural and 2.5+ OR What is machine learning and AI? 2+3
artificial systems with brief 2.5 Explain the difference between
Q.3
explanation of one example of each machine learning and AI.
system.
Q.4 Draw a flowchart that reads a 1+4 OR Write a JavaScript function called 1+4
number and prints whether it is ‘CalculateGrade’ that takes marks
negative, positive or zero. of a student as input and returns
grade based on the following
grading system: A if marks are
greater than or equal to 90, B if
marks are between 70 and 89, C if
marks are between 50 and 69, and F
if marks are below 50.
What is computing innovation? 1+2 OR What is big data? Describe 1+2
Explain the harmful effects of +2 applications of big data in health +2
Q.5
computing innovation on society care and manufacturing.
and environment.
Create a webpage in HTML with the 5 OR Your school wants to set up a 1+4
following requirements: network system where every
a. Add a suitable heading to classroom computer can share files
introduce your page and resources easily. Would it be
b. Below the heading, insert a better to connect all the computers
paragraph about your favorite in one long line (like a bus), or to
Q.6
hobby have each computer connected to a
c. Include a related image central server in the school office
d. Add a link to a fun website (like a star)? Compare and contrast
e. Set the background color of the network topologies in terms of
page security, cost, size, and
architecture.
 Federal Board SSC-I Examination
Computer Science Model Question Paper
(Curriculum 2022-23)
Alignment of Questions with Student Learning Outcomes

Sr Section: Content Domain / Cognitive Allocated

No Q. No. Area Student Learning Outcomes Level * Marks in
(Part no.) Model
Paper
1 A: Q1(i) Domain C [SLO CS-09-C-03] Students should be able to 1
create dynamic websites using JavaScript as the K
frontend scripting.
2 A: Q1(ii) Domain D [SLO CS-09-D-02] Students will define and 1
explain data types, data collection, and data
storage. U
3 A: Q1(iii) Domain C [SLO CS-09-C-02] Students should be able to 1
create a static website using HTML/CSS in an
appropriate environment. U

4 A: Q1(iv) Domain H [SLO EN-09-H-02]: Students will use digital 1

tools to create and present a business plan for an
K
entrepreneurial solution.
5 A: Q1(v) Domain A [SLO CS-09-A-01] Students will define and 1
describe types of systems (artificial, natural),
U
computer hardware components such as computer
architecture (CPU, microprocessors, etc.)
6 A: Q1(vi) Domain C [SLO CS-09-C-03] Students should be able to 1
create dynamic websites using JavaScript as the
U
frontend scripting.
7 A: Q1(vii) Domain F [SLO CS-09-F-02] Analyse the beneficial and 1
harmful effects of computing innovations such as
U
social networking, fake news, etc.
8 A: Q1(viii) Domain F [SLO CS-09-F-03] Evaluate the ways computing 1
impacts personal, ethical, social, economic, and
K
cultural practices.
9 A: Q1(ix) Domain H [SLO EN-09-H-01]: Students identify a problem K 1
and create a business using design thinking

10 A: Q1(x) Domain A [SLO CS-09-A-03] Students will be able to 1

identify and analyze data communication,
U
computer networks, networking devices, basic
networking systems and understand how data is
transmitted and key concepts such as protocols,
speeds, etc.
11 A: Q1(xi) Domain B [SLO CS-09-B-02] Solve simple and complex U 1
problems computationally.
12 A: Q1(xii) Domain E [SLO CS-09-E-01] Students will be able to 1
describe uses and applications of computing like
U
AI, Machine Learning, and Cloud Computing
13 A: Q1(xiii) Domain B [SLO CS-09-B-02] Solve simple and complex U 1
problems computationally.
 Section B and C

14 B: Q2(i) Domain OR [SLO CS-09-A-01] OR K 2

A Students will define [SLO CS-09-B-01]
Domain
and describe types Understand and apply
B
of systems techniques to
(artificial, natural), decompose problems.
computer hardware
components such as
computer
architecture (CPU,
microprocessors,
etc.)
15 B: Q2(ii) Domain OR [SLO CS-09-B-02] OR U 2
B Solve simple and [SLO CS-09-C-02]
Domain
complex problems Students should be able
C
computationally. to create a static website
using HTML/CSS in an
appropriate environment.
16 B: Q(iii) Domain OR [SLO CS-09-A-01] OR K 2
A Students will define [SLO CS-09-F-03]
Domain and describe types of Evaluate the ways
F systems (artificial, computing impacts
natural), computer personal, ethical, social,
hardware components economic, and cultural
such as computer practices.
architecture (CPU,
microprocessors, etc.)
17 B: Q(iv) Domain OR [SLO CS-09-D-02] OR U 2
D Students will define [SLO CS-09-A-01]
Domain and explain data types, Students will define and
A data collection, and describe types of systems
data storage. (artificial, natural),
computer hardware
components such as
computer architecture
(CPU, microprocessors,
etc.)
18 B: Q(v) Domain OR [SLO CS-09-F-01] OR K 2
F Understand and apply [SLO CS-09-D-02]
Domain safe and responsible Students will define and
D use of computers explain data types, data
(responsible use of collection, and data
hardware, appropriate storage.
use of software, and
safe use of digital
platforms like data
searches, social
networking, etc.)
19 B: Q(vi) Domain OR [SLO CS-09-A-02] OR U 2
A Students will be able to [SLO EN-09-H-01]:
Domain identify and explain Students identify a
H system software, problem and create a
application software, business using design
low-level and high- thinking
level programming
languages, and their
uses.
20 B: Q(vii) Domain OR [SLO CS-09-C-02] OR U 2
C Students should be [SLO CS-09-A-03]
Domain able to create a static Students will be able to
A website using identify and analyze data
HTML/CSS in an communication, computer
appropriate networks, networking
environment. devices, basic networking
systems and understand
how data is transmitted
and key concepts such as
protocols, speeds, etc.

21 B: Q(viii) Domain OR [SLO CS-09-D-02] OR U 2

D Students will define [SLO CS-09-C-03]
Domain and explain data types, Students should be able to
C data collection, and create dynamic websites
data storage. using JavaScript as the
frontend scripting.
22 B: Q(ix) Domain OR [SLO CS-09-C-04] OR U 2
C Students should be [SLO CS-09-A-03]
Domain able to implement Students will be able to
A common algorithms identify and analyze data
that use sequence, communication, computer
selection, and networks, networking
repetition in devices, basic networking
JavaScript. systems and understand
how data is transmitted
and key concepts such as
protocols, speeds, etc.

23 B: Q(x) Domain OR [SLO CS-09-B-02] OR U 2

B Solve simple and [SLO CS-09-E-01]
Domain complex problems Students will be able to
E computationally. describe uses and
applications of
computing like AI,
Machine Learning, and
Cloud Computing

24 B: Q(xi) Domain OR [SLO EN-09-H-01]: OR K 2

H Students identify a [SLO CS-09-E-01]
Domain problem and create a Students will be able to
E business using design describe uses and
thinking applications of computing
like AI, Machine
Learning, and Cloud
Computing
 25 C: Q3 Domain OR [SLO CS-09-A-01]: OR U 5
A Students will define [SLO CS-09-E-01]
Domain and describe types of Students will be able to
E systems (artificial, describe uses and
applications of computing
natural), computer
like AI, Machine
hardware Learning, and Cloud
components such as Computing
computer
architecture (CPU,
microprocessors,
etc.)
26 C: Q4 Domain OR [SLO CS-09-B-02] OR A 5
B Solve simple and [SLO CS-09-C-04]
Domain complex problems Students should be able to
C computationally. implement common
algorithms that use
sequence, selection, and
repetition in JavaScript.
27 C: Q5 Domain OR [SLO CS-09-F-02] OR K 5
F Analyse the beneficial [SLO CS-09-D-03]
Domain and harmful effects of Students will be able to
D computing define and explain big
innovations such as data, and applications of
social networking, big data in real-world
fake news, etc. business
28 C: Q6 Domain OR [SLO CS-09-C-02] OR A 5
C Students should be [SLO CS-09-A-03]
Domain able to create a static Students will be able to
A website using identify and analyze data
HTML/CSS in an communication,
appropriate computer networks,
environment. networking devices,
basic networking
systems and understand
how data is transmitted
and key concepts such as
protocols, speeds, etc.

*Cognitive Level

K: Knowledge

U: Understanding

A: Application
 Table of Specification
Model Paper Computer Science – Grade IX (SSC-I)
Content Domain Domain B: Domain E: Domain Domain H: Total Percentage
Domain A: Domain C: Domain D: Domain F:
/ Area Computational Applications G: Entrepreneu Marks of
Computer Programming Data and Impacts of
Thinking and of Computer Digital rship in the cognitive
Cognitive Level Systems Fundamentals Analysis Computing
Algorithms. Science Literacy digital age level
Q1(viii)1
Q1(iv)1
Q2(i/f)2 Q2(v/f)2
Knowledge Q2(iii/f)2 Q2(i/s)2 Q1(i)1
Q2(v/s)2
Q2(iii/s)2 -
Q1(ix)1 28 28.9%
Q5(s)5 Q2(xi/f)2
Q5(f)5

Q1(v)1
Q1(xi)1 Q1(iii)1 Q1(xii)1
Q1(x)1
Q1(xiii)1 Q1(vi)1 Q1(ii)1 Q2(x/s)2
Q2(vi/f)2 Q1(vii)1
Q2(ii/f)2 Q2(ii/s)2 Q2(iv/f)2 Q2(xi/s)2
Understanding Q2(iv/s)2
Q2(x/f)2 Q2(vii/f)2 Q2(viii/f)2 Q3(s)5
- Q2(vi/s)2 49 50.5%
Q2(vii/s)2
Q2(viii/s)2
Q2(ix/s)2
Q2(ix/f)2
Q3(f)5

Q4(f)5 Q4(s)5
Application Q6(s)5
Q6(f)5
- 20 20.6%

Total Marks 24 13 21 12 10 11 0 6 97 -
Total
24.7 13.4 21.6 12.4 10.3 11.3 0 6.2 - 100%
Percentages

Note:
1 This ToS does not reflect policy, but it is particular to this model question paper.
2 Proportionate / equitable representation of the content areas as per the defined ranges may be ensured.
3 The percentage of cognitive level is 30%, 50%, and 20% for knowledge, understanding, and application, respectively with ± 5% variation.
4 While selecting alternative questions for Short Response Questions (SRQs) and Extended Response Questions (ERQs), it must be kept in mind that:
 Difficulty levels of both questions should also be same
 SLOs of both the alternative questions must be different
Key: Question Number (part/ first choice) marks example: Q2 ( i / f ) 2
Question Number (part/ second choice) marks example: Q2 ( i / s) 2
 111 032 473
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