exam system

TABLE OF CONTENTS ABSTRACT I

CHAPTER IINTRODUCTION...........................................................................- 1 -Statement Of The Problem.......................................................- 3 -Objectives Of The Study...........................................................- 3 -The Objectives Of The Study Were:...........................................................................- 3 -

Delimitations...............................................................................- 3 -Significance Of The Study.........................................................- 3 -Assumptions................................................................................- 4 -Abbreviations..............................................................................- 4 -Definitions Of Major Terms...............................................................................................- 5 -

CHAPTER-2REVIEW OF RELATED LITERATURE...........................................- 6 -Review Of The Related Literature...........................................- 6 -Secondary Education.................................................................- 6 -Structure Of Secondary Education In Pakistan.................................................- 6 -

Types Of Tests.........................................................................................................................- 15 -

Achievement Tests...............................................................................................................- 15 -

Teacher Made Test...............................................................................................................- 15 -

Essay Type Test.....................................................................................................................- 15 -CHAPTER-3

METHOD AND PROCEDURE.....................................................- 26 -Population...................................................................................................................................- 26 -

Sample...........................................................................................................................................- 26 -

Instrumentation......................................................................................................................- 26 -

Research Design....................................................................................................................- 27 -

Data Collection........................................................................................................................- 27 -

Analysis Of Data.....................................................................................................................- 27 -

CHAPTER-4INTERPRETATION AND ANALYSIS OF DATA..........................- 28 -

CHAPTER-5SUMMAY, FINDINGS, CONCLUSIONS, DISCUSSION AND RECOMMENDATIONS................................................................- 40 -Summary....................................................................................- 40 -Findings.....................................................................................- 41 -CONCLUSIONS...........................................................................- 43 -DISCUSSION..............................................................................- 44 -RECOMMENDATIONS................................................................- 45 -Bibliography.................................................................................- 46 -Annexure.................................................................................................................. –49-

ABSTRACT

The study was designed to explore teachers’ and students’ perceptions towards

the separate and combined examination system at SSC level. Examinations are an

integral part of teaching and learning process, which determines the destiny of

students and their life career. There is a general impression that examination system in

Pakistan is not up to the desired standard. There are many flaws in its conduct,

marking and result process. So this study was conducted to know the perception of

teachers and students on combined versus separate examination system at SSC level.

The views of teachers and students were known and investigated. In the light

of their views, it was found that majority of teachers and students are in favor of

separate examination system. Most of the teachers are in favor of separate

examination system at SSC level, with the views that it provides more conceptual

clarity, encourages creativity; syllabus can easily be completed, provides adequate

feedback to them, students perform better, volume of homework is manageable and is

more helpful in the achievement of educational objectives. Majority of students like

the separate examination system at SSC level, with the views that it discourages rote

learning, teachers teach better, examination pressure is less and syllabus can easily be

completed.

i

CHAPTER I

INTRODUCTION

Evaluation is an essential part of each system. Education has no exception.

Educational process is incomplete without evaluation. It tells what the students know.

(Haq, 1989). Educational evaluation is a systematic process to determine educational

outcomes (Farooq, 1993). Tyler (1950) relates evaluation to changes in behaviors.

According to him, "Evaluation is the process of determining the degree to which

certain desirable changes in behaviors have actually taken place". Evaluation is a

process, which includes a careful gathering of evidence on the attainment of

objectives, a forming of judgment on the basis of that evidence, and a weighing of

that evidence in the light of objectives. The judgments may be formed against some

criteria or norm, such as the national average, an expectancy formula or the stated

objectives. Evaluation can be carried on different levels and by different categories of

people.

Examination is a part of evaluation and is used to decide who is to be

promoted to the next level. As part of the process, "the results of examinations and

teachers' judgments have been turned into a grading system in which all the students

are classified annually or more frequently".(Siddiqui & Bukhari, 1991)

Education has five major components i.e. management, teacher training,

curriculum, research and examinations. Examinations, in Pakistan, are considered

more important because over time they have become the primary end of the process of

formal education at the school, college and university level. "It seems as if schools,

colleges and universities have been established for the purpose of preparing students

for examinations. The teachers, students and parents have taken it upon themselves to

ensure that those who sit in examinations do their best to get the best results". (Khan,

2004)

Examinations have been with us since the creation of man. This world is itself

an examination place for human being. Individuals are supposed to undergo different

examinations in their lives. While practicing Islam, Muslims find themselves in a state

of test in every matter in their daily life for their activities, both spiritual and

mundane. Generally, the examinations are considered as an evaluation of competency,

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knowledge and capability of students and the effectiveness of teaching process. At the

same time all educational systems working in the world today have examinations as

an integral part of their system related to the objective of the education, curriculum

and teaching process.

Examinations are an integral part of the teaching learning process, which

determine the destiny of students and their life career. Examinations play a vital role

in the selection of the students for participation in the educational system and entrance

to next grades. The efficacy of an educational system basically depends upon the

efficiency and effectiveness of its examinations system. Examinations cannot sensibly

be studied or planned in isolation from the educational system, which they serve and

an educational system must be considered in relation to the society, which it serves.

Examinations not only serve the purpose of certification of educational

attainment and determine a student’s standing on the scale of achievement and

educational standard, but also helps fostering accountability for institutions and their

standing.

The students, the parents, the employers and the government agencies

complain that the standard of education in the country has declined and the output of

the educational institutions is very inferior to their output about 25 years back.

The unfortunate position leads us to ask as to how we can bring about

effectiveness in the educational system. This effectiveness does not depend on a

single factor; rather there are at least seven most important factors. Unless all these

factors function properly, the result will not be satisfactory. It also indicates that there

must be close coordination between and among these factors. These factors are

students, curriculum, objectives, methodology, environmental conditions,

administration and examination.

Over past few years particularly our examination system at secondary level

has been under heavy fire from all sections of people, the public, the teachers, the

press and government. Various steps/measures have been proposed and discussed for

the improvement of examination system at secondary level, but so far no headway in

this respect has been made. The problem has to be taken even more seriously. During

the past few years, government took the examinations at secondary level under

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combined and separate systems inconsistently. Teachers and students felt a lot of

problems due to change of examination system.

Therefore a survey study was designed to measure the teachers and students

perception on combined versus separate examination system at secondary level. The

present study is useful to improve the examination system of secondary level.

STATEMENT OF THE PROBLEM

The study aimed at exploring the teachers and students perception on

combined versus separate examination system at secondary level in District Peshawar.

OBJECTIVES OF THE STUDY

The objectives of the study:

1. To judge the perceptions of the teachers and students about the combined and

separate examination system at secondary level.

2. To seek the views of teachers and students regarding different aspects of

present examination system at SSC level.

3. To analyze the weak areas in the present examination system at secondary

level

4. To recommend suggestions for the improvement of examination system at

secondary level

Limitations of the study:

Keeping in view the scope of the study and shortage of time and resources, the

investigation is limited to secondary schools in University Campus Peshawar and

surroundings.

Significance of the Study

It is an accepted reality that examination is the tool through which we can

judge and predict about the capacity, nature, interest, ability, attitude and knowledge

of the individuals. It is the base through which someone is given the standard of

learning skill, knowledge and thought. If it is fair, very fruitful and desirable results

can be achieved, but if it is not held in proper way, its prediction and the judgment

can be a huge loss and can create harmful situation for the nation. So it is necessary to

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make it fair and according to the demanding standard of education like advanced

countries of the world. Hurdles and problems being faced by the people involved in

the examinations or the difficulties of the students should be highlighted. Now it is the

responsibility of government to take proper steps for the smooth functioning of the

education system and the problem faced must be talked at priority basis. The issues

and difficulties of curriculum and in teaching process should be weeded out as early

as possible as to cope with the need of the present era of science and technology.

The topic under study is selected to bring forth the facts and realities about the

combined and separate examination system at secondary level. Possible efforts were

made to collect the real thoughts and concepts given by the teachers and students

about the combined and separate examination system.

It is considering that the findings of the study would be helpful generally for

the teachers and students and particularly for administrators and policy makers of

education.

Assumptions

It was assumed that the secondary school teachers and students are competent

enough to provide the requisite information and give their candid opinion.

Abbreviations

UPS University Public School

UMS University Model School

I.C.S Islamia Collegiate School

APS&C Agriculture Public School & College

PPS&C Police Public School & College

GGHS Government Girls High School

Govt Government

Com Combined

Sep Separate

UD Undecided

4

Cat Category

N Number

SSC Secondary School Certificate

BISE Board of Intermediate and

Secondary Education

IAEA International Association for

Education Assessment

Definitions of Major Terms

UPS The boy’s school runs under the management of University

of Peshawar

UMS The girl’s school runs under the management of University

of Peshawar

I.C.S The boy’s school runs under the management of Islamia

College (Chartered) University.

A.P.S The boy’s school runs under the management of

Agriculture University Peshawar.

PPS&C The boy’s school runs under the management of University

of Peshawar

GGHS The girl’s school runs under the management of Ministry of

Education, Government of Khyber Pukhtoon Khwa

Examination In this study examination means an examination conducted

by the board at secondary level.

Marking Marking of answer scripts by teachers

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CHAPTER-2

REVIEW OF RELATED LITERATURE

Review of the Related Literature

This chapter includes literature review on: examinations, a brief history of

examinations, functions and purposes of examinations, characteristics of

examinations, examination system in Pakistan, Secondary School Certificate

Examination, a brief history of examinations in Pakistan, existing situation of

examination in the country.

Education is a process through which a nation develops self-consciousness by

sensitizing individuals who compose it. It is not mere public instructions; it is a social

institution, which provides mental, physical, ideological and moral training to the

individuals of the nation. Education is not something static but it is a continuous and

lifelong process.

Secondary Education

Secondary education plays a very important role in education. It is a terminal

stage from where the student goes to the higher and professional education and is a

major determinant of the quality of higher education.

Structure of Secondary Education in Pakistan

In Pakistan at present, education is delivered in five stages. These are primary

(I – V), middle or elementary (VI-VIII), secondary (IX-X), intermediate (XI-XII),

bachelor (XIII-XIV) and master (XV-XVI). These stages are incorporate in to several

types of schools, colleges and universities. The secondary stage is taught in high or

higher secondary school, while intermediate stage is taught in higher secondary

schools, intermediate or degree colleges. In 1979, government announced a policy

that the intermediate stage was to be a school stage taught only in higher secondary

schools. Most of the schools have reached their present stage through a process called

upgrading, in which a new stage is added to already existing school (Govt of Pakistan,

1979).

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Examination

"The basic role examination plays in the educational process can be

appreciated from the fact that good examinations motivate pupils, help them know

their strengths and weaknesses, and provide opportunities to the teachers to try new

methods to improve the teaching methodology". (Shah, 1998).

An examination is primarily a test of the capacity of individuals. The capacity

means the power to respond to stimulus provided by the examiner. When an

examination is held to select the individual for a limited number of places, it becomes

competitive as in most scholarship and civil services examinations. But generally

examinations are taken to measures the ability of the students against the certain

standard; this type of examination is called pass examination. Examination is an

ancient institution. In some form or other these found a place in particularly every

scheme of education of which there is any record. Written examinations are a late

development and the system as we have it at present, is a growth of last century.

Thorn Dike divided the history and form of examination in to three periods: -

First period 2200 B.C.

Second period 2200-1945 B.C.

Third period 1945-1900 B.C.

The first period was concerned with historical primitive trails, bravery,

endurance, for being a rank of adult only the physical strength was measured. During

the second period, Chinese used oral test before 800 B.C. Some types of formal test

were given to students in Sparta. Written test were started from 1219 B.C. in the

University of Bologna. Cambridge University developed achievement test and other

countries followed and improved these tests. Mughal period is also eminent in this

respect. Mughal used written as well as oral examinations.

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A Brief History of Examinations

The origin of public examinations is to be found in the school entrance and

civil service examinations of China, which go back at least to the period of the Sui

emperors (589-618) (with a prehistory going back much further) and which achieved

their most complex form towards the end of the Ch'ing dynasty (1644-1911)

(Miyazaki, 1976). Inspired by the Chinese system, examination conduction of written

examinations started in the European schools in the 16th century, though it was not

until some two hundred years later that public examinations of the type found in

China were instituted in Europe for selection to universities, the civil service and the

professions. Public examinations are now a major feature of the examination systems

of most European countries, which, in turn, passed them on to their former colonies in

Africa, Asia and the Caribbean. (Kellaghan, 1992). The United States, with some

exceptions (e.g., the Regents' examinations in New York), has so far not adopted a

public examination system. However, during the 1980s and 1990s, a number of

proposals contained in reform reports, policy statements, and legislation have

advocated a national system or system of examinations for the country (Madaus &

Kellaghan, 1991).

A World Bank (2001a) report revealed that examinations in schools have a

shorter, but still considerable, history. The Abitur was introduced as a graduation

examination for the classical middle school in 1788 and soon became a qualification

examination for university. The Baccalaureate was established in Napoleonic France

in 1808 to admit students to the grandee’s echoless, government service, and the

professions. In Britain, London University held its first matriculation examination in

1838. It still conducts school examinations in the UK and around the world. In 1865,

the New York Board of Regents conducted the first examination in NY State schools.

Whilst New York Regents examinations continue to this day, public examinations are

not a common feature of schooling in the USA.

Western European examination system spread as the French, British and

Dutch empires expanded in the 19th century. Syllabuses and examination papers from

the 'home country' were used, usually unchanged, in the colonies. As countries gained

independence over the past fifty or so years, they took control of their schools

examinations. However, the assessment method, and in some cases the syllabuses,

8

remained largely unchanged. The European tradition of public examinations for

schools can be found in the Caribbean, Africa and South East Asia and the sub-

continent.

In the 20th century, America developed a significantly different approach to

assessment of students. The most prominent feature of this is a strong theoretical base

of behavioral measurement (psychometrics) and a heavy reliance on objective and

standardized modes of assessment, especially multiple-choice testing. Examination

systems on the American approach can be found in South and Central America,

Indonesia and the Philippines.

A Brief History of Examinations in Pakistan

Khushk and Christie (2004) claim, "Pakistan is listed among the developing

nations of the world. The prevalence of low quality education in the country is one of

the major constraints on its development. Minimal use of modern assessment

techniques and dependency on traditional learning processes are the significant factor

of low quality education in the country. At the foundation of Pakistan there was a

single examinations board, which was responsible for examining students from all

over the country. Since then the number of examination boards has gradually

increased to 23 in line with growing numbers of candidate, while the level of quality

education in most institutions has not been improved to satisfy the academic needs of

the time.

In sub-continent the Muslims established the first institution the "Calcutta

Madarssah" in 1781 for the benefit of Muslim students. The curriculum designed for

this institution comprised arithmetic, geometry, Quran theology, law, logic, grammar

and national philosophy. They practiced traditional methods of student assessment;

Rote Memorization, Oral, Questioning and Open Forum Discussions for awarding

certificates to the candidates.

In 1853 educational activities took a new direction as a result of the Lord

Macaulay Report. In these minutes he proposed English as the only medium of

instruction and all the money earmarked for education would be spent on English

education. In the light of Macaulay report, the British government started to establish

missionary schools at Zilla (district) and Tehsil level. In this newly introduced

9

education system government emphasized the introduction of new subjects and up-to

date techniques of assessing student learning outcomes".

Bhatti (1993) pointed out that before independence Bombay University and

Punjab University were responsible for conducting examination at secondary level in

the areas, which are now part of the Pakistan. At that time subjects offered by

universities were divided into two group’s compulsory and elective subjects. The

detail of subjects is as follow:

Group A: Compulsory Subject

i. English.

ii. Mathematics or in case of girls, Arithmetic, Domestic arithmetic and

Household Account.

iii. History and Geography.

Group B: Elective Subject

i. Pakistani languages such as Urdu, Punjabi, Pashto, or a foreign language, say,

French or German.

ii. A classical language Arabic, Persian, Hebrew, Latin, or Greek.

iii. Physics and chemistry.

iv. Drawing.

v. Agriculture

vii. Physiology and Hygiene or Civics and Hygiene or Domestic Economy for

girls only.

According to the statement of the Board of Secondary Education Karachi

(1994) little earlier before the independence of Pakistan in April 1947 University of

Sindh at Karachi replaced Bombay University and took responsibility of control and

regulation of Secondary as well as Higher Secondary Education in province of Sindh.

Existing Situation of Examination in Country

10

Khushk and Christie (2004) described emphasis on memorization;

subjectivity; poor content coverage and administrative shortcomings as main

drawbacks of the examination system.

i. Emphasis on Memorization

This practice has overlooked the testing of higher objectives like

understanding, and application of knowledge and skills.

ii. Subjectivity

a. The subjectivity of a person who is setting question papers.

b. The subjectivity of paper setters plays important role in creating heterogeneity

regarding developing test items for examination.

c. The subjectivity of examinees in writing answers when total marks of a

question are not specifically divided /allocated.

d. Test items developed for assessing the knowledge of examinee are outdated.

The examinees are not enlightened about the nature of the course contents.

They are merely exploited to memorize the content. Along with this, no innovations

have been made by paper setters to help examinee in exploring his/her knowledge

through different type of test items.

Kinds of Examination

Presently different practices are being used to evaluate the work of students

and for promoting the students from one grade to another. Following types of

examinations are being practiced in various institutions in our country: -

a. Periodical examination

b. Annual examination

c. Records

d. Automatic promotion

e. Internal examination

f. External examination

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External and internal examinations are the most common and widely accepted

practices at secondary as well as at postgraduate level of education. Oral and practical

examination is common in Pakistan. Oral examination is limited to specific subjects

usually languages or to test oral reading and comprehension. Practical examination is

held in physical education, drawing, handcrafts or home science only.

Conduct of Examination

The examinations are to be organized in a way that each candidate shall be

treated precisely in the same way as every other candidate. The greatest precautions

are taken to insure the secrecy of the examination papers before and during the

examination and to isolate the individual candidates in the examination hall. There are

three types of examinations held in Pakistan. From (1-8) internal examinations are

held by the institutions. From (9-12) examinations are held by the boards. From (13-

16) examinations are held by the universities. Public service commission and federal

service commission also held the examinations yearly. Professional institutions held

examination according to their own requirements while affiliated colleges and

institutions held examinations according to the rules of universities or affiliating

authority (Hoodbhoy, 1998).

Functions and Purposes of Examinations

Public examinations normally are intended to serve a number of functions.

The most obvious is to assess the competence of students' learning related to some

agreed standards. The results are then frequently used to discriminate among students

with regard to their future goals: further education, admission to professional

preparation, or employment. While certification is important, particularly for those

students who are leaving the educational system, there is often a danger of losing

sight of this function because of the strong emphasis on selection. Examination results

are also often used, formally or informally, to provide evidence of school

effectiveness, and schools and teachers may be judged for their students'

achievements as reflected in examination performance. This use becomes more

obvious when results of each school are published. Chinese examinations were

designed to select government officials on the basis of ability and intellectual

achievement rather than of birth; there were no class restrictions on examination

entry, and students were not asked whether they were merchants, artisans, or peasants

12

(Miyazaki, 1976). In Britain also, a major reason of introducing public examinations

was to replace patronage and nepotism in making appointments to the civil service

(Montgomery, 1965).

13

Malik (1987) examines various issues involved in examination in the light of

available literature. He states, "Examination is an important process of assessing the

progress of students. It is as old as man himself. However, the form and methods have

changed from time to time.

The author enumerates seven main purposes of examination:

i. Examinations act as a sort of control by delineating certain minimum

standards for students, teachers and administrators.

ii. They serve as a basis for promotion from one grade to the other, and help in

assessing whether pre-set educational objectives have been achieved or not,

and if achieved, to what extent.

iii. Examinations imbue the students with a competitive spirit to excel, thereby

improving their study habit and standard of achievement.

iv. They furnish the educational authorities with objective evidence of the

performance of the schools, which can be used as the basis for continued

efforts at strengthening the educational system. Teachers can thus improve

their performance, and the administrators' frame policies on a sound basis.

v. They help to evaluate the curriculum and determine its strengths and weakness

so .that better planning may be undertaken.

vi. Examinations elicit greater dedication among those concerned with education

including students studying the course.

vii. Emphasis is laid on the quality of education with a view to regulating

admission institutions of higher learning and providing suitable man-power for

man to development.

World Bank (2001b) report specifies the following main purposes of

examinations:

i. Selection

To select students' for the next level of education in a situation in which the

number of places at each successive level is reduced (e.g. from primary to secondary

school, from junior secondary to senior secondary, from senior secondary to higher

14

8

education). Some examinations are designed solely for selection e.g. the French

concourse and the Transfer Tests used for selection to grammar schools in Northern

Ireland. Most serve other functions as well. Where opportunities are extremely

limited, selection becomes increasingly important raising the 'stakes' of the

examination. In theory, the use of examination results for selection allows positions to

be filled on the basis of merit rather than factors such as socio-economic status or

'influence'.

ii. Certification

Formal certificates issued after examinations may be taken as evidence that

students have reached certain levels of achievement. Certificates may be important for

gaining employment. In general, certificates retain their 'value' over long periods. For

example, a School Leaving Certificate gained in 1990 may be used to support a job

application in 2005.

iii. Control

By controlling the examination system the content and 'spirit' of the

curriculum can be tailored to national goals. A uniform (standardized) examination

system promotes national homogeneity in educational standards and practice. It also

allows governments or regional authorities to control disparate elements of the

education system.

iv. Motivation

In theory, this is achieved by providing clear goals to strive for, a sense of

purpose, and tangible incentives and rewards. There is evidence that some students,

particularly those who consider the demands of the exam to be unrealistic, may be

demotivated.

v. Monitoring

Examination pass rates may be used to gauge changes in achieved educational

standards. In some instances, exam results may be used to hold schools and teachers

accountable for their students' unsatisfactory performance. This may be done by

publishing 'league tables' ranking schools by performance in public examinations.

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9

Types of Tests

Following are the different kinds of tests:-

Educational tests or achievement tests

Personality tests

Aptitude tests

Intelligence tests

With respect to our examination system generally achievement tests are

concerned.

Achievement Tests

The actual accomplishment of students in a course may be measured by an

achievement test. It is usually rather detailed test covering the work that has been

taught. Achievement test measure the amount and quality of learning that has been

taken place in specific area. Achievement test is a test that measures the attainment of

a student or individual after expiring of his period of teach (Howard, 1963).

Achievement test measures the current status of individual’s with respect to

proficiency in given areas of knowledge or skills. Achievement test is further divided

into following two categories (Gronland, 1985).

Teacher Made Test

There are two major categories of teacher made tests: -

1. Essay type test

2. Objective type test

Essay Type Test.

It consists of a few questions asking the student to discuss, describe and to

give reason for. It emphasizes such letters as judgment, opinion and interpretation

both on the part of student and person who evaluate his/her answer. These are

categorized into two categories depending upon the degree of freedom. These

categories are called restricted response questions and extended response questions.

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a. Restricted Response Questions.

Restricted response questions lemmatize both the contents and the response.

The restricting responses in essay test are to base the question on specific problem

because the restricted response question is more structured therefore it is most useful

for measuring learning outcomes.

b. Extended Response Questions.

Extended response questions allow pupils to select any factual information

that they think is pertinent to organize the answer in accordance with their best

judgment and to integrate and evaluate ideas, they deem appropriate. This freedom

enables them to demonstrate their ability to select, organize, integrate and evaluate

ideas.

c. Objective Type Test

There are following forms of objective type items.

d. Short Answer Item.

The short item is supply type test item that can be answer by a word, phrase,

number or symbol. These are essentially the same, different only in the method of

presenting the problem. The short answer item uses the direct questions, where as the

completion item consists of an incomplete statement. For example, short test type

item; what is the name of the man who invented the steamboat? (Robert Fulton)

Completion type item: the name of the man who invented the steamboat is (Robert

Fulton). These types of questions are used in all the subjects like science, arithmetic

and social sciences etc.

e. True/False Items.

True/false are alternative response test items consist of a statement that the

pupil is asked it mark true or false, right or wrong, correct or incorrect, yes or no, fact

or opinion, agree or disagree and like or dislike. In each case there are two possible

answers for example, some plants do not need sunlight because they get their food

from other plants. Yes/No the common criticism of the true/false item is that a student

may be able to recognize a false statement as incorrect but still not knows what the

correct answer is.

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f. Matching Exercise.

Matching exercise consists of two parallel columns, with each word, number

or symbol in one column being matched to word, sentence or phrase in the other

column. The item in the column for which a match is sort is called premise and the

item in the column from which the selection is made is called response. The

knowledge can be tested through matching exercise:

Person Achievement

Date Historical event

Symbol Concept

Rules Example

The main advantage of matching exercise is its compact form, which makes it

possible to measure a large amount of related factual material in a relatively short

time.

g. Multiple Choices:

The multiple-choice form is generally recognized as the most widely

applicable and useful type objective test item. It can effectively measure many of the

simple learning outcomes measured by true/false and matching exercise. In addition it

can measure a variety of the more complex outcomes in the knowledge,

understanding and application areas. This flexibility found in the multiple-choice

form. For example, which one city is the capital of France?

a. London b. Rome

c. Tehran d. Paris

Characteristics of Examination System

Examination, tests and other evaluation instrument serve a variety of uses in

educational system. For example, tests of achievement might be used for selection,

placement, diagnosis or certification of mastery. Aptitude test might be used for

predicting success, future learning activities or occupations. Regardless of the type of

instrument should process certain characteristics. The most essentials of these are

validity, reliability.

18

I. Validity

Validity refers to the appropriateness of the interpretations made from test

scores and other evaluations results, with regard to a particular use. For example, if a

test is to be used to describe pupil’s achievement, one should be able to interpret the

scores as a relevant and representative sample of achievement domain to be measured.

If the results are to be used to predict pupil’s success in some future activity,

interpretations should be based on as accurate an estimate of future success as

possible. If the results are to be used as a measure of pupil’s reading, comprehension,

interpretations should be based on evidence that the scores actually reflect reading,

comprehensions and are not distorted by irrelevant factor. Basically, validity is always

concerned with the specific use of the results and soundness of interpretations.

ii. Reliability

Reliability refers to the consistency of evaluation result. If one obtain quite

similar to the scores when the same test is administered to the same group on two

different occasions. One can conclude that this result has a high degree of reliability

from one rater to another. As with validity, reliability is also related to the type of

interpretation to be made. The relationship between reliability and validity may

become confusing sometimes. Reliability (consistency) of measurement is needed to

obtain valid results, but reliability can be achieved without achieving validity.

iii. Usability

In addition to providing results that process a satisfactory degree of validity

and reliability, an evaluation procedure must meet certain practical requirements. It

should be economical from the viewpoint of both time and money. It should be easily

administered and scored, it should produce results that can be accurately interpreted

and applied by the school or board personnel. These practical aspects of an evaluation

procedure can be included under the heading of usability. The term usability refers to

the practically of the procedure and says nothing about other qualities present

(Gronland, 1985).

Examination System at SSC Level in Pakistan

19

According to Creighton, Arian, and Bethel, (1995) "candidates sit in

Secondary School Certificate (SSC) or Matriculation examination at the end of grade

10. The SSC also termed the Entrance Examination is used as a terminal school

certification measure and as a selection test for entry into the pre-tertiary grades 11

and 12. The SSC is also accepted as a minimum qualification for admission into some

lower level positions in the public and private sectors. Over 60 subjects have been

included in the syllabus for S.S.0 examination. In addition to theory papers, practical

assessments are offered in science subjects and home economics while the majority of

candidates tend to opt for a narrow range of subjects. Boards are required to prepare

papers for the less frequently taken subjects. Most boards prepare papers for over 60

percent of the approved subject areas. SSC candidates are required to take five

compulsory subjects-Urdu, Pakistan Studies, English, Islamyat and Mathematics. In

addition, they take either three sciences or three general (humanities) subjects".

Hoodbhoy (1998) mentions that "theory examinations at grades 10 (9 and 10)

in all boards since 1996 take about three weeks to administer. Practical in science,

home economics, and commerce subjects take up to 3-4 weeks and are administered

after the theory examination. Schools remain open during practical as relatively small

numbers of students are examined each day in small groups. However, secondary

schools often have to be closed during theory examinations to free buildings and

teachers for examination work".

Secondary Schools Certificates Examinations are conducted by various Boards

of Intermediate and Secondary Education. Teachers, Head masters and Principals of

various institutions usually outside the district are appointed by the controller of the

examinations for the conduction of these examinations in order to check the

malpractices. But unfortunately, the malpractices in S.S.0 examinations could not be

eliminated completely and they continue still in one way or other way.

Examination system in Pakistan can be discussed under following headings: -

Administration of Examinations

Following national independence in 1947, the Universities of Punjab and

Sindh administered examinations modeled on the English and Welsh examinations.

The first Board of Secondary Education was established in Karachi in 1950. The

20

Lahore Board was created in 1954. Boards of Intermediate and Secondary Education

were established in Hyderabad and Peshawar in 1961 following a recommendation of

the Commission of National Education (1959) that secondary and higher secondary

should be a terminal stage, rather than primarily a stepping-stone to university

education. Further Boards were created in the 1980s and 1990s to accommodate the

increase in candidate numbers and to create employment opportunities in different

regions. The 1972-80 education policy recommended one Board for every 25,000

candidates. Many Boards have exceeded these numbers. By the end of 1995, there

were 19 Boards of Intermediate and Secondary Education (BISEs), separate Karachi

Boards for Secondary and Intermediate Education, and three additional Boards for

technical and vocational subject areas (Hoodbhoy, 1998).

Governance

Boards are autonomous organizations but the Provincial Controlling Authority

limits their powers (i.e., the governor or minister for education). They adopt

government rules on salary scales, terms of appointment and financial procedures. In

effect, they are public sector organizations with a culture of job security, little

accountability, and without any financial input from the federal or provincial

governments. Each BISE has a board of directors. Many members of the Boards are

nominated by the Controlling Authority, which exerts considerable influence over the

Boards within its jurisdiction.

Management

The Controlling Authority of each Board appoints a Chairman, a Secretary and

a Controller and in some instances, other senior officers. Boards tend to be politicized.

The overall appointment procedure helps to ensure that some employees owe their

positions to external influence. Experience or competence in educational assessment

is not a criterion for appointment. Clerical and low staff-level positions are appointed

at the discretion of the Chairman and/or Secretary. Normally, the term of appointment

of three senior officers of the Boards does not exceed three years after which they are

transferred to other senior positions within the education sector. Apart from the three

senior officers, Board staff has had a high degree of job security. None of the Boards,

for instance, is affiliated to internationals bodies such as the International Association

21

for Education Assessment (IAEA), a body whose members have special expertise and

interest in public examinations.

22

Finance

Examinations fees in Pakistan are approximately Rs. 950-Rs.1050 for the

Secondary School Certificate (SSC). Fees include charges for registration and

certificates. In a departure from general practice in many developing countries the

government does not make any financial contribution to the public examination

system. Examination fees also pay for Board expenses. Income, which is tax

exempted under legislation, exceeds expenditure in most instances. A small

proportion of the Board’s excess income is used to finance scholarships, sports and

other extra-curricular activities. Savings are invested in the long-term saving schemes

and have been used to construct Board offices and residential buildings. The

Controlling Authority sometimes requests Board funds to help defray government

expenses. Virtually all examinations expenses relate to personnel and administrative

costs. Little, if any, income is devoted to improve the quality of examinations.

Responsibilities

Board responsibilities include registering candidates, securing examination

certificates, setting examination papers (by senior teachers), printing and distribution

of papers, arranging for supervision of examination centers, assessing papers (by

teachers), tabulating results and issuing mark-sheets and certificates. In addition,

Boards organize sports competitions and co-curricular activities such as debates,

naat/qirat, science fairs and art and essay competitions.

Staffing

The majority of Board employ in access of 200 staff. Most Boards are over-

staff. Boards also provide part time income to very large number of teachers engaged

in examination related activities such as paper setting, marking and checking and

tabulation of results. The majority of staff does routine clerical work.

Professionalism

Boards do not have staff technically qualified to undertake item analysis,

reliability and validity studies of their examinations, nor do they engage the services

of outside personnel to undertake these tasks. Professional books and journals on

examinations and assessment are conspicuous by their absence in board premises. For

23

most Boards, the issue of examination quality relates only to examination security.

While some boards have recently invested in computers, there is a pronounced

scarcity of optical-mark type equipment for speedy and accurate processing of

examinations results.

Examinations

Candidates sit for the Secondary School Certificate (SSC) examination at the

end of grade 10. The SSC also termed the entrance examination for grades 11 and 12.

The SSC is also accepted as a minimum qualification for admission into some lower

level position in the public and private sectors.

Frequency of Examination

In many countries, candidates who fail a final national public examination

must wait for one year before repeating. In Pakistan candidates who fail may take a

supplementary examination in autumn. In effect, each year, Examination Boards have

to prepare, administer and correct two separate examinations for the SSC in each

subject.

Examination Sites

Most Boards rate their present sites for holding public examination as

satisfactory. However, a significant minority has held them in unsuitable rooms and

corridors, where candidates have been too close to one another to prevent coping.

Many schools and colleges are reluctant to allow their halls to be used for public

examinations due to the unruly and sometimes violent behavior of the candidates and

their external helpers. A number of Boards have requested halls or sites dedicated

slowly to the holding of examination to address space and security concerns.

Private Candidates

The term “private candidate” is used to describe a person who has prepared

privately for the examination, or failed earlier as a regular candidate or a candidate

from an unaffiliated school. A number of schools in the interests of getting good

school results hold trial (send up) examinations to weed out weak SSC candidates

who must then register as private candidates.

Invigilation

24

Teaches appointed for invigilation duties at examinations centers are drawn

mostly form government schools. Private schools tend to be reluctant to release

teachers for this task. In some instance, Boards are hesitant to appoint private

teachers. An invigilator of two-three hour examination session in one day earns

roughly the equivalent of an unskilled laborers daily wage. The low level of monetary

reward and the risk of physical violence at examination centers have deterred many

teachers from taking up invigilation work.

Marking

Reproduction of large session of material from the textbook is rewarded with

high scores by examiners. Boards appoint examiners, usually from the ranks of

teachers. Government officials, politicians and teachers unions to appoint specific

examiners, even when those teachers have neither formal qualification nor teaching

experience in the designated subject, frequently put boards under pressure. Requests

for re-marking of papers are not entertained. However, rechecking of scripts,

including re-tabulation of marks, is permitted.

Malpractice

The use of “unfair means” or cheating refers to any action taken in connection

with an examination that attempts to gain an unfair advantage for a candidate or in

some cases, to place a candidate at a disadvantage. It is primarily an ethical issue.

Malpractice serves to undermine confidence in the integrity of the system. By

international standards, malpractice in the conduct of public examination seems to be

particularly pronounced in Pakistan (Graney and Kellaghan, 1996). Forms of

examinations malpractice perpetrated by examination official including leakage of

questions before the date of examination, appointment of supervisors with ulterior

motives, substitutions of scripts prepared outside of the examination centre in place of

candidate’s original efforts; removal of scripts; establishment of factitious or (Ghost

centers) where candidates prepared their answer without supervisions and with

assistance; and falsification of results and certificates. It is reasonable to assume that a

large amount of malpractice goes undetected. Possession of unauthorized material or

“helping material” and the unauthorized activities of examiners were the most

common form of detected malpractice (Commission 1992). A variety of efforts have

25

been made by Boards to combat various forms of malpractice, but a lot more is

required to be done to overcome this practice (Hoodbhoy, 1998).

Evaluation of Present Examination System

Pakistan is developing country. It cannot afford a large wastage of manpower.

Therefore, it is very important to give a new orientation to the educational system of

Pakistan, so that it may fit the need and aspiration of our people. This is possible if we

re-evaluate the present educational system and replace it by a better and improved

system. The main aim and objective of education in Pakistan should be to gear mass

education so that our people are able to live productive public life.

The progress of any country depends upon her educational system and

performance of educational system can be judged only through the examination

system. The defects in present examination system have been investigated in various

reports of commission on national education in its reports. The commission of

national education reviewed the situation related to the education in the country and

also dealt with the subject of examination.

The commission observed that the system of examination in all the fields of

education has also become symptomatic of much weakness and emphatically stated.

“We have had evidence that examination is responsible for many of the weaknesses in

our education for, most students’ examination have come to be more important than

the acquisition of knowledge and skill. Students have postponed their study few

weeks before the examinations and in consequence have not learned the habit of

sustained effort and application. Moreover, as internal exams have at present no

value, the external exams is exclusive pre occupation of the students and do not feel

under strong immediate pressure to attend lecture or to secure his/her teachers

guidance personally or in the tutorial group”. (Government of Pakistan, 1959)

Education policy 1972, suggested that the change in curricula should be

accompanied by necessary reforms in examination system, the existing system of

examination fails to serve as an incentive to learning. It is recommended that a

committee of experts should be appointed to look into various facts of examinations

system at different stages.

26

The commission on national education 1959 reported about examination that

exams have almost been taken as the sole measure of the student accomplishment.

Staff prepares the subject matter with an eye, the students refuse to study anything not

specifically required and the whole issue hinges on the performance in the few hours.

Mohiyuddin, (1959) suggested modern concept of examinations that the art of

examination is probably most difficult one in the whole range of educational practice

but is, gratifying to note that in recent years serious attention has been given to the

problem of exam and attempts have been made to refine its procedure and ascertain its

basic principles. The evaluation of objective and scientifically valid test experience

has profound influence on examination of traditional type. The objective test no

doubt, has helped to improve the examinations, but no clear cut result has been made,

however abounding unusual type of exam on the contrary, there is considerable

volume of expert’s opinion in favor of the retaining the essay as one form of

examination. As a necessary mean, to develop testing, clear and logical expression,

growth in the knowledge of psychology and development and new techniques of

testing only, point to the need for persistent efforts to improve the method of ordinary

examination. In the direction of objectives and informed based for making it must also

be supplemented with test of any type.

27

CHAPTER-3

METHOD AND PROCEDURE

The research work, regarding the study of the perceptions of teachers and

students on combined versus separate examination system at SSC level, was

conducted. Following method and procedure were adopted.

Population

Target population of the study was all the secondary school teachers and

students of Government schools, Private Schools in District Peshawar; whereas the

accessible population of the study consisted of the teachers and students of University

Public School, University Model School, Islamia Collegiate School, Agriculture

Public School, Government Girls High School and Police Public School at District

Peshawar.

Sample

Sample was taken out of following schools: -

S# School Teachers Students

1 University Public School, UoP 5 10

2 University Model School, UoP 5 10

3 Islamia Collegiate School (Boys) 5 10

4 Agriculture University Public School 5 10

5 Govt: Girls High school, UoP 5 10

6 Police Public School, Peshawar 5 10

Total 30 60

The sample of 30 teachers and 60 students were selected randomly.

Instrumentation

For obtaining the perception of teachers and students on the combined versus

separate examinations system at SSC level, two questionnaires (Appendices ‘A’ &

‘B’) were developed comprising of 10 item each. The items were related to the

28

effectiveness of separate and combined examination system of SSC level, related to

the provision of conceptual clarity, encouragement of creativity, provision of adequate

feed back to teachers, management of homework etc.

Research Design

Design of study was descriptive in nature. Data regarding the perceptions of

teachers and students towards combined and separate examination system was

collected through survey method with the help of questionnaire.

Data Collection

It was considered that the most suitable tool for collecting data was

questionnaire. Therefore for the collection of data of the study two questionnaires

(one for the teachers and one for the students) were developed with the consultation

and under the supervision of research supervisor. These questionnaires contained ten

questions. Questionnaires were personally given to the teachers and students.

Teachers and students were requested to give real views without any hesitations and

formality. Researchers had to face no difficulty in return of filled in questionnaire. In

this way data was collected from thirty teachers and sixty students and responses

given were hundred percent without any delay or refuse.

Analysis of Data

The data collected was tabulated and analyzed by applying simple percentage

method. The conclusions were drawn on the basis of finding of the study and finally

recommendations have been drawn on the basis of conclusion in the light of objective

of the study.

29

CHAPTER-4

INTERPRETATION AND ANALYSIS OF DATA

The study aimed at exploring the teachers and students perception towards

combined versus separate examination system at SSC level. Two questionnaires (one

for teachers and one for students) were prepared to get the requisite data from the

teachers and students of schools surrounding the Greater University Campus of

Peshawar. The analysis and interpretation of data is presented in the following tables.

Table 4.1: More Conceptual clarity in examination system

Category Number Combined Separate Undecided

Number % Number % Number %

Teachers 30 7 24 22 74 1 2

Students 60 10 16 47 78 3 6

The table number 4.1 indicates that 74 % teachers and 78 % students were of

the view that separate examination system provides more conceptual clarity, where as

24 % teachers and 16 % students viewed vice versa. 2 % teachers and 6 % students

were unable to decide.

30

Table 4.2: Encouragement of creativity in examination

system



Teachers 30 9 31 21 69 - -

Students 60 11 18 43 72 6 10

The table 4.2 shows that 69 % teacher and 72 % students liked separate

examination system in respect of encouragement of creativity, where as 31 % teachers

and 18 % students are in favor of combined examination system in this respect. 10 %

students were unable to decide.

31

Table 4.3: Encouragement of selective study in examination

system



Teachers 30 10 33 20 67 - -

Students 60 32 53 28 47 - -

The table number 4.3 indicates that 77 % teachers and 47 % students opine

that separate examination system encourages selective study, where as 33 % teachers

and 53 % students opined vice versa.

32

Table 4.4: Completion of syllabus in examination system



Teachers 30 12 41 18 59 - -

Students 60 14 23 46 77 - -

The table number 4.4 indicates that as for as completion of syllabus is

concern, 59 % teachers and 77 % students are in favor of separate examination

system, where as 41 % teachers and 23 % students are in favor of combined

examination system.

33

Table 4.5: Pressure of examination in examination system



Students 60 30 50 26 44 4 6

The table number 4.5 indicates that 50 % of students are of the view that in

combined examination system pressure on the students is more than in separate

examination system. Whereas 44 % of students are of the view that examination

pressure on the students is more in separate examination system. 6 % could not reply.

34

Table 4.6: Provision of adequate feedback by examination

system



Teachers 30 7 24 23 76 - -

The table number 4.6 indicates that 76% of teachers are of the view that

separate examination system provides adequate feedback to them. Whereas, 24 % of

teachers are opined in favor of combined examination system.

35

Table 4.7: Better performance of students in examination

system



Teachers 30 10 34 19 64 1 2

Students 60 18 30 41 69 1 1

According to table number 4.7, 64 % teachers and 69 % students viewed that

students perform better in separate examination system, whereas 34 % teachers and

30 % students opined vice versa.

36

Table 4.8: Management of homework by students in

examination system



Teachers 30 9 31 21 69 - -

Students 60 18 30 40 67 2 3

The table number 4.8 indicates that 69 % teachers and 67 % students are of the

view that students can manage homework easily in separate examination system,

where as 31 % teachers and 30 % students viewed that combined system is better in

this respect.

37

Table 4.9: Encouragement of rote learning among students

in examination system



Teachers 30 14 47 16 53 - -

Students 60 31 52 27 45 2 3

The table number 4.9 indicates that 53 % teachers and 45 % students viewed

that separate examination system encourages rote learning, whereas 47 % teachers

and 52 % students are of the view combined examination system encourages rote

learning. 3 % respondents could not decide in this regard.

38

Table 4.10: Better performance of teachers in examination

system



Students 60 19 32 41 68 - -

The table number 4.10 indicates that 68 % students opined that teachers

perform better in separate examination system, whereas 32 % of students viewed vice

versa.

39

Table 4.11: Achievement of educational objectives in

examination system



Teachers 30 12 40 17 59 1 1

The table number 4.11 indicates that 59 % teachers viewed that separate

examination system is more helpful in achieving the educational objectives, whereas

40 % teachers are of the view that combined examination system is more helpful in

this respect. 01 % respondents could not decide regarding this aspect.

40

Table 4.12: Overall suitable examination system



Teachers 30 10 34 20 66 - -

Students 60 16 26 44 74 - -

The table number 4.12 indicates that 66 % teachers and 74 % students are in

favor of separate examination system, whereas 34 % teachers and 26 % students are

in favor of combined examination system.

41

CHAPTER-5

SUMMAY, FINDINGS, CONCLUSIONS, DISCUSSION AND

RECOMMENDATIONS

SUMMARY

The study aimed at exploring the perception of teachers and students on

combined versus separate examination system at secondary level in District Peshawar.

The purpose of the study was to explore the perception of the teachers and students

about the combined and separate examination system at secondary level, to find out

the weak areas in the present examination system at secondary level and to offer

suggestions for the improvement of examination system at secondary level

Target population of the study was all the secondary school teachers and

students of Government schools, Private Schools in District Peshawar; whereas the

accessible population of the study consisted of the teachers and students of University

Public School, University Model School, Islamia Collegiate School, Agriculture

Public School, Government Girls High School and Police Public School at District

Peshawar.

By using cluster sampling technique six (6) schools representing Greater

Campus of Universities, Police Public School and Government, were selected as a

sample. These were located in District Peshawar. Total 30 teachers and 60 students (5

teachers and 10 students per school) were selected as the sample of the study. The

sample was taken through cluster sampling technique

For the collection of data, two questionnaires (one for the teachers and one for

the students) were developed with the consultation and under the supervision of

research supervisor. These questionnaires contained ten questions. Questionnaires

were personally given to the teachers and students. Teachers and students were

requested to give real views without any hesitations and formality. Researchers had to

face no difficulty in return of filled in questionnaire. In this way data was collected

from thirty teachers and sixty students and response given was hundred percent

without any delay or refuse.

42

The data collected was tabulated and analyzed by applying simple percentage

method.

As per findings of the study most of the teachers and students are in favor of

separate examination system. Therefore it is recommended that there should be

separate examination system at SSC level and such kind of study with broader

population may be carried out at provincial level, in order to have clear picture of the

situation.

FINDINGS

On the basis of the analysis of data following findings were drawn.

1. Seventy four percent teachers and 78 % students were in favor of separate

examination system, where as 24 % teachers and 16 % students were in favor

of combined examination system, in relation to the conceptual clarity.

2. In the area of encouragement of creativity, 69 % teachers and 72 % students

were in favor of separate examination system, whereas 31 % teachers and 18

% students were in favor of combined examination system. 10 % students

were unable to decide in this area.

3. 77 % teachers and 47 % students were in favor of separate examination

system, where as 33 % teachers and 53 % students were in favor of combined

examination system, in relation to the encouragement of selective study.

4. In relation to the completion of syllabus, 59 % teachers and 77 % students

were in favor of separate examination system, where as 41 % teachers and 23

% students were in favor of combined examination system.

5. 50 % of students were in favor of combined examination system; where as 44

% of students were in favor of separate examination system, in relation to the

pressure of examination. 6 % respondents cannot reply in this respect.

6. In relation to the provision of adequate feedback to the teachers, 76% of

teachers were in favor of separate examination system, whereas 24 % of

teachers were in favor of combined examination system.

7. 64 % teachers and 69 % students favored separate examination system,

whereas 34 % teachers and 30 % students favored combined examination

43

system, in relation to the better performance of students. 2 % teachers and 1 %

students could not decide regarding this aspect.

8. In the area of management of homework by the students, 69 % teachers and 67

% students were in favor of separate examination system, where as 31 %

teachers and 30 % students were in favor of combined examination system. 3

% students could not decide in this respect.


system, where as 47 % teachers and 52 % students were in favor of combined

examination system, in relation to the encouragement of rote learning. 3 %

students remained undecided in this area of study.

10. 68 % students were in favor of separate examination system as the

performance of teacher increased in this system, whereas 32 % of students

were in favor of combined examination system, in relation to the better

performance of teachers.

11. 59 % teachers were in favor of separate examination system, where as 40 %

teachers were in favor of combined examination system, in relation to the

achievement of educational objectives.


system, whereas 34 % teachers and 26 % students were in favor of combined

examination system, in relation to the overall suitability of examination

system.

44

CONCLUSIONS

In the light of findings following conclusions are drawn.

1. The majority of teachers and students were in favor of separate examination

system, in relation to the provision of more conceptual clarity, encouragement

of creativity, easy completion of syllabus, performance of students and

teachers, management of homework and standards of teaching.

2. The majority of teachers and students were generally in favor of separate

examination system at SSC level.

3. The majority of the teachers viewed that separate examination system

encouraged rote learning; while most of the students viewed that combined

system encouraged rote learning.

4. Most of the teachers were of the view that separate examination system

provided more feedback to them.

5. The majority of the student viewed that teacher, have teached better in

separate examination system.

6. Most of the teachers were of the view that separate examination system was

more helpful in achievement of educational objectives.

7. Negligible % of the respondents was unable to decide about various aspects of

the examination system at SSC level.

45

DISCUSSION

The study was designed to explore teachers’ and students’ perceptions towards

the separate and combined examination system at SSC level. Examinations are an

integral part of teaching and learning process, which determines the destiny of

students and their life career. There is a general impression that examination system in

Pakistan is not up to the desired standard. There are many flaws in its conduct,

marking and result process. So study was conducted to know the perception of

teachers and students on combined versus separate examination system of SSC level.

Therefore the views of teachers and students were known and investigated. In

the light of their views, it was found that majority of teachers and students are in favor

of separate examination system. Most of the teachers are in favor of separate

examination system at SSC level, with the views that it provides more conceptual

clarity, encourages creativity; syllabus can easily be completed, provides adequate

feedback to them, students perform better, volume of homework is manageable and is

more helpful in the achievement of educational objectives. Majority of students liked

the separate examination system at SSC level, with the views that it discourages rote

learning, teachers teach better, examination pressure is less and syllabus can easily be

completed.

46

RECOMMENDATIONS

Based upon the findings and conclusion following recommendations are made.

1. Separate examination system at SSC level may be implemented.

2. Consistency must be observed in examination system.

3. Examination system may not be changed again and again.

4. Such kind of study with broader population may be carried out at provincial

level in order to have clear picture of the situation.

5. Inter Board Chairmen Committee (IBCC) may be encouraged to conduct

separate examination system at Federal and Provincial level.

47

BIBLIOGRAPHY

Govt of Pakistan, (1959). Commission on National Education. Islamabad: Ministry of

Education.

Govt of Pakistan, (1972). Commission on National Education. Islamabad: Ministry of

Education.

Govt of Pakistan, (1979).The New Education Policy (1972-80). Islamabad: Ministry

of Education.

Gronland, N. (1985). Measurement and Evaluation in Teaching. New York:

Macmillan Publishing Company.

Hoodbhoy, Pervez. (1998). Education and the State, Fifty Years of Pakistan.

Karachi: Oxford University Press. Howard, W. (1963). Construction of

Achievement Test. London: Telly Publishers.

Mohiyuddin, S.M. (1959). School Organization and Management. Islamabad:

National Book Foundation.

48

Questionnaire for Students Annexure - A

Topic: Perceptions about separate and combined examination system at

SSC level

Note: please fill in the particulars

Name: -----------------------------------

Class: -----------------------------------

Age: -------------------------------------

Note: please tick the appropriate option

1. Which examination system provides more conceptual clarity?

A. Separate

B. Combine

C. Don’t know

2. Which examination system encourages creativity?

A. Separate

B. Combine

C. Don’t know

3. Which examination system provides encourage selective study?

A. Separate

B. Combine

C. Don’t know

4. Which examination system, syllabus can easily be completed?

A. Separate

B. Combine

C. Don’t know

49

5. Which examination system provides adequate feedback?

A. Separate

B. Combine

C. Don’t know

6. What do you think that in which examination system students perform

better?

A. Separate

B. Combine

C. Don’t know

7. What do you think that in which examination system teachers teach well?

A. Separate

B. Combine

C. Don’t know

8. Which examination system’s homework is manageable?

A. Separate

B. Combine

C. Don’t know

9. Which examination system encourages rote learning?

A. Separate

B. Combine

C. Don’t know

10. Which examination system is more helpful in educational objectives?

A. Separate

B. Combine

C. Don’t know

50

Questionnaire for Teachers Annexure - B

Topic: Perceptions about separate and combined examination system at

SSC level

Note: please fill in the particulars

Name: -----------------------------------

Designation: -----------------------------------

Professional qualification: -------------------------------------

Note: please tick the appropriate option

1. Which examination system provides more conceptual clarity?

A. Separate

B. Combine

C. Don’t know

2. Which examination system encourages creativity?

A. Separate

B. Combine

C. Don’t know

3. Which examination system provides encourage selective study?

A. Separate

B. Combine

C. Don’t know

4. Which examination system, syllabus can easily be completed?

A. Separate

B. Combine

C. Don’t know

51

5. Which examination system provides adequate feedback?

A. Separate

B. Combine

C. Don’t know

6. What do you think that in which examination system students perform

better?

A. Separate

B. Combine

C. Don’t know

7. What do you think that in which examination system teachers teach well?

A. Separate

B. Combine

C. Don’t know

8. Which examination system’s homework is manageable?

A. Separate

B. Combine

C. Don’t know

9. Which examination system encourages rote learning?

A. Separate

B. Combine

C. Don’t know

10. Which examination system is more helpful in educational objectives?

A. Separate

B. Combine

C. Don’t know

52

exam system

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