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THE WORLD BANK
Punjab Province, Pakistan
STUDENT ASSESSMENT SABER Province Report 2012
Key Policy Areas for Student Assessment Status
1. Classroom Assessment The 2006 National Curriculum provides very general, non-comprehensive guidelines on classroom assessment. Although available online, this document is not offered through other channels, such as teacher training courses or libraries, which teachers and others can easily access. There are some system-level mechanisms in place, including pre- and in-service teacher training opportunities, which are meant to ensure that teachers develop appropriate skills and expertise in classroom assessment. However, on-the-ground classroom assessment practices tend to vary from school to school, provide little feedback to students and parents, and are generally considered weak. There are no required uses of classroom assessment information to support student learning, and there are no mechanisms in place to systematically monitor the quality of classroom assessment practices.
2. Examinations The Secondary School Certificate exam is administered to students in Grades 9 and 10. The Punjab Boards of Intermediate and Secondary Education Act of 1976 authorizes the exam. The Exam Rules and Procedures document (known as the “Calendar”) for each Punjab Board covers key aspects of the exam. Officially, the examination is meant to measure student attainment of the knowledge and skills outlined in the 2006 National Curriculum. However, in practice, it assesses textbook knowledge. Moreover, the textbooks are based on an earlier (2002) curriculum, not the more recent (2006) one. There is a permanent staff dedicated to the exam, but it is insufficient to meet the needs of the examination due to staff members’ lack of technical capacity. Funding for the examination comes from student fees. Funding covers all core examination activities, but not research and development. There is also no technical documentation on the examination.
3. National Large-Scale Assessment (NLSA) The Punjab Education Assessment System (PEAS) was administered for the first time in 2011 as an independent, provincial-level assessment exercise. Previously, PEAS was part of the National Education Assessment System (NEAS). Under NEAS, Punjab administered the assessment to a provincially representative sample of students and published a provincial report separate from the national report. Although the PEAS office is a permanent agency, it is inadequately staffed to effectively carry out PEAS activities. This also was the case when PEAS was part of NEAS. PEAS results have been poorly disseminated and inadequately used.
4. International Large-Scale Assessment (ILSA) Punjab has not participated in an ILSA, and it does not have plans to do so in the near future.
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Introduction The Punjab province in Pakistan has focused on increasing student learning outcomes by improving the quality of education in the province. An effective student assessment system is an important component to improving education quality and learning outcomes as it provides the necessary information to meet stakeholders’ decision-making needs. In order to gain a better understanding of the strengths and weaknesses of its existing student assessment system within the context of the province’s Public Sector Education system, the Punjab province decided to benchmark this system using standardized tools developed under The World Bank’s Systems Approach for Better Education Results (SABER) program. SABER is an evidence-based program to help countries systematically examine and strengthen the performance of different aspects of their education systems.
What is SABER-Student Assessment?
SABER-Student Assessment is a component of the SABER program that focuses specifically on benchmarking student assessment policies and systems. The goal of SABER-Student Assessment is to promote stronger assessment systems that contribute to improved education quality and learning for all. National governments and international agencies are increasingly recognizing the key role that assessment of student learning plays in an effective education system. The importance of assessment is linked to its role in: (i) providing information on levels of student
learning and achievement in the system; (ii) monitoring trends in education quality over
time; (iii) supporting educators and students with real-
time information to improve teaching and learning; and
(iv) holding stakeholders accountable for results.
SABER-Student Assessment methodology The SABER-Student Assessment framework is built on the available evidence base for what an effective assessment system looks like. The framework provides guidance on how countries can build more effective student assessment systems. The framework is structured around two main dimensions of assessment systems: the types/purposes of assessment activities and the quality of those activities. Assessment types and purposes Assessment systems tend to be comprised of three main types of assessment activities, each of which serves a different purpose and addresses different information needs. These three main types are: classroom assessment, examinations, and large-scale, system level assessments. Classroom assessment provides real-time information to support ongoing teaching and learning in individual classrooms. Classroom assessments use a variety of formats, including observation, questioning, and paper-and-pencil tests, to evaluate student learning, generally on a daily basis. Examinations provide a basis for selecting or certifying students as they move from one level of the education system to the next (or into the workforce). All eligible students are tested on an annual basis (or more often if the system allows for repeat testing). Examinations cover the main subject areas in the curriculum and usually involve essays and multiple-choice questions. Large-scale, system-level assessments provide feedback on the overall performance of the education system at particular grades or age levels. These assessments typically cover a few subjects on a regular basis (such as every 3 to 5 years), are often sample based, and use multiple-choice and short-answer formats. They may be national or international in scope. Appendix 1 summarizes the key features of these main types of assessment activities.
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Quality drivers of an assessment system The key considerations when evaluating a student assessment system are the individual and combined quality of assessment activities in terms of the adequacy of the information generated to support decision making. There are three main drivers of information quality in an assessment system: enabling context, system alignment, and assessment quality. Enabling context refers to the broader context in which the assessment activity takes place and the extent to which that context is conducive to, or supportive of, the assessment. It covers such issues as the legislative or policy framework for assessment activities; institutional and organizational structures for designing, carrying out, or using results from the assessment; the availability of sufficient and stable sources of funding; and the presence of trained assessment staff. System alignment refers to the extent to which the assessment is aligned with the rest of the education system. This includes the degree of congruence between assessment activities and system learning goals, standards, curriculum, and pre- and in-service teacher training. Assessment quality refers to the psychometric quality of the instruments, processes, and procedures for the assessment activity. It covers such issues as design and implementation of assessment activities, analysis and interpretation of student responses to those activities, and the appropriateness of how assessment results are reported and used. Crossing the quality drivers with the different assessment types/purposes provides the framework and broad indicator areas shown in Table 1. This framework is a starting point for identifying indicators that can be used to review assessment systems and plan for their improvement.
Table 1: Framework for building an effective
assessment system, with indicator areas The indicators are identified based on a combination of criteria, including: professional standards for assessment; empirical research on the characteristics of effective
assessment systems, including analysis of the characteristics that differentiate between the assessment systems of low- versus high-performing nations; and
theory — that is, general consensus among experts that it contributes to effective assessment.
Levels of development The World Bank has developed a set of standardized questionnaires and rubrics for collecting and evaluating data on the three assessment types and related quality drivers. The questionnaires are used to collect data on the characteristics of the assessment system in a particular country or system. The information from the questionnaires is then applied to the rubrics in order to judge the development level of the country’s assessment system in different areas. The basic structure of the rubrics for evaluating data collected using the standardized questionnaires is summarized in Appendix 2. The goal of the rubrics is to provide a country with some sense of the
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development level of its assessment activities compared to best or recommended practice in each area. For each indicator, the rubric displays four development levels—Latent, Emerging, Established, and Advanced. These levels are artificially constructed categories chosen to represent key stages on the underlying continuum for each indicator. Each level is accompanied by a description of what performance on the indicator looks like at that level. Latent is the lowest level of performance; it
represents absence of, or deviation from, the desired attribute.
Emerging is the next level; it represents partial presence of the attribute.
Established represents the acceptable minimum standard.
Advanced represents the ideal or current best practice.
A summary of the development levels for each assessment type is presented in Appendix 3. In reality, assessment systems are likely to be at different levels of development in different areas. For example, a system may be Established in the area of examinations, but Emerging in the area of large-scale, system-level assessment, and vice versa. While intuition suggests that it is probably better to be further along in as many areas as possible, the evidence is unclear as to whether it is necessary to be functioning at Advanced levels in all areas. Therefore, one might view the Established level as a desirable minimum outcome to achieve in all areas, but only aspire beyond that in those areas that most contribute to the national vision or priorities for education. In line with these considerations, the ratings generated by the rubrics are not meant to be additive across assessment types (that is, they are not meant to be added to create an overall rating for an assessment system; they are only meant to produce an overall rating for each assessment type). The methodology for assigning development levels is summarized in Appendix 4.
Education in the Punjab province Pakistan is a lower-middle-income country in South Asia. Current GDP per capita (US, 2012) is $1,257 with annual growth of 4 percent. Economic growth and progress in poverty reduction have slowed significantly over the past five years due to a weak macroeconomic environment, political and security conditions, and catastrophic natural shocks.
Punjab is Pakistan’s largest province (out of four), accounting for approximately three-fifths of the country’s population and income. In 2010/2011, primary net enrollment rate was 70 percent, and secondary net enrollment was 37 percent. In particular, there are low enrollment rates among girls in rural areas and children from poor households. In addition, the overall level of student achievement tends to be low; various assessments and surveys find that students perform significantly below curricular standards for key subjects and concepts at their grade level.
In order to increase both school participation and student achievement, Punjab has decided to focus specifically on improving teacher quality and performance. This decision is based on the government’s recognition that: 1) the teacher is the main instrument for student learning, and that many initiatives can affect the child only through the teacher; and 2) improved student learning helps retain students in school and attract new children to school. As a result, Punjab plans to promote teacher quality and performance both directly and indirectly through initiatives such as: (i) strengthening the system of field-based advisory support to teachers; (ii) introducing test-based recruitment of teachers; (iii) tying teacher compensation more closely to school performance; (iv) improving the regular collection of credible information on school, teacher, and student performance, and feeding this information back to internal and external stakeholders; and others.
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Detailed information was collected on the Punjab province’s student assessment system using the SABER-Student Assessment questionnaires and rubrics in 2012. This SABER-Student Assessment report reflects the status of the student assessment system in the Punjab province as of 2012. It is important to remember that these tools primarily focus on benchmarking a system’s policies and arrangements for assessment activities at the system or macro level. Additional data would need to be collected to determine actual, on-the-ground practices in the Punjab province, particularly by teachers and students in schools. The following sections discuss the findings by each assessment type, accompanied by suggested policy options. The suggested policy options were determined in collaboration with key local stakeholders based on the Punjab province’s immediate interests and needs. Detailed, completed rubrics for each assessment type in the Punjab province are provided in Appendix 5.
Classroom Assessment Level of development: EMERGING In Punjab, the 2006 National Curriculum document provides general, non-comprehensive guidelines on classroom assessment. The document provides information on assessment purposes, types and questions, and includes some sample test content and scoring criteria. Although available online, this document is not offered through other channels that are more readily accessible by teachers and other stakeholders, such as through teacher training courses or libraries. The Punjab Curriculum Authority Act 2012 established the Curriculum Authority. The Curriculum Authority is responsible for overseeing the supervision of curricula, preparing and approving textbooks, and maintaining standards of education in the Punjab province. The 2006 National Curriculum document has not been provided to all practicing classroom teachers, and because not all teachers have access to the internet, many teachers are not aware of the guidelines provided in the document. In addition to the 2006 National Curriculum document, there are some system-wide resources available for teachers to engage in classroom
assessment activities, including textbooks which contain questions at the end of the chapters. The Taleemi Calendar is a document that contains student learning outcomes for each grade and subject. In addition, the Directorate of Staff Development (DSD) has developed Teacher’s Guides which contain Student Learning Outcome (SLO)- based lesson plans for each subject and grade in primary school. These guides also include a section on the kinds of activities and homework that teachers can use to assess students on the particular SLO. There are some system-level mechanisms, such as pre- and in-service teacher training opportunities, in place that are intended to ensure that teachers develop the appropriate skills and expertise in classroom assessment. School inspection and teacher supervision also include a component focused on classroom assessment. However, on-the-ground classroom assessment practices tend to be mainly about recalling information, provide little feedback to students and parents, and are generally considered weak. Teachers primarily develop the questions directly from the textbook and use the exercises at the end of the chapters; they do not use explicit criteria for scoring or grading students’ work. In general, classroom assessment activities tend to vary from school to school and are usually based on the textbooks and not on the curricula. However, textbooks tend to not be aligned with the curriculum because they are based on a previous version of the curriculum (developed in 2002) and not on the most recent curricula that went into effect in 2006. There are no required uses of classroom assessment information to support student learning, and there are no mechanisms in place to systematically monitor the quality of classroom assessment practices. Suggested policy options: 1. Make the curriculum document more easily
accessible to stakeholders through, for example, libraries, teacher training courses, and schools.
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2. Develop detailed guidelines for teachers on how to carry out classroom assessment activities to support student learning.
3. Ensure more effective uses of classroom assessment information by: (i) communicating to teachers appropriate uses of the data; and (ii) making it compulsory for classroom assessment information to be disseminated to key stakeholders.
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Examinations Level of development: EMERGING The Secondary School Certificate exam is administered to students in Grades 9 and 10. The Secondary School Certificate exam is a major examination for graduation from secondary school, with approximately 1.7 million students taking it every year, and is therefore the focus of this report. The Punjab Boards of Intermediate and Secondary Education Act of 1976 authorizes the exam and outlines the governance, distribution of power, and responsibilities among key stakeholders. Additionally, the Examination Rules and Procedures document (known as the “Calendar”) for each of the Punjab Boards covers key aspects of the exam including the rules for preparation, the format of the examination, and the procedures to investigate inappropriate behavior. The Secondary School Certificate examination is intended to measure student attainment of the knowledge and skills outlined in the 2006 National Curriculum. In practice, the examination tests textbook knowledge. At the same time, textbooks are not well aligned with the curricula due to two main issues: (1) some textbooks in circulation are based on a previous version of the national curricula developed in 2002 (new textbooks based on the new curricula developed in 2006 are in various stages of development), and (2) textbooks are not perceived to adequately cover all aspects of the curricula, such as higher order thinking skills. Thus, there is no clear link between the examination and the student learning outcomes or the skills identified in the curriculum, resulting in inadequate coverage and the lack of higher order skills tested. Efforts to improve the examination have been led by the government and by donors. For example, several efforts to improve aspects of the examinations have been made by the Boards along with the Education Department, including the introduction of multiple-choice and short answer questions. The Boards have also sought to address the issues of standardization between the exam boards and the variation in the scoring of papers by collectively setting papers,
computerizing the scoring of the multiple-choice questions, and swapping examination papers between boards. The Aga Khan University Examination Board and USAID have also supported efforts to improve the quality of the examination items and curriculum coverage of the Boards across Pakistan. Funding for the examination is provided by student fees, and covers all core examination activities including examination design, administration, data processing, and data reporting. There is a permanent staff responsible for running the examination, but it is insufficient to meet the needs of the examination due to staff members’ lack of technical capacity. Issues identified with the performance of the human resources responsible for the examination include errors in scoring, weakness in test design, omission of curricular topics, and errors in the examination questions and data processing. In general, comprehensive material to help prepare for the examination is accessible to most students. Such items include the textbook (which is considered the main resource, as the examination is textbook-based) and previous examination papers (as there is little repetition of examination questions from year to year). There is no technical documentation on the examination and there are no mechanisms in place to ensure the quality of the examination. Inappropriate behavior surrounding the examination process is moderate and includes leakage of the content of the paper prior to the examination, copying, and using unauthorized materials, such as prepared answers and notes. As a result, the credibility of the examination and its results tends to be called into question by many stakeholders. Suggested policy options: 1. Build the capacity of individuals responsible for
examination activities, especially in the areas of test design, curriculum alignment, and report writing. This could be done by: (i) making training opportunities available within the Boards, and (ii)
8
allocating funding for attending international courses or workshops. Introduce a mandate for capacity development of staff responsible for the examination. Identify which individuals or organizations will be responsible for the trainings, and provide them with regular funding for and access to the necessary training resources and key experts (at the provincial, national, and international levels).
2. Develop a technical report on the examination and disseminate it to key stakeholders.
3. Identify and agree on the official purposes and
possible uses of examination results, and introduce mechanisms, such as an oversight committee, to monitor actual uses.
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National Large-Scale Assessment (NLSA) Level of development: EMERGING The Punjab province carries out several national large-scale assessments to students at the primary and secondary levels. The Punjab Examination Commission (PEC) was established in 2006 and awarded a statutory status in 2010 through an act of parliament. PEC is responsible for designing, implementing, and reporting on assessments for all Grade 5 (primary school) and Grade 8 (middle school) students in Punjab. PEC conducts Grade 5 and Grade 8 annual assessments (known as “examinations”) in all subjects for all the public and private schools in Punjab. PEC provides individual student reports which grade the student’s performance on each of the expected student learning outcomes (SLOs) by subject. The main objective of these examinations is to develop a key database about children’s performance and as a result measure the performance of the teachers and schools. The Punjab province also carries out the Punjab Education Assessment System (PEAS). PEAS was administered for the first time in 2011 as an independent, provincial-level assessment exercise administered to students in public sector schools. PEAS is viewed as the most important assessment for use by policymakers. Previously, PEAS was part of the National Education Assessment System (NEAS). Under NEAS, starting in 2005, Punjab administered the assessment to a provincially representative sample of students and published a provincial report separate from the national report. Regular funding for PEAS is allocated by the government and donors. Funding covers some core PEAS activities, but not research and development. Although the PEAS office is a permanent agency, it is inadequately staffed to effectively carry out all PEAS activities. In general, there are issues in test design, frequent errors in data processing, and delays due to the dependence on external human resources, including for paper development, data entry, and analysis. In the past, the University of Education (Lahore) offered short courses and a specialized course was offered by
the University of Melbourne to prepare PEAS staff. However, none of these courses has been sustained, and Punjab province currently offers no opportunities to prepare individuals for work on the PEAS. The PEAS assessment measures competencies identified in the curriculum. However, since assessments are based on the 2006 curricula and the textbooks available are based on the previous curricula (developed in 2002), some skills assessed on PEAS are not available in the textbooks and could cause some confusion amongst teachers who only use the textbook to teach students. Various mechanisms are in place to ensure the quality of PEAS including: (i) all administrators are trained according to a protocol, (ii) there is a standardized manual for the administrators, (iii) a pilot is conducted before the main data collection takes place, (iv) all booklets are numbered, and (v) external and internal reviewers and observers are employed. Coding and scoring is a centralized activity, conducted in one place and overseen by persons involved in data analysis. A two-day training is held for scorers, and scorers are also provided with detailed codebooks and rubrics for open-ended questions. 10 percent of the scored assessment papers are also scored by another person. Protocols are also in place for ensuring the quality of data entry and data cleaning. At the time of data collection for this report, the 2011 PEAS results had not been finalized and thus dissemination had not yet taken place. There are plans, however, to prepare and disseminate three types of reports (technical, thematic for different audiences, and a simplified report for a general audience) as well as to carry out district-based workshops to communicate the results. Suggested policy options: 1. Develop the capacity of PEAS staff by (i) introducing
workshops and trainings on education measurement and evaluation, including, in particular, data analysis and report writing; (ii) providing funding to PEAS staff to attend international programs on educational measurement and evaluation; and (iii) identifying
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external human resources for conducting translation verifications between Urdu and Sindhi.
2. Identify the intended uses of PEAS results; develop and implement a plan to disseminate the results to stakeholders; introduce mechanisms, such as an oversight committee, to monitor actual uses of PEAS results.
.
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International Large-Scale Assessment (ILSA) Level of development: LATENT The Punjab province has not participated in an ILSA, and it does not have plans to do so in the near future. Suggested policy options: 1. Create an opportunity for high-level discussion
among key stakeholders on key education policy questions or problems for which ILSA data could be useful.
2. Determine the need for, and possible next steps in relation to, participation in an ILSA exercise.
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Appendix 1: Assessment Types and Their Key Differences
Classroom Large-scale assessment Surveys
Examinations
National International Exit Entrance Purpose
To provide immediate feedback to inform classroom instruction
To provide feedback on overall health of the system at particular grade/age level(s), and to monitor trends in learning
To provide feedback on the comparative performance of the education system at particular grade/age level(s)
To certify students as they move from one level of the education system to the next (or into the workforce)
To select students for further educational opportunities
Frequency Daily For individual subjects offered on a regular basis (such as every 3-5 years)
For individual subjects offered on a regular basis (such as every 3-5 years)
Annually and more often where the system allows for repeats
Annually and more often where the system allows for repeats
Who is tested?
All students Sample or census of students at a particular grade or age level(s)
A sample of students at a particular grade or age level(s)
All eligible students
All eligible students
Format Varies from observation to questioning to paper-and-pencil tests to student performances
Usually multiple choice and short answer
Usually multiple choice and short answer
Usually essay and multiple choice
Usually essay and multiple choice
Coverage of curriculum
All subject areas Generally confined to a few subjects
Generally confined to one or two subjects
Covers main subject areas
Covers main subject areas
Additional information collected from students?
Yes, as part of the teaching process
Frequently Yes Seldom Seldom
Scoring Usually informal and simple
Varies from simple to more statistically sophisticated techniques
Usually involves statistically sophisticated techniques
Varies from simple to more statistically sophisticated techniques
Varies from simple to more statistically sophisticated techniques
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Appendix 2: Basic Structure of Rubrics for Evaluating Data Collected on a Student Assessment System
Dimension
Development Level
LATENT (Absence of, or deviation from,
attribute)
EMERGING (On way to meeting minimum standard)
ESTABLISHED (Acceptable
minimum standard)
ADVANCED (Best practice) Justification
EC—ENABLING CONTEXT EC1—Policies EC2—Leadership, public engagement
EC3—Funding EC4—Institutional arrangements EC5—Human resources
SA—SYSTEM ALIGNMENT SA1—Learning/quality goals SA2—Curriculum SA3—Pre-, in-service teacher training
AQ—ASSESSMENT QUALITY AQ1—Ensuring quality (design, administration, analysis)
AQ2—Ensuring effective uses
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Appendix 3: Summary of the Development Levels for Each Assessment Type
Assessment Type LATENT EMERGING ESTABLISHED
ADVANCED
Absence of, or deviation from, the attribute
On way to meeting minimum standard
Acceptable minimum standard
Best practice
CLASSROOM ASSESSMENT
There is no system-wide institutional capacity to support and ensure the quality of classroom assessment practices.
There is weak system-wide institutional capacity to support and ensure the quality of classroom assessment practices.
There is sufficient system-wide institutional capacity to support and ensure the quality of classroom assessment practices.
There is strong system-wide institutional capacity to support and ensure the quality of classroom assessment practices.
EXAMINATIONS
There is no standardized examination in place for key decisions.
There is a partially stable standardized examination in place, and a need to develop institutional capacity to run the examination. The examination typically is of poor quality and is perceived as unfair or corrupt.
There is a stable standardized examination in place. There is institutional capacity and some limited mechanisms to monitor it. The examination is of acceptable quality and is perceived as fair for most students and free from corruption.
There is a stable standardized examination in place and institutional capacity and strong mechanisms to monitor it. The examination is of high quality and is perceived as fair and free from corruption.
NATIONAL (OR SYSTEM-LEVEL) LARGE-SCALE ASSESSMENT
There is no NLSA in place.
There is an unstable NLSA in place and a need to develop institutional capacity to run the NLSA. Assessment quality and impact are weak.
There is a stable NLSA in place. There is institutional capacity and some limited mechanisms to monitor it. The NLSA is of moderate quality and its information is disseminated, but not always used in effective ways.
There is a stable NLSA in place and institutional capacity and strong mechanisms to monitor it. The NLSA is of high quality and its information is effectively used to improve education.
INTERNATIONAL LARGE-SCALE ASSESSMENT
There is no history of participation in an ILSA nor plans to participate in one.
Participation in an ILSA has been initiated, but there still is need to develop institutional capacity to carry out the ILSA.
There is more or less stable participation in an ILSA. There is institutional capacity to carry out the ILSA. The information from the ILSA is disseminated, but not always used in effective ways.
There is stable participation in an ILSA and institutional capacity to run the ILSA. The information from the ILSA is effectively used to improve education.
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Appendix 4: Methodology for Assigning Development Levels 1. The country team or consultant collects information about the assessment system in the country or system. 2. Based on the collected information, a level of development and score is assigned to each dimension in the rubrics:
Latent = 1 score point Emerging = 2 score points Established = 3 score points Advanced = 4 score points
3. The score for each quality driver is computed by aggregating the scores for each of its constituent dimensions. For example: The quality driver, ‘Enabling Context,’ in the case of ILSA, has 3 dimensions on which a hypothetical country or system receives the following scores: Dimension A = 2 points; Dimension B = 2 points; Dimension C = 3 points. The hypothetical country’s or system’s overall score for this quality driver would be: (2+2+3)/3 = 2.33 4. A preliminary level of development is assigned to each quality driver. 5. The preliminary development level is validated using expert judgment in cooperation with the country team and The World Bank Task Team Leader. For scores that allow a margin of discretion (i.e., to choose between two levels of development), a final decision has to be made based on expert judgment. For example, the aforementioned hypothetical country or system has an ‘Enabling Context’ score of 2.33, corresponding to a preliminary level of development of ‘Emerging or Established.’ Based on qualitative information not captured in the rubric, along with expert judgment, the country team chooses ‘Emerging’ as the most appropriate level.
6. Scores for certain key dimensions under ‘Enabling Context’ (in the case of EXAM, NLSA, and ILSA) and under ‘System Alignment’ (in the case of CLASS) were set as ceiling scores, i.e., the overall mean score for the particular assessment type cannot be greater than the score for these key dimensions. These key variables include formal policy, regular funding, having a permanent assessment unit, and the quality of assessment practices.
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pr
ovid
es
guid
elin
es
for
clas
sroo
m
asse
ssm
ent.
Ther
e is
an
info
rmal
sy
stem
-leve
l do
cum
ent
that
pro
vide
s gu
idel
ines
for
cl
assr
oom
ass
essm
ent. 1
Ther
e is
a fo
rmal
sys
tem
-leve
l doc
umen
t th
at p
rovi
des
guid
elin
es f
or c
lass
room
as
sess
men
t.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
The
avai
labi
lity
of
the
docu
men
t is
rest
ricte
d. 2
Th
e do
cum
ent i
s wid
ely
avai
labl
e.
ENAB
LIN
G CO
NTE
XT A
ND
SYS
TEM
ALI
GNM
ENT
2:
Alig
ning
clas
sroo
m a
sses
smen
t with
syst
em le
arni
ng g
oals
Ther
e ar
e no
sys
tem
-wid
e re
sour
ces
for
teac
hers
for c
lass
room
ass
essm
ent.
Ther
e ar
e sc
arce
sys
tem
-wid
e re
sour
ces
for t
each
ers f
or c
lass
room
ass
essm
ent.
Ther
e ar
e so
me
syst
em-w
ide
reso
urce
s fo
r tea
cher
s for
cla
ssro
om a
sses
smen
t. 3
Ther
e ar
e a
varie
ty
of
syst
em-w
ide
reso
urce
s av
aila
ble
for
teac
hers
fo
r cl
assr
oom
ass
essm
ent.
Ther
e is
no
offic
ial
curr
icul
um
or
stan
dard
s doc
umen
t. Th
ere
is an
of
ficia
l cu
rric
ulum
or
st
anda
rds
docu
men
t, bu
t it
is no
t cl
ear
wha
t st
uden
ts a
re e
xpec
ted
to le
arn
or
to w
hat l
evel
of p
erfo
rman
ce.
Ther
e is
an
offic
ial
curr
icul
um
or
stan
dard
s do
cum
ent
that
spe
cifie
s w
hat
stud
ents
are
exp
ecte
d to
lear
n, b
ut t
he
leve
l of
pe
rfor
man
ce
requ
ired
is no
t cl
ear. 4
Ther
e is
an
offic
ial
curr
icul
um
or
stan
dard
s do
cum
ent
that
spe
cifie
s w
hat
stud
ents
are
exp
ecte
d to
lea
rn a
nd t
o w
hat l
evel
of p
erfo
rman
ce.
ENAB
LIN
G CO
NTE
XT A
ND
SYS
TEM
ALI
GNM
ENT
3:
Hav
ing
effe
ctiv
e hu
man
res
ourc
es to
carr
y ou
t cla
ssro
om a
sses
smen
t act
iviti
es
Ther
e ar
e no
sys
tem
-leve
l m
echa
nism
s to
ens
ure
that
tea
cher
s de
velo
p sk
ills
and
expe
rtise
in c
lass
room
ass
essm
ent.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
ere
are
som
e sy
stem
-leve
l m
echa
nism
s to
en
sure
th
at
teac
hers
de
velo
p sk
ills
and
expe
rtise
in c
lass
room
as
sess
men
t. 5
Ther
e ar
e a
varie
ty
of
syst
em-le
vel
mec
hani
sms
to
ensu
re
that
te
ache
rs
deve
lop
skill
s an
d ex
pert
ise in
cla
ssro
om
asse
ssm
ent.
* * * *
*
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
19
ASSE
SSM
ENT
QU
ALIT
Y Q
ualit
y of
cla
ssro
om a
sses
smen
t des
ign,
adm
inist
ratio
n, a
naly
sis, a
nd u
se.
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ASSE
SSM
ENT
QU
ALIT
Y 1:
En
suri
ng th
e qu
alit
y of
clas
sroo
m a
sses
smen
t
Clas
sroo
m
asse
ssm
ent
prac
tices
su
ffer
from
wid
espr
ead
wea
knes
ses
or t
here
is
no i
nfor
mat
ion
avai
labl
e on
cla
ssro
om
asse
ssm
ent p
ract
ices
.
Clas
sroo
m
asse
ssm
ent
prac
tices
ar
e kn
own
to b
e w
eak.
6
Clas
sroo
m
asse
ssm
ent
prac
tices
ar
e kn
own
to b
e of
mod
erat
e qu
ality
. Cl
assr
oom
as
sess
men
t pr
actic
es
are
know
n to
be
gene
rally
of h
igh
qual
ity.
Ther
e ar
e no
mec
hani
sms
to m
onito
r the
qu
ality
of
cl
assr
oom
as
sess
men
t pr
actic
es. 7
Ther
e ar
e ad
hoc
mec
hani
sms
to m
onito
r th
e qu
ality
of
cl
assr
oom
as
sess
men
t pr
actic
es.
Ther
e ar
e lim
ited
syst
emat
ic m
echa
nism
s to
m
onito
r th
e qu
ality
of
cl
assr
oom
as
sess
men
t pra
ctic
es.
Ther
e ar
e va
ried
and
syst
emat
ic
mec
hani
sms
in
plac
e to
m
onito
r th
e qu
ality
of
cl
assr
oom
as
sess
men
t pr
actic
es.
ASSE
SSM
ENT
QU
ALIT
Y 2:
En
suri
ng e
ffect
ive
uses
of c
lass
room
ass
essm
ent
Clas
sroo
m a
sses
smen
t inf
orm
atio
n is
not
requ
ired
to
be
diss
emin
ated
to
ke
y st
akeh
olde
rs.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Cl
assr
oom
as
sess
men
t in
form
atio
n is
requ
ired
to b
e di
ssem
inat
ed to
som
e ke
y st
akeh
olde
rs. 8
Clas
sroo
m
asse
ssm
ent
info
rmat
ion
is re
quire
d to
be
diss
emin
ated
to
all
key
stak
ehol
ders
.
Ther
e ar
e no
req
uire
d us
es o
f cla
ssro
om
asse
ssm
ent t
o su
ppor
t stu
dent
lear
ning
. Th
ere
are
limite
d re
quire
d us
es
of
clas
sroo
m
asse
ssm
ent
to
supp
ort
stud
ent l
earn
ing.
Ther
e ar
e ad
equa
te
requ
ired
uses
of
cl
assr
oom
as
sess
men
t to
su
ppor
t st
uden
t le
arni
ng, e
xclu
ding
its
use
as a
n in
put f
or e
xter
nal e
xam
inat
ion
resu
lts.
Ther
e ar
e ad
equa
te
requ
ired
uses
of
cl
assr
oom
ass
essm
ent t
o su
ppor
t stu
dent
le
arni
ng, i
nclu
ding
its
use
as a
n in
put
for
exte
rnal
exa
min
atio
n re
sults
.
*
**
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
20
Clas
sroo
m A
sses
smen
t: Developmen
t-level rating j
ustifications
1.
The
only
sys
tem
-leve
l do
cum
ent
that
pro
vide
s so
me
reco
mm
enda
tions
on
asse
ssm
ent
prac
tices
is
the
Nat
iona
l Cu
rric
ula
2006
. It
prov
ides
gen
eral
in
form
atio
n on
ass
essm
ent p
urpo
ses,
type
s, a
nd q
uest
ions
and
som
e sa
mpl
e te
st c
onte
nt a
nd s
corin
g cr
iteria
, but
thes
e ar
e no
t co
mpr
ehen
sive
guid
elin
es.
Addi
tiona
lly, m
ost t
each
ers
have
not
bee
n pr
ovid
ed w
ith th
e cu
rric
ulum
doc
umen
t, an
d ar
e th
eref
ore
not a
war
e of
thes
e gu
idel
ines
. The
Pun
jab
Curr
icul
um
Auth
ority
Act
201
2 es
tabl
ished
the
Cur
ricul
um A
utho
rity.
The
Cur
ricul
um A
utho
rity
is re
spon
sible
for
over
seei
ng t
he s
uper
visio
n of
cur
ricul
um, p
repa
ring
and
appr
ovin
g te
xtbo
oks,
and
mai
ntai
ning
stan
dard
s of e
duca
tion
in th
e Pu
njab
pro
vinc
e.
2.
Th
e N
atio
nal C
urric
ula
2006
is a
vaila
ble
onlin
e bu
t not
thro
ugh
othe
r cha
nnel
s, su
ch a
s lib
rarie
s and
teac
her t
rain
ing
cour
ses a
nd c
olle
ges,
that
teac
hers
and
ot
her s
take
hold
ers c
an e
asily
acc
ess.
3.
The
Tale
emi C
alen
dar
is a
docu
men
t th
at c
onta
ins
stud
ent
lear
ning
out
com
es fo
r ea
ch g
rade
and
sub
ject
. The
re a
re a
lso t
extb
ooks
and
wor
kboo
ks t
hat
prov
ide
supp
ort
for
clas
sroo
m a
sses
smen
t. Th
ey c
onta
in q
uest
ions
at
the
end
of t
he c
hapt
er, a
s w
ell a
s gu
idel
ines
for
teac
hers
on
cond
uctin
g cl
assr
oom
ac
tiviti
es f
or a
sses
smen
t pu
rpos
es, s
uch
as s
ugge
stin
g to
tea
cher
s to
hol
d sp
eech
com
petit
ions
. Dire
ctor
ate
of S
taff
Deve
lopm
ent
(DSD
) ha
s de
velo
ped
Teac
her’s
Gui
des
that
con
tain
Stu
dent
Lea
rnin
g O
utco
me
(SLO
)-bas
ed le
sson
pla
ns fo
r eac
h su
bjec
t and
gra
de in
prim
ary
scho
ol. T
hese
incl
ude
a se
ctio
n on
th
e ki
nds o
f act
iviti
es/h
omew
ork
teac
hers
can
use
to a
sses
s stu
dent
s on
that
SLO
.
4.
Ther
e is
an o
ffici
al n
atio
nal c
urric
ulum
whi
ch w
ent
into
effe
ct in
200
6. A
fter
the
18th
con
stitu
tiona
l am
endm
ent,
the
auth
ority
to d
evel
op c
urric
ulum
has
be
en tr
ansf
erre
d to
the
prov
ince
s and
som
e pr
ovin
ces a
re d
evel
opin
g th
eir o
wn
curr
icul
a, b
ut it
is n
ot c
lear
whe
ther
the
Punj
ab p
rovi
nce
is do
ing
so.
5.
Sy
stem
-leve
l mec
hani
sms
incl
ude
pre-
and
in-s
ervi
ce te
ache
r tra
inin
g, a
s w
ell a
s sc
hool
insp
ectio
n or
teac
her s
uper
visio
n, w
hich
incl
udes
a c
ompo
nent
that
is
focu
sed
on c
lass
room
ass
essm
ent.
6.
It
is no
t co
mm
on f
or c
lass
room
ass
essm
ent
activ
ities
to
rely
mai
nly
on m
ultip
le-c
hoic
e, s
elec
tion-
type
que
stio
ns a
s sh
ort-
and
long
-ans
wer
que
stio
ns.
Clas
sroo
m a
sses
smen
t act
iviti
es a
re, h
owev
er, m
ainl
y ab
out r
ecal
ling
info
rmat
ion
beca
use
teac
hers
dev
elop
que
stio
ns d
irect
ly fr
om th
e te
xtbo
ok. T
each
ers
also
do
not
use
a pr
iori
crite
ria f
or g
radi
ng s
tude
nts'
wor
k be
caus
e th
ere
are
no s
yste
m-le
vel
guid
elin
es o
r sc
orin
g cr
iteria
. Ad
ditio
nally
, cl
assr
oom
as
sess
men
t ac
tiviti
es v
ary
from
sch
ool t
o sc
hool
and
gen
eral
ly p
rovi
de li
ttle
use
ful f
eedb
ack
to s
tude
nts
and
pare
nts.
In g
ener
al, c
lass
room
ass
essm
ent
activ
ities
are
bas
ed o
n th
e te
xtbo
oks n
ot th
e cu
rric
ula.
(Tex
tboo
ks a
re g
ener
ally
not
alig
ned
with
the
curr
icul
a be
caus
e th
e te
xtbo
oks i
n ci
rcul
atio
n ar
e ba
sed
on a
pre
viou
s ve
rsio
n of
the
natio
nal c
urric
ula
that
was
dev
elop
ed in
200
2. T
here
are
no
new
text
book
s th
at a
re b
ased
on
the
new
cur
ricul
a th
at w
ent i
nto
effe
ct in
200
6.)
7.
Th
ere
do n
ot a
ppea
r to
be a
ny s
yste
m-le
vel m
echa
nism
s th
at m
onito
r the
qua
lity
of a
sses
smen
t act
iviti
es. T
he fo
cus
is pr
imar
ily o
n te
st re
sults
. It a
ppea
rs
that
form
al te
ache
r pe
rfor
man
ce e
valu
atio
n is
only
a r
egul
ar p
ract
ice
at th
e se
cond
ary
leve
l and
in t
hat c
ase,
usu
ally
with
rel
atio
n to
Boa
rd e
xam
res
ults
. Ge
nera
lly, d
istric
t st
aff
visit
s te
nd t
o fo
cus
on m
ore
adm
inist
rativ
e as
pect
s, en
rollm
ent,
or t
each
er p
rese
nce.
At
the
key
grad
es a
nd t
he s
econ
dary
leve
l w
here
a b
oard
exa
m w
ill b
e ta
ken,
it a
ppea
rs th
ere
is an
inte
rest
in th
e st
uden
t res
ults
. Fin
ally
the
Dist
rict T
each
er E
duca
tors
(DTE
) visi
ts a
lso fo
cus o
n re
sults
of
thei
r mon
thly
test
s, no
t the
teac
hers
’ ow
n pr
actic
es.
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
21
8.
Te
ache
rs a
re r
equi
red
to r
epor
t on
indi
vidu
al s
tude
nts’
per
form
ance
to
scho
ol d
istric
t an
d M
inist
ry o
f Edu
catio
n of
ficia
ls. S
peci
fical
ly, s
tude
nt r
esul
ts a
re
repo
rted
to
the
dist
rict
educ
atio
n de
part
men
t (u
sual
ly f
or a
nnua
l tes
ts).
In s
ome
case
s fo
r th
ose
clas
ses
prep
arin
g fo
r bo
ard
exam
s, p
artic
ular
ly a
t th
e se
cond
ary
leve
l (i.e
., gr
ades
9 a
nd 1
0), i
t app
ears
that
term
test
s are
also
repo
rted
.
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
22
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
Exam
inat
ions
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
23
ENAB
LIN
G CO
NTE
XT
Ove
rall
fram
ewor
k of
pol
icie
s, le
ader
ship
, org
aniza
tiona
l str
uctu
res,
fisca
l and
hum
an re
sour
ces i
n w
hich
ass
essm
ent a
ctiv
ity ta
kes p
lace
in a
cou
ntry
or s
yste
m
and
the
exte
nt to
whi
ch th
at fr
amew
ork
is co
nduc
ive
to, o
r sup
port
ive
of, t
he a
sses
smen
t act
ivity
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ENAB
LIN
G CO
NTE
XT 1
:
Sett
ing
clea
r po
licie
s
No
stan
dard
ized
exam
inat
ion
has
take
n pl
ace.
Th
e st
anda
rdize
d ex
amin
atio
n ha
s be
en
oper
atin
g on
an
irreg
ular
bas
is.
The
exam
inat
ion
is a
stab
le p
rogr
am th
at
has b
een
oper
atin
g re
gula
rly.
This
optio
n do
es
not
appl
y to
th
is di
men
sion
Ther
e is
no
polic
y do
cum
ent
that
au
thor
izes t
he e
xam
inat
ion.
Th
ere
is an
in
form
al
or
draf
t po
licy
docu
men
t th
at
auth
orize
s th
e ex
amin
atio
n.
Ther
e is
a fo
rmal
pol
icy
docu
men
t th
at
auth
orize
s the
exa
min
atio
n. 1
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e po
licy
docu
men
t is
not
avai
labl
e to
th
e pu
blic
. 2
The
polic
y do
cum
ent
is av
aila
ble
to t
he
publ
ic.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
The
polic
y do
cum
ent
addr
esse
s so
me
key
aspe
cts o
f the
exa
min
atio
n. 3
The
polic
y do
cum
ent
addr
esse
s al
l ke
y as
pect
s of t
he e
xam
inat
ion.
ENAB
LIN
G CO
NTE
XT 2
: H
avin
g st
rong
lead
ersh
ip
All
stak
ehol
der
grou
ps s
tron
gly
oppo
se
the
exam
inat
ion
or a
re in
diffe
rent
to it
. 4
Mos
t st
akeh
olde
r gr
oups
op
pose
th
e ex
amin
atio
n.
Mos
t st
akeh
olde
rs g
roup
s su
ppor
t th
e ex
amin
atio
n.
All
stak
ehol
der
grou
ps
supp
ort
the
exam
inat
ion.
Ther
e ar
e no
att
empt
s to
im
prov
e th
e ex
amin
atio
n by
stak
ehol
der g
roup
s.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
ere
are
inde
pend
ent
atte
mpt
s to
im
prov
e th
e ex
amin
atio
n by
sta
keho
lder
gr
oups
. 5
Ther
e ar
e co
ordi
nate
d at
tem
pts
to
impr
ove
the
exam
inat
ion
by s
take
hold
er
grou
ps.
Effo
rts
to i
mpr
ove
the
exam
inat
ion
are
not
wel
com
ed
by
the
lead
ersh
ip
in
char
ge o
f the
exa
min
atio
n. 6
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Ef
fort
s to
im
prov
e th
e ex
amin
atio
n ar
e ge
nera
lly w
elco
med
by
the
lead
ersh
ip in
ch
arge
of t
he e
xam
inat
ion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
(CO
NTI
NU
ED)
*
*
* **
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
24
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ENAB
LIN
G CO
NTE
XT 3
: H
avin
g re
gula
r fu
ndin
g
Ther
e is
no f
undi
ng a
lloca
ted
for
the
exam
inat
ion.
Th
ere
is irr
egul
ar f
undi
ng a
lloca
ted
for
the
exam
inat
ion.
7
Ther
e is
regu
lar f
undi
ng a
lloca
ted
for t
he
exam
inat
ion.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Fu
ndin
g co
vers
som
e co
re e
xam
inat
ion
activ
ities
: de
sign,
ad
min
istra
tion,
da
ta
proc
essin
g or
repo
rtin
g.
Fund
ing
cove
rs
all
core
ex
amin
atio
n ac
tiviti
es:
desig
n,
adm
inist
ratio
n,
data
pr
oces
sing
and
repo
rtin
g. 8
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Fu
ndin
g do
es n
ot c
over
res
earc
h an
d de
velo
pmen
t. 9
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Fu
ndin
g co
vers
re
sear
ch
and
deve
lopm
ent.
ENAB
LIN
G CO
NTE
XT 4
: H
avin
g st
rong
org
aniz
atio
nal s
truc
ture
s
The
exam
inat
ion
offic
e do
es n
ot e
xist
or
is ne
wly
est
ablis
hed.
Th
e ex
amin
atio
n of
fice
is ne
wly
es
tabl
ished
. Th
e ex
amin
atio
n of
fice
is a
stab
le
orga
niza
tion.
10
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
The
exam
inat
ion
offic
e is
not
acco
unta
ble
to
an
exte
rnal
bo
ard
or
agen
cy.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e ex
amin
atio
n of
fice
is ac
coun
tabl
e to
an
ext
erna
l boa
rd o
r age
ncy.
11
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Exam
inat
ion
resu
lts a
re n
ot r
ecog
nize
d by
any
cer
tific
atio
n or
sele
ctio
n sy
stem
. Ex
amin
atio
n re
sults
are
rec
ogni
zed
by
cert
ifica
tion
or s
elec
tion
syst
em i
n th
e co
untr
y/sy
stem
. 12
Exam
inat
ion
resu
lts a
re r
ecog
nize
d by
on
e ce
rtifi
catio
n or
sel
ectio
n sy
stem
in
anot
her c
ount
ry/s
yste
m.
Exam
inat
ion
resu
lts a
re r
ecog
nize
d by
tw
o or
mor
e ce
rtifi
catio
n or
sel
ectio
n sy
stem
in a
noth
er c
ount
ry/s
yste
m.
The
exam
inat
ion
offic
e do
es n
ot h
ave
the
requ
ired
faci
litie
s to
car
ry o
ut t
he
exam
inat
ion.
13
The
exam
inat
ion
offic
e ha
s so
me
of t
he
requ
ired
faci
litie
s to
ca
rry
out
the
exam
inat
ion.
The
exam
inat
ion
offic
e ha
s al
l of
the
re
quire
d fa
cilit
ies
to
carr
y ou
t th
e ex
amin
atio
n.
The
exam
inat
ion
offic
e ha
s st
ate
of t
he
art f
acili
ties t
o ca
rry
out t
he e
xam
inat
ion.
(CO
NTI
NU
ED)
*
*
*
**
*
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
25
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ENAB
LIN
G CO
NTE
XT 5
:
Hav
ing
effe
ctiv
e hu
man
res
ourc
es
Ther
e is
no
staf
f to
ca
rry
out
the
exam
inat
ion.
Th
e ex
amin
atio
n of
fice
is in
adeq
uate
ly
staf
fed
to
effe
ctiv
ely
carr
y ou
t th
e ex
amin
atio
n, is
sues
are
per
vasiv
e. 1
4
The
exam
inat
ion
offic
e is
adeq
uate
ly
staf
fed
to
carr
y ou
t th
e ex
amin
atio
n ef
fect
ivel
y, w
ith m
inim
al is
sues
.
The
exam
inat
ion
offic
e is
adeq
uate
ly
staf
fed
to
carr
y ou
t th
e as
sess
men
t ef
fect
ivel
y, w
ith n
o iss
ues.
The
coun
try/
syst
em
does
no
t of
fer
oppo
rtun
ities
tha
t pr
epar
e fo
r w
ork
on
the
exam
inat
ion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e co
untr
y/sy
stem
of
fers
so
me
oppo
rtun
ities
tha
t pr
epar
e fo
r w
ork
on
the
exam
inat
ion.
The
coun
try/
syst
em o
ffers
a w
ide
rang
e of
opp
ortu
nitie
s th
at p
repa
re f
or w
ork
on th
e ex
amin
atio
n.
*
*
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
26
SYST
EM A
LIGN
MEN
T De
gree
to w
hich
the
asse
ssm
ent i
s coh
eren
t with
oth
er c
ompo
nent
s of t
he e
duca
tion
syst
em.
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
SYST
EM A
LIGN
MEN
T 1:
Al
igni
ng e
xam
inat
ions
wit
h le
arni
ng g
oals
and
opp
ortu
nitie
s to
lear
n
It is
not
clea
r w
hat
the
exam
inat
ion
mea
sure
s.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
ere
is a
clea
r un
ders
tand
ing
of w
hat
the
exam
inat
ion
mea
sure
s.15
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Wha
t th
e ex
amin
atio
n m
easu
res
is qu
estio
ned
by s
ome
stak
ehol
der
grou
ps.
16
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
W
hat
is m
easu
red
by t
he e
xam
inat
ion
is la
rgel
y ac
cept
ed b
y st
akeh
olde
r gro
ups.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Mat
eria
l to
prep
are
for
the
exam
inat
ion
is m
inim
al a
nd i
t is
only
acc
essib
le t
o ve
ry fe
w st
uden
ts.
Ther
e is
som
e m
ater
ial t
o pr
epar
e fo
r the
ex
amin
atio
n th
at i
s ac
cess
ible
to
som
e st
uden
ts.
Ther
e is
com
preh
ensiv
e m
ater
ial
to
prep
are
for
the
exam
inat
ion
that
is
acce
ssib
le to
mos
t stu
dent
s. 1
7
Ther
e is
com
preh
ensiv
e m
ater
ial
to
prep
are
for
the
exam
inat
ion
that
is
acce
ssib
le to
all
stud
ents
.
SYST
EM A
LIGN
MEN
T 2:
Pr
ovid
ing
teac
hers
wit
h op
port
uniti
es to
lear
n ab
out t
he e
xam
inat
ion
Ther
e ar
e no
cou
rses
or
wor
ksho
ps o
n ex
amin
atio
ns a
vaila
ble
to te
ache
rs.
Ther
e ar
e no
up
-to-
date
co
urse
s or
w
orks
hops
on
exam
inat
ions
ava
ilabl
e to
te
ache
rs.
Ther
e ar
e up
-to-
date
vol
unta
ry c
ours
es
or w
orks
hops
on
exam
inat
ions
ava
ilabl
e to
teac
hers
.
Ther
e ar
e up
-to-
date
com
pulso
ry c
ours
es
or
wor
ksho
ps
on
exam
inat
ions
fo
r te
ache
rs.
Teac
hers
ar
e ex
clud
ed
from
al
l ex
amin
atio
n-re
late
d ta
sks.
Te
ache
rs
are
invo
lved
in
ve
ry
few
ex
amin
atio
n-re
late
d ta
sks.
Te
ache
rs
are
invo
lved
in
so
me
exam
inat
ion-
rela
ted
task
s.
Teac
hers
ar
e in
volv
ed
in
mos
t ex
amin
atio
n-re
late
d ta
sks.
18
*
*
*
*
*
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
27
ASSE
SSM
ENT
QU
ALIT
Y De
gree
to w
hich
the
asse
ssm
ent m
eets
qua
lity
stan
dard
s, is
fair,
and
is u
sed
in a
n ef
fect
ive
way
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ASSE
SSM
ENT
QU
ALIT
Y 1:
En
suri
ng q
ualit
y
Ther
e is
no t
echn
ical
rep
ort
or o
ther
do
cum
enta
tion.
Th
ere
is so
me
docu
men
tatio
n on
the
ex
amin
atio
n, b
ut i
t is
not
in
a fo
rmal
re
port
form
at.
Ther
e is
a co
mpr
ehen
sive
tech
nica
l re
port
but
with
rest
ricte
d ci
rcul
atio
n.
Ther
e is
a co
mpr
ehen
sive,
hig
h qu
ality
te
chni
cal r
epor
t av
aila
ble
to t
he g
ener
al
publ
ic.
Ther
e ar
e no
mec
hani
sms
in p
lace
to
ensu
re th
e qu
ality
of t
he e
xam
inat
ion.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Ther
e ar
e lim
ited
syst
emat
ic m
echa
nism
s in
pla
ce t
o en
sure
the
qua
lity
of t
he
exam
inat
ion.
Ther
e ar
e va
ried
and
syst
emat
ic
mec
hani
sms
in
plac
e to
en
sure
th
e qu
ality
of t
he e
xam
inat
ion.
ASSE
SSM
ENT
QU
ALIT
Y 2:
En
suri
ng fa
irne
ss
Inap
prop
riate
beh
avio
r su
rrou
ndin
g th
e ex
amin
atio
n pr
oces
s is h
igh.
In
appr
opria
te b
ehav
ior
surr
ound
ing
the
exam
inat
ion
proc
ess i
s mod
erat
e. 1
9 In
appr
opria
te b
ehav
ior
surr
ound
ing
the
exam
inat
ion
proc
ess i
s low
. In
appr
opria
te b
ehav
ior
surr
ound
ing
the
exam
inat
ion
proc
ess i
s mar
gina
l.
The
exam
inat
ion
resu
lts l
ack
cred
ibili
ty
for a
ll st
akeh
olde
r gro
ups.
Th
e ex
amin
atio
n re
sults
are
cre
dibl
e fo
r so
me
stak
ehol
der g
roup
s. 2
0 Th
e ex
amin
atio
n re
sults
are
cre
dibl
e fo
r al
l sta
keho
lder
gro
ups.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
The
maj
ority
of
the
stud
ents
(ov
er 5
0%)
may
not
take
the
exam
inat
ion
beca
use
of
lang
uage
, ge
nder
, or
oth
er e
quiv
alen
t ba
rrie
rs.
A sig
nific
ant
prop
ortio
n of
st
uden
ts
(10%
-50%
) may
not
take
the
exam
inat
ion
beca
use
of l
angu
age,
gen
der,
or o
ther
eq
uiva
lent
bar
riers
.
A sm
all p
ropo
rtio
n of
stu
dent
s (le
ss th
an
10%
) m
ay
not
take
th
e ex
amin
atio
n be
caus
e of
lan
guag
e, g
ende
r, or
oth
er
equi
vale
nt b
arrie
rs. 2
1
All
stud
ents
can
tak
e th
e ex
amin
atio
n;
ther
e ar
e no
lang
uage
, ge
nder
or
othe
r eq
uiva
lent
bar
riers
.
(CO
NTI
NU
ED)
* *
* *
*
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
28
LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ASSE
SSM
ENT
QU
ALIT
Y 3:
Us
ing
exam
inat
ion
info
rmat
ion
in a
fair
way
Exam
inat
ion
resu
lts a
re n
ot u
sed
in a
pr
oper
way
by
all s
take
hold
er g
roup
s.
Exam
inat
ion
resu
lts a
re u
sed
by s
ome
stak
ehol
der g
roup
s in
a pr
oper
way
. Ex
amin
atio
n re
sults
are
use
d by
mos
t st
akeh
olde
r gro
ups i
n a
prop
er w
ay. 2
2 Ex
amin
atio
n re
sults
ar
e us
ed
by
all
stak
ehol
der g
roup
s in
a pr
oper
way
.
Stud
ent n
ames
and
resu
lts a
re p
ublic
. Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Stud
ents
’ res
ults
are
con
fiden
tial.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
ASSE
SSM
ENT
QU
ALIT
Y 4:
En
suri
ng p
ositi
ve c
onse
quen
ces o
f the
exa
min
atio
n
Ther
e ar
e no
opt
ions
for
stu
dent
s w
ho
do n
ot p
erfo
rm w
ell o
n th
e ex
amin
atio
n,
or s
tude
nts
mus
t le
ave
the
educ
atio
n sy
stem
.
Ther
e ar
e ve
ry
limite
d op
tions
fo
r st
uden
ts w
ho d
o no
t per
form
wel
l on
the
exam
inat
ion.
Ther
e ar
e so
me
optio
ns fo
r stu
dent
s who
do
not
per
form
wel
l on
the
exam
inat
ion.
23
Ther
e is
a va
riety
of o
ptio
ns fo
r stu
dent
s w
ho
do
not
perf
orm
w
ell
on
the
exam
inat
ion.
Ther
e ar
e no
mec
hani
sms
in p
lace
to
mon
itor
the
cons
eque
nces
of
th
e ex
amin
atio
n.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
ere
are
som
e m
echa
nism
s in
pla
ce t
o m
onito
r th
e co
nseq
uenc
es
of
the
exam
inat
ion.
Ther
e is
a va
riety
of m
echa
nism
s in
pla
ce
to
mon
itor
the
cons
eque
nces
of
th
e ex
amin
atio
n.
*
*
*
*
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
29
Exam
inat
ions
: Developmen
t-level rating j
ustifications
1.
The
form
al p
olic
y do
cum
ent
is th
e Pu
njab
Boa
rds
of In
term
edia
te a
nd S
econ
dary
Edu
catio
n Ac
t of
197
6. A
dditi
onal
ly, t
here
are
"Ex
amin
atio
n Ru
les
and
Proc
edur
es" d
ocum
ents
that
are
kno
wn
as th
e "C
alen
dar"
for e
ach
of th
e Pu
njab
Boa
rds,
whi
ch c
over
s key
are
as.
2.
Al
l act
s, o
rdin
ance
s, a
nd th
e Ca
lend
ar a
re te
chni
cally
pub
lic d
ocum
ents
, but
they
are
not
nec
essa
rily
easil
y ac
cess
ible
. The
full
Cale
ndar
is a
vaila
ble
in h
ard
copy
at t
he B
oard
on
requ
est,
and
it m
ust b
e pu
rcha
sed.
Par
ts o
f the
Cal
enda
r are
eas
ily a
cces
sible
on
the
web
site,
but
inte
rnet
is n
ot e
asily
acc
essib
le to
all
stak
ehol
ders
.
3.
The
Punj
ab B
oard
s of I
nter
med
iate
and
Sec
onda
ry E
duca
tion
Act o
utlin
e th
e go
vern
ance
, dist
ribut
ion
of p
ower
, and
resp
onsib
ilitie
s am
ong
key
stak
ehol
ders
. Th
e Ca
lend
ar o
utlin
es th
e pr
oced
ures
to in
vest
igat
e an
d ad
dres
s se
curit
y br
each
es, c
heat
ing,
or o
ther
form
s of
inap
prop
riate
beh
avio
r, th
e pr
oced
ures
for
spec
ial/d
isadv
anta
ged
stud
ents
, an
d sp
ecifi
es w
ho c
an s
it fo
r th
e ex
amin
atio
n. I
t al
so i
dent
ifies
the
rul
es a
bout
the
pre
para
tion
and
form
at o
f th
e ex
amin
atio
n.
4.
Th
ere
is lit
tle p
ublic
ly a
vaila
ble
evid
ence
on
stak
ehol
der s
uppo
rt o
r opp
ositi
on, a
nd th
ere
is ve
ry li
ttle
pub
lic d
ebat
e on
this
issue
.
5.
Effo
rts
to im
prov
e th
e ex
amin
atio
n ha
ve b
een
led
by t
he g
over
nmen
t an
d, m
ost
rece
ntly
, by
dono
rs. F
or e
xam
ple,
the
re h
ave
been
sev
eral
effo
rts
to
impr
ove
diffe
rent
asp
ects
of
the
exam
inat
ions
by
the
Boar
ds a
long
with
the
Edu
catio
n De
part
men
t. Th
e In
ter
Boar
d Co
mm
ittee
of
Chai
rmen
(IB
CC)
has
chan
ged
the
pape
r pa
tter
n in
rec
ent y
ears
to in
clud
e m
ultip
le-c
hoic
e qu
estio
ns a
nd s
hort
ans
wer
que
stio
ns. U
nder
the
guid
ance
of t
he C
hief
Min
ister
last
ye
ar,
they
cre
ated
a t
alen
t po
ol o
f be
st p
aper
set
ters
and
pro
vide
d ca
paci
ty d
evel
opm
ent
to t
hem
. Th
e Bo
ards
hav
e so
ught
to
addr
ess
issue
s of
st
anda
rdiza
tion
betw
een
the
exam
boa
rds
by s
ettin
g pa
pers
col
lect
ivel
y. T
hey
have
also
sou
ght t
o de
al w
ith v
aria
tions
in th
e sc
orin
g of
the
pape
rs th
roug
h pr
oces
ses
such
as
com
pute
rizin
g th
e sc
orin
g of
the
mul
tiple
-cho
ice
ques
tion
sect
ions
, sw
appi
ng p
aper
s be
twee
n Bo
ards
and
syn
dica
ted
mar
king
of o
pen-
ende
d qu
estio
ns (i
n w
hich
one
per
son
mar
ks o
ne q
uest
ion
and
the
othe
r the
nex
t to
min
imize
effe
cts
of th
e m
arke
r on
the
over
all s
core
). Th
e Bo
ards
hav
e al
so so
ught
to c
ompu
teriz
e th
e sy
stem
from
regi
stra
tion
to sc
orin
g to
resu
lt pr
oduc
tion;
alth
ough
ther
e ar
e iss
ues w
ith th
is sy
stem
cur
rent
ly, t
his m
ay in
the
futu
re re
duce
err
ors i
n th
e re
sult
and
inst
ance
s of u
nfai
r mea
ns. T
he P
unja
b Ed
ucat
ion
Depa
rtm
ent a
nd th
e Bo
ards
hav
e in
stitu
ted
seve
ral m
easu
res t
o cu
rb
chea
ting
and
othe
r in
appr
opria
te b
ehav
iors
. Fi
nally
, th
ere
appe
ar t
o be
effo
rts
by t
he A
ga K
han
Uni
vers
ity E
xam
inat
ion
Boar
d (A
KUEB
) an
d a
USA
ID-
supp
orte
d ED
LIN
KS p
roje
ct to
impr
ove
the
qual
ity o
f the
exa
m p
aper
item
s an
d cu
rric
ulum
cov
erag
e of
the
Boar
ds a
cros
s Pa
kist
an. H
owev
er th
is is
a fa
irly
new
initi
ativ
e an
d ap
art f
rom
a w
orks
hop
with
pap
er s
ette
rs—
indi
vidu
als
who
set
the
exam
inat
ion
ques
tion
pape
rs—
from
the
Boar
ds, i
t is
not c
lear
wha
t ot
her a
ctiv
ities
hav
e be
en im
plem
ente
d.
6.
Th
e Bo
ards
at t
he h
ighe
r lev
els
appe
ar to
be
awar
e of
the
vario
us is
sues
in th
e ex
amin
atio
n sy
stem
and
as
a re
sult
have
take
n st
eps
to a
ddre
ss th
e iss
ues
them
selv
es. H
owev
er, s
ince
effo
rts
to im
prov
e th
e ex
amin
atio
n fr
om o
utsid
e th
e go
vern
men
t, su
ch a
s th
ose
by th
e AK
U-E
B, h
ave
not o
ccur
red,
it is
diff
icul
t to
say
whe
ther
they
wou
ld b
e re
cept
ive
to su
ch c
hang
es.
7.
Th
e fu
ndin
g fo
r th
e ex
amin
atio
n ar
e fr
om s
tude
nt f
ees
colle
cted
in p
revi
ous
year
s an
d ot
her
fees
for
issu
ing
or v
alid
atin
g ce
rtifi
cate
s, c
ondu
ctin
g a
re-
eval
uatio
n of
pap
ers,
etc.
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
30
8.
Da
ta a
naly
sis a
nd re
port
ing
are
limite
d to
dev
elop
men
t and
repo
rtin
g of
exa
m re
sults
for i
ndiv
idua
l can
dida
tes.
9.
Onl
y th
e La
hore
Boa
rd h
as a
rese
arch
sec
tion;
how
ever
, thi
s se
ctio
n do
es n
ot n
eces
saril
y co
nduc
t res
earc
h. It
s fu
nctio
ns a
re u
sual
ly to
dev
elop
des
crip
tive
anal
ysis
of e
xam
res
ults
(i.e
., by
gen
der
or lo
catio
n) a
nd h
andl
e no
n-re
sear
ch a
ctiv
ities
suc
h as
sch
olar
ship
s, d
ebat
es, a
nd e
ssay
com
petit
ions
. The
re is
no
staf
f dev
elop
men
t.
10
. The
old
est
Boar
d, t
he L
ahor
e Bo
ard
of S
econ
dary
& In
term
edia
te E
duca
tion,
was
est
ablis
hed
in 1
954,
whi
le t
he m
ost
rece
nt B
oard
, the
Der
a Gh
azi K
han
Boar
d of
Sec
onda
ry &
Inte
rmed
iate
Edu
catio
n, w
as e
stab
lishe
d in
198
9.
11
. Acc
ount
able
to th
e De
part
men
t of H
ighe
r Edu
catio
n, P
unja
b.
12
. The
IBCC
/For
eign
Min
istry
att
ests
to th
e us
e of
the
SSC
exam
cer
tific
ates
abr
oad.
Alth
ough
the
SSC
exam
wou
ld n
ot b
e us
ed fo
r adm
issio
n in
to u
nive
rsity
per
se
, it w
ould
pre
sum
ably
form
par
t of t
he se
cond
ary
scho
ol e
duca
tion
reco
rd fo
r adm
issio
ns.
13
. The
con
sulta
nt o
nly
visit
ed o
ne L
ahor
e BI
SE p
hysic
ally
, an
d th
e se
lect
ions
for
thi
s qu
estio
n ar
e ba
sed
on t
his
Boar
d, e
ither
thr
ough
obs
erva
tion
or
resp
onde
nt c
omm
ents
. Giv
en th
at th
e Bo
ards
are
loca
ted
in v
ery
diffe
rent
are
as, i
t is
diffi
cult
to d
eter
min
e w
heth
er th
ese
resp
onse
s in
the
ques
tionn
aire
, pa
rtic
ular
ly fo
r tec
hnol
ogic
al fa
cilit
ies,
are
repr
esen
tativ
e of
the
othe
r Boa
rds a
s wel
l.
14. W
hile
the
re is
per
man
ent
or f
ull-t
ime
staf
f, it
is in
suffi
cien
t to
mee
t th
e ne
eds
of t
he e
xam
inat
ion.
For
exa
mpl
e, t
here
is la
ck o
f st
aff
who
can
per
form
re
sear
ch a
nd d
ata
anal
ysis,
and
lack
of
tech
nica
l sta
ff w
ith s
kills
in e
xam
inat
ion
desig
n to
gui
de t
he p
aper
dev
elop
men
t pr
oces
s. Is
sues
tha
t ha
ve b
een
iden
tifie
d w
ith t
he p
erfo
rman
ce o
f the
hum
an r
esou
rces
res
pons
ible
for
the
exam
inat
ion
incl
ude
erro
rs in
sco
ring
that
hav
e le
d to
del
ays
in r
esul
ts b
eing
re
port
ed, w
eakn
ess i
n te
st d
esig
n, o
miss
ion
of c
urric
ular
topi
cs, a
nd fr
eque
nt e
rror
s in
the
exam
inat
ion
ques
tions
and
dat
a pr
oces
sing.
15. O
ffici
ally
, the
exa
min
atio
n se
eks t
o m
easu
re th
e na
tiona
l cur
ricul
um. H
owev
er, t
here
is n
o cl
ear l
ink
to th
e st
uden
t lea
rnin
g ou
tcom
es o
r the
ski
lls id
entif
ied
in th
e cu
rric
ulum
, ofte
n re
sulti
ng in
inad
equa
te c
over
age
and
the
lack
of h
ighe
r ord
er s
kills
test
ed a
s no
ted
by re
sear
ch s
tudi
es. I
n pr
actic
e, it
is e
ssen
tially
th
e te
xtbo
ok c
onte
nt th
at is
mea
sure
d by
the
exam
(in
Punj
ab, t
here
is o
ne s
et o
f pro
vinc
ially
app
rove
d te
xtbo
oks
in s
choo
ls). T
extb
ooks
can
not b
e sa
id to
be
wel
l alig
ned
with
the
cur
ricul
a: (
1) S
ome
text
book
s in
circ
ulat
ion
are
base
d on
a p
revi
ous
vers
ion
of t
he n
atio
nal c
urric
ula
deve
lope
d in
200
2 (n
ew
text
book
s ba
sed
on th
e ne
w c
urric
ula,
i.e.
200
6, a
re in
var
ious
sta
ges
of d
evel
opm
ent)
, and
(2) t
hey
are
not p
erce
ived
to a
dequ
atel
y co
ver a
ll as
pect
s of
the
curr
icul
a, su
ch a
s hig
her o
rder
thin
king
skill
s.
16. D
iffer
ent
stak
ehol
ders
hav
e di
ffere
nt c
once
rns.
Man
y st
akeh
olde
rs (s
uch
as p
aren
ts, s
tude
nts,
gen
eral
pub
lic) a
re m
ore
conc
erne
d w
ith is
sues
rel
ated
to
chea
ting
and
spee
d, a
nd a
ccur
acy
of s
corin
g. H
owev
er, t
hose
who
reco
gnize
that
ther
e ar
e in
adeq
uaci
es in
the
curr
icul
um c
over
age
and
skill
s te
sted
do
not
acce
pt w
hat i
s m
easu
red.
Suc
h re
spon
dent
s fo
r thi
s st
udy
have
incl
uded
the
Chai
rman
of a
Boa
rd, s
taff
at N
GOs
and
prof
essio
nal d
evel
opm
ent i
nstit
utio
ns,
and
som
e ed
ucat
ors.
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
31
17. M
ater
ials
requ
ired
for p
repa
ring
for t
he e
xam
incl
ude
the
text
book
(the
mai
n re
sour
ce, a
s th
e ex
am is
ess
entia
lly te
xtbo
ok-b
ased
) and
pas
t pap
ers
(as
ther
e is
appa
rent
ly n
ot a
lot o
f rep
etiti
on in
exa
m q
uest
ions
from
yea
r to
year
). Te
xtbo
oks
in g
over
nmen
t sch
ools
are
now
pro
vide
d fr
ee o
f cos
t. Re
spon
dent
s fe
el
that
bot
h th
ese
reso
urce
s sh
ould
be
read
ily a
vaila
ble
in th
e m
arke
t eve
n in
rura
l are
as, a
nd c
ost i
s no
t too
hig
h ev
en fo
r tho
se w
ho h
ave
to p
ay. T
hus o
nly
a ve
ry s
mal
l per
cent
age
may
hav
e di
fficu
lty a
cces
sing
thes
e ite
ms.
The
mat
eria
l on
the
exam
inat
ion
incl
udes
exa
mpl
es o
f the
type
s of
que
stio
ns th
at a
re o
n th
e ex
amin
atio
n, p
ast e
xam
inat
ion
pape
rs, a
nd e
xam
ples
of e
xam
inat
ion
pape
rs d
evel
oped
by
the
Boar
ds.
18
. Ret
ired
teac
hers
sele
ct o
r cre
ate
exam
inat
ion
ques
tions
, whi
le a
ctiv
e te
ache
rs a
dmin
ister
and
scor
e th
e ex
amin
atio
n, su
perv
ise
the
exam
inat
ion
proc
edur
es,
and
act a
s a ju
dge
in, f
or e
xam
ple,
ora
ls an
d pr
actic
al.
19
. Var
ious
inap
prop
riate
beh
avio
rs d
imin
ish th
e cr
edib
ility
of t
he e
xam
inat
ions
. Suc
h be
havi
ors
incl
ude
leak
age
of th
e ex
amin
atio
n pa
per
cont
ent o
r par
t of a
pa
per p
rior t
o th
e ex
amin
atio
n, im
pers
onat
ion,
cop
ying
from
oth
er c
andi
date
s, u
sing
unau
thor
ized
mat
eria
ls su
ch a
s pr
epar
ed a
nsw
ers
and
note
s, c
ollu
sion
amon
g ca
ndid
ates
via
mob
ile p
hone
s, pa
ssin
g of
pap
er, o
r equ
ival
ent,
and
prov
ision
of e
xter
nal a
ssist
ance
via
the
supe
rviso
r, m
obile
pho
ne, e
tc. T
o re
duce
in
appr
opria
te b
ehav
ior,
an E
xam
inat
ion
Mon
itorin
g Ce
ll w
as e
stab
lishe
d w
ithin
the
Educ
atio
n De
part
men
t, w
hich
, in
addi
tion
to th
e m
onito
ring
done
by
the
Boar
ds th
emse
lves
and
the
mon
itorin
g by
retir
ed g
over
nmen
t offi
cial
s, h
as s
tren
gthe
ned
the
mon
itorin
g of
exa
ms.
Pre
ss c
onfe
renc
es a
re a
lso u
sed
to ra
ise
awar
enes
s abo
ut th
e co
nseq
uenc
es o
f ina
ppro
pria
te b
ehav
ior d
urin
g th
e ex
amin
atio
n.
20
. The
cre
dibi
lity
of t
he e
xam
s an
d its
res
ults
are
cal
led
into
que
stio
n w
ith r
egar
ds t
o th
e ne
ed f
or q
ualit
y im
prov
emen
t at
all
leve
ls (e
xam
des
ign,
ad
min
istra
tion,
scor
ing,
and
det
erm
inin
g re
sults
) and
the
perc
eptio
n of
the
gene
ral p
ublic
that
che
atin
g is
still
wid
espr
ead.
The
vie
ws o
f sta
keho
lder
s ten
d to
va
ry in
ter
ms
of t
heir
area
of c
once
rn. M
edia
rep
orts
ten
d to
focu
s on
the
con
duct
(i.e
., oc
curr
ence
of c
heat
ing)
and
acc
urac
y or
del
ays
in r
esul
ts, a
s do
pa
rent
s an
d st
uden
ts. T
his
year
, the
re h
as b
een
a su
bsta
ntia
l am
ount
of c
ritic
ism o
ver t
he c
ompu
teriz
atio
n of
the
proc
ess.
In a
dditi
on to
thes
e iss
ues,
sta
ff w
ithin
the
Boa
rds,
gov
ernm
ent
depa
rtm
ents
, an
d te
ache
rs a
ppea
rs t
o be
con
cern
ed w
ith i
ssue
s in
mar
king
. Fi
nally
, fr
om r
epor
ts a
nd i
nter
view
s, st
akeh
olde
rs s
uch
as th
ose
in te
ache
r edu
catio
n in
stitu
tions
, NGO
s, a
nd s
elec
ted
gove
rnm
ent o
ffici
als
and
educ
ator
s po
int o
ut th
e po
or q
ualit
y of
the
exam
pa
per a
nd it
s que
stio
ns. U
nive
rsiti
es d
o no
t app
ear t
o tr
ust t
he q
ualit
y of
the
exam
s and
hav
e th
eir o
wn
entr
ance
exa
ms.
21. R
espo
nden
ts h
ave
note
d th
at if
a s
tude
nt m
anag
es to
mak
e it
to s
econ
dary
sch
ool (
i.e.,
does
not
dro
p ou
t at e
arlie
r sta
ges
or fa
ce a
cces
s-re
late
d ba
rrie
rs),
then
fees
or
loca
tion
shou
ld n
ot s
erve
as
a ba
rrie
r to
tak
e th
e ex
amin
atio
ns a
s it
is th
e ke
y ce
rtifi
catio
n fo
r pr
ovin
g th
ey’v
e co
mpl
eted
sec
onda
ry s
choo
l. Ex
am c
ente
rs a
re u
sual
ly c
lose
to th
e st
uden
ts' s
choo
ls an
d th
ere
no re
gist
ratio
n ba
rrie
rs b
ased
on
ethn
icity
or g
ende
r. W
ith re
gard
s to
fees
, as o
f 201
0, th
e fe
es h
ave
been
wai
ved
by th
e Pu
njab
gov
ernm
ent,
stat
ing
that
fees
wer
e a
caus
e of
dro
pout
at s
econ
dary
leve
l. Fo
r th
e la
st tw
o ye
ars,
the
fees
hav
e no
t se
rved
as
a ba
rrie
r. W
hen
look
ing
at th
e nu
mbe
rs o
f stu
dent
s w
ho a
ppea
red
for t
he e
xam
s in
201
0, n
ews
repo
rts
estim
ate
abou
t 1.1
mill
ion
for a
ll Bo
ards
an
d th
is is
simila
r to
the
enro
llmen
t fig
ures
for G
rade
10
from
200
8 of
abo
ut 1
mill
ion
(PSL
M).
One
cou
ld a
ssum
e th
at e
ven
with
a p
opul
atio
n in
crea
se, t
he
num
ber i
s qui
te si
mila
r.
22
. Bec
ause
it is
unc
lear
wha
t th
e of
ficia
l pur
pose
s an
d us
es o
f exa
min
atio
n re
sults
are
, it
is di
fficu
lt to
iden
tify
"impr
oper
" us
es. G
ener
ally
, how
ever
, exa
m
resu
lts a
re n
ot u
sed
beyo
nd d
eter
min
ing
pass
/fai
l and
adm
issio
n in
to th
e ne
xt le
vel o
f edu
catio
n, w
hich
are
in li
ne w
ith th
e in
tend
ed p
urpo
ses.
23. S
tude
nts m
ay re
take
the
exam
inat
ion,
may
opt
for l
ess s
elec
tive
scho
ols/
univ
ersit
ies/
trac
ks, o
r the
y m
ay re
peat
the
grad
e.
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
32
PU
NJA
B PR
OVI
NCE
, PAK
ISTA
N Na
tiona
l (or
Sys
tem
-Lev
el) L
arge
-Sca
le A
sses
smen
t (NL
SA)
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
33
ENAB
LIN
G CO
NTE
XT
Ove
rall
fram
ewor
k of
pol
icie
s, le
ader
ship
, org
aniza
tiona
l str
uctu
res,
fisca
l and
hum
an re
sour
ces i
n w
hich
NLS
A ac
tivity
take
s pla
ce in
a co
untr
y or
syst
em a
nd th
e ex
tent
to w
hich
that
fram
ewor
k is
cond
uciv
e to
, or s
uppo
rtiv
e of
, the
NLS
A ac
tivity
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ENAB
LIN
G CO
NTE
XT 1
:
Sett
ing
clea
r po
licie
s for
NLS
A
No
NLS
A ex
erci
se h
as ta
ken
plac
e.
The
NLS
A ha
s be
en
oper
atin
g on
an
irr
egul
ar b
asis.
1
The
NLS
A is
a st
able
pro
gram
tha
t ha
s be
en o
pera
ting
regu
larly
. Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Ther
e is
no p
olic
y do
cum
ent
pert
aini
ng
to N
LSA.
Th
ere
is an
in
form
al
or
draf
t po
licy
docu
men
t tha
t aut
horiz
es th
e N
LSA.
2
Ther
e is
a fo
rmal
pol
icy
docu
men
t th
at
auth
orize
s the
NLS
A.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e po
licy
docu
men
t is
not
avai
labl
e to
th
e pu
blic
. Th
e po
licy
docu
men
t is
avai
labl
e to
the
pu
blic
. Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Ther
e is
no p
lan
for N
LSA
activ
ity.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
ere
is a
gene
ral u
nder
stan
ding
that
the
NLS
A w
ill ta
ke p
lace
. 3
Ther
e is
a w
ritte
n N
LSA
plan
for
the
co
min
g ye
ars.
ENAB
LIN
G CO
NTE
XT 2
: H
avin
g st
rong
pub
lic e
ngag
emen
t for
NLS
A Al
l st
akeh
olde
r gr
oups
str
ongl
y op
pose
th
e N
LSA
or a
re in
diffe
rent
to it
. 4
Som
e st
akeh
olde
r gr
oups
op
pose
th
e N
LSA.
M
ost
stak
ehol
ders
gro
ups
supp
ort
the
NLS
A.
All s
take
hold
er g
roup
s sup
port
the
NLS
A.
(CO
NTI
NU
ED)
* * *
*
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
34
LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ENAB
LIN
G CO
NTE
XT 3
: H
avin
g re
gula
r fu
ndin
g fo
r NL
SA
Ther
e is
no f
undi
ng a
lloca
ted
to t
he
NLS
A.
Ther
e is
irreg
ular
fun
ding
allo
cate
d to
th
e N
LSA.
Th
ere
is re
gula
r fu
ndin
g al
loca
ted
to t
he
NLS
A. 5
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Fu
ndin
g co
vers
so
me
core
N
LSA
activ
ities
: des
ign,
adm
inist
ratio
n, a
naly
sis
and
repo
rtin
g.
Fund
ing
cove
rs a
ll co
re N
LSA
activ
ities
: de
sign,
ad
min
istra
tion,
an
alys
is an
d re
port
ing.
6
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Fu
ndin
g do
es n
ot c
over
res
earc
h an
d de
velo
pmen
t act
iviti
es.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Fu
ndin
g co
vers
re
sear
ch
and
deve
lopm
ent a
ctiv
ities
.
ENAB
LIN
G CO
NTE
XT 4
: H
avin
g st
rong
org
aniz
atio
nal s
truc
ture
s for
NLS
A
Ther
e is
no N
LSA
offic
e, a
d ho
c un
it or
te
am.
The
NLS
A of
fice
is a
tem
pora
ry a
genc
y or
gr
oup
of p
eopl
e.
The
NLS
A of
fice
is a
perm
anen
t ag
ency
, in
stitu
tion
or u
nit. 7
Th
is op
tion
does
no
t ap
ply
to
this
di
men
sion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Po
litic
al c
onsid
erat
ions
reg
ular
ly h
ampe
r te
chni
cal c
onsid
erat
ions
. Po
litic
al
cons
ider
atio
ns
som
etim
es
ham
per t
echn
ical
con
sider
atio
ns.
Polit
ical
co
nsid
erat
ions
ne
ver
ham
per
tech
nica
l con
sider
atio
ns.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e N
LSA
offic
e is
not
acco
unta
ble
to a
cl
early
reco
gniz
ed b
ody.
Th
e N
LSA
offic
e is
acco
unta
ble
to
a cl
early
reco
gniz
ed b
ody.
8
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
(CO
NTI
NU
ED)
*
*
*
*
**
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
35
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ENAB
LIN
G CO
NTE
XT 5
:
Hav
ing
effe
ctiv
e hu
man
res
ourc
es fo
r NL
SA
Ther
e is
no s
taff
allo
cate
d fo
r ru
nnin
g an
N
LSA.
Th
e N
LSA
offic
e is
inad
equa
tely
sta
ffed
to e
ffect
ivel
y ca
rry
out t
he a
sses
smen
t. 9
Th
e N
LSA
offic
e is
adeq
uate
ly s
taffe
d to
ca
rry
out
the
NLS
A ef
fect
ivel
y,
with
m
inim
al is
sues
.
The
NLS
A of
fice
is ad
equa
tely
sta
ffed
to
carr
y ou
t th
e N
LSA
effe
ctiv
ely,
with
no
issue
s.
The
coun
try/
syst
em
does
no
t of
fer
oppo
rtun
ities
th
at
prep
are
indi
vidu
als
for w
ork
on N
LSA.
10
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e co
untr
y/sy
stem
of
fers
so
me
oppo
rtun
ities
to
prep
are
indi
vidu
als
for
wor
k on
the
NLS
A.
The
coun
try/
syst
em o
ffers
a w
ide
rang
e of
opp
ortu
nitie
s to
pre
pare
ind
ivid
uals
for w
ork
on th
e N
LSA.
*
*
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
36
SYST
EM A
LIGN
MEN
T De
gree
to w
hich
the
NLSA
is c
oher
ent w
ith o
ther
com
pone
nts o
f the
edu
catio
n sy
stem
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
SYST
EM A
LIGN
MEN
T 1:
Al
igni
ng th
e NL
SA w
ith le
arni
ng g
oals
It is
not
clea
r if
the
NLS
A is
base
d on
cu
rric
ulum
or l
earn
ing
stan
dard
s.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e N
LSA
mea
sure
s pe
rfor
man
ce a
gain
st
curr
icul
um o
r lea
rnin
g st
anda
rds.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Wha
t th
e N
LSA
mea
sure
s is
gene
rally
qu
estio
ned
by st
akeh
olde
r gro
ups.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Wha
t th
e N
LSA
mea
sure
s is
ques
tione
d by
som
e st
akeh
olde
r gro
ups.
11
Wha
t th
e N
LSA
mea
sure
s is
larg
ely
acce
pted
by
stak
ehol
der g
roup
s.
Ther
e ar
e no
mec
hani
sms
in p
lace
to
ensu
re
that
th
e N
LSA
accu
rate
ly
mea
sure
s w
hat
it is
supp
osed
to
m
easu
re.
Ther
e ar
e ad
hoc
rev
iew
s of
the
NLS
A to
en
sure
th
at
it m
easu
res
wha
t it
is in
tend
ed to
mea
sure
.
Ther
e ar
e re
gula
r in
tern
al r
evie
ws
of th
e N
LSA
to e
nsur
e th
at it
mea
sure
s w
hat
it is
inte
nded
to m
easu
re. 1
2
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
SYST
EM A
LIGN
MEN
T 2:
Pr
ovid
ing
teac
hers
wit
h op
port
uniti
es to
lear
n ab
out t
he N
LSA
Ther
e ar
e no
cou
rses
or
wor
ksho
ps o
n th
e N
LSA.
Th
ere
are
occa
siona
l co
urse
s or
w
orks
hops
on
the
NLS
A.
Ther
e ar
e so
me
cour
ses
or w
orks
hops
on
the
NLS
A of
fere
d on
a re
gula
r bas
is.
Ther
e ar
e w
idel
y av
aila
ble
high
qua
lity
cour
ses
or
wor
ksho
ps
on
the
NLS
A of
fere
d on
a re
gula
r bas
is.
* * *
*
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
37
ASSE
SSM
ENT
QU
ALIT
Y De
gree
to w
hich
the
NLSA
mee
ts te
chni
cal s
tand
ards
, is f
air,
and
is us
ed in
an
effe
ctiv
e w
ay.
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ASSE
SSM
ENT
QU
ALIT
Y 1:
En
suri
ng th
e qu
alit
y of
the
NLSA
No
optio
ns a
re o
ffere
d to
inc
lude
all
grou
ps o
f stu
dent
s in
the
NLS
A.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
At
leas
t on
e op
tion
is of
fere
d to
incl
ude
all g
roup
s of s
tude
nts i
n th
e N
LSA.
13
Diffe
rent
opt
ions
are
offe
red
to i
nclu
de
all g
roup
s of s
tude
nts i
n th
e N
LSA.
Ther
e ar
e no
mec
hani
sms
in p
lace
to
ensu
re th
e qu
ality
of t
he N
LSA.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Ther
e ar
e so
me
mec
hani
sms
in p
lace
to
ensu
re th
e qu
ality
of t
he N
LSA.
Th
ere
are
a va
riety
of
mec
hani
sms
in
plac
e to
ens
ure
the
qual
ity o
f the
NLS
A. 1
4
Ther
e is
no t
echn
ical
rep
ort
or o
ther
do
cum
enta
tion
abou
t the
NLS
A.
Ther
e is
som
e do
cum
enta
tion
abou
t th
e te
chni
cal
aspe
cts
of t
he N
LSA,
but
it
is no
t in
a fo
rmal
repo
rt fo
rmat
. 15
Ther
e is
a co
mpr
ehen
sive
tech
nica
l re
port
but
with
rest
ricte
d ci
rcul
atio
n.
Ther
e is
a co
mpr
ehen
sive,
hig
h qu
ality
te
chni
cal r
epor
t av
aila
ble
to t
he g
ener
al
publ
ic.
ASSE
SSM
ENT
QU
ALIT
Y 2:
En
suri
ng e
ffect
ive
uses
of t
he N
LSA
NLS
A re
sults
are
not
diss
emin
ated
. N
LSA
resu
lts a
re p
oorly
diss
emin
ated
. 16
NLS
A re
sults
ar
e di
ssem
inat
ed
in
an
effe
ctiv
e w
ay.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
NLS
A in
form
atio
n is
not
used
or
is us
ed
in w
ays
inco
nsist
ent
with
the
pur
pose
s or
the
tec
hnic
al c
hara
cter
istic
s of
the
as
sess
men
t. 17
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
N
LSA
resu
lts
are
used
by
so
me
stak
ehol
der
grou
ps
in
a w
ay
that
is
cons
isten
t w
ith
the
purp
oses
an
d te
chni
cal
char
acte
ristic
s of
th
e as
sess
men
t.
NLS
A in
form
atio
n is
used
by
al
l st
akeh
olde
r gr
oups
in
a
way
th
at
is co
nsist
ent
with
th
e pu
rpos
es
and
tech
nica
l ch
arac
teris
tics
of
the
asse
ssm
ent.
Ther
e ar
e no
mec
hani
sms
in p
lace
to
mon
itor
the
cons
eque
nces
of
the
NLS
A.
18
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
ere
are
som
e m
echa
nism
s in
pla
ce t
o m
onito
r the
con
sequ
ence
s of t
he N
LSA.
Th
ere
are
a va
riety
of
mec
hani
sms
in
plac
e to
mon
itor
the
cons
eque
nces
of
the
NLS
A.
*
*
*
* *
*
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
38
Natio
nal (
or S
yste
m-L
evel
) Lar
ge S
cale
Ass
essm
ent (
NLSA
): Developmen
t-level rating j
ustifications
1.
The
Punj
ab E
duca
tion
Asse
ssm
ent S
yste
m (P
EAS)
was
adm
inist
ered
in 2
011
inde
pend
ently
. Prio
r to
that
, PEA
S w
as p
art o
f the
Nat
iona
l Ass
essm
ent (
Nat
iona
l Ed
ucat
ion
Asse
ssm
ent S
yste
m).
Und
er N
EAS,
the
prov
ince
impl
emen
ted
the
asse
ssm
ent t
o a
prov
inci
ally
repr
esen
tativ
e sa
mpl
e of
stu
dent
s an
d pu
blish
ed a
pr
ovin
cial
rep
ort s
epar
ate
from
the
natio
nal r
epor
t. Th
e Pu
njab
Exa
min
atio
n Co
mm
issio
n (P
EC) w
as e
stab
lishe
d in
200
6 an
d aw
arde
d a
stat
utor
y st
atus
in
2010
thro
ugh
an a
ct o
f par
liam
ent.
PEC
is re
spon
sible
for d
esig
ning
, im
plem
entin
g an
d re
port
ing
on a
sses
smen
ts fo
r all
Grad
e 5
(prim
ary
scho
ol) a
nd G
rade
8
(mid
dle
scho
ol) s
tude
nts
in P
unja
b. P
EC c
ondu
cts
Grad
e 5
and
Grad
e 8
annu
al e
xam
inat
ions
in a
ll su
bjec
ts fo
r al
l the
pub
lic a
nd p
rivat
e sc
hool
s in
Pun
jab.
PE
C pr
ovid
es in
divi
dual
stu
dent
rep
orts
tha
t gr
ade
the
stud
ent’s
per
form
ance
on
each
of t
he e
xpec
ted
stud
ent
lear
ning
out
com
es (S
LOs)
by
subj
ect.
The
mai
n ob
ject
ive
of th
ese
exam
inat
ions
is to
dev
elop
a k
ey d
atab
ase
abou
t chi
ldre
n’s
perf
orm
ance
and
, as
a re
sult,
mea
sure
the
perf
orm
ance
of t
he te
ache
rs
and
scho
ols.
2.
N
otifi
catio
n of
Pun
jab
Educ
atio
n As
sess
men
t Sys
tem
(PEA
S) c
over
s th
e pe
riod
2005
-200
8, is
sued
in 2
005
by G
over
nmen
t of P
unja
b, E
duca
tion
Depa
rtm
ent
(whi
le P
EAS
was
stil
l a p
art
of N
EAS)
. Thi
s no
tific
atio
n ha
s no
t be
en u
pdat
ed to
incl
ude
the
curr
ent
perio
d. T
his
is an
issu
e po
inte
d ou
t by
sta
ff m
embe
rs
them
selv
es, w
ho re
cogn
ize th
at it
nee
ds to
be
raise
d w
ith th
e Se
cret
ary,
but
no
timel
ine
was
pro
vide
d fo
r whe
n th
is w
ill h
appe
n.
3.
Th
e pl
an fo
r the
nex
t tw
o ye
ars
has
been
dev
elop
ed. T
he w
ritte
n pl
an, u
noffi
cial
ly a
ppro
ved
by th
e Se
cret
ary
of E
duca
tion,
is c
urre
ntly
und
er d
evel
opm
ent,
and
they
exp
ect t
o re
ceiv
e of
ficia
l app
rova
l in
the
next
few
mon
ths.
4.
Th
ere
does
not
app
ear t
o be
any
pub
licly
ava
ilabl
e ev
iden
ce fo
r sta
keho
lder
per
cept
ions
of t
he la
rge-
scal
e as
sess
men
ts.
5.
Th
ere
is re
gula
r fun
ding
allo
cate
d by
the
gove
rnm
ent,
as w
ell a
s tec
hnic
al a
ssist
ance
from
the
Wor
ld B
ank
and
DFID
.
6.
PEAS
rec
eive
s sin
gle-
line
fund
ing
that
is n
ot a
lloca
ted
to a
ny o
ne a
ctiv
ity, t
hen
it se
eks
appr
oval
for
pla
nned
act
iviti
es. P
lann
ing
does
not
app
ear
as a
se
para
te a
ctiv
ity in
the
wor
k pl
an, h
owev
er p
lann
ing
occu
rs tw
ice
a ye
ar a
s pe
r go
vern
men
t ru
les,
in w
hich
fund
ing
can
be r
eallo
cate
d to
exi
stin
g or
new
ac
tiviti
es.
7.
Th
e N
LSA
offic
e is
a pe
rman
ent
inst
itutio
n cr
eate
d fo
r ru
nnin
g th
e N
LSA.
It w
as f
irst
esta
blish
ed in
200
2 as
the
Pro
vinc
ial E
duca
tion
Asse
ssm
ent
Cent
re
(PEA
CE),
Punj
ab, a
nd in
200
5 it
was
rena
med
to th
e Pu
njab
Edu
catio
n As
sess
men
t Sys
tem
(PEA
S).
8.
It
is ac
coun
tabl
e to
the
Punj
ab D
epar
tmen
t of E
duca
tion.
9.
Ther
e is
perm
anen
t or f
ull-t
ime
staf
f, bu
t it i
s ins
uffic
ient
to m
eet t
he n
eeds
of t
he a
sses
smen
t. Is
sues
that
hav
e be
en id
entif
ied
with
the
perf
orm
ance
of t
he
hum
an re
sour
ces
that
are
resp
onsib
le fo
r the
NLS
A in
clud
e w
eakn
esse
s in
test
des
ign,
freq
uent
err
ors
in d
ata
proc
essin
g, a
nd d
elay
s du
e to
dep
ende
nce
on
exte
rnal
hum
an re
sour
ces
for,
for e
xam
ple,
pap
er d
evel
opm
ent,
data
ent
ry, a
nd a
naly
sis. W
ith re
gard
to is
sues
with
item
dev
elop
men
t, it
has
been
diff
icul
t to
find
rel
evan
t/go
od q
ualit
y sp
ecia
lists
to
deve
lop
item
s, e
spec
ially
the
kin
d of
item
s th
at g
o be
yond
the
tex
tboo
k an
d th
at a
sses
s hi
gher
ord
er t
hink
ing
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
39
skill
s. T
here
is a
lso n
o in
-hou
se c
apac
ity to
dev
elop
the
sam
ple.
Add
ition
ally
, in-
hous
e st
aff l
ack
the
requ
ired
skill
s to
ben
efit
from
the
tech
nica
l ass
istan
ce
that
was
pro
vide
d. E
ffect
ive
data
man
agem
ent a
nd st
orag
e is
also
an
issue
.
10. I
n th
e pa
st, t
he U
nive
rsity
of E
duca
tion
(Lah
ore)
offe
red
shor
t cou
rses
, and
a s
peci
alize
d co
urse
was
offe
red
by th
e U
nive
rsity
of M
elbo
urne
in c
olla
bora
tion
with
the
Punj
ab U
nive
rsity
Inst
itute
of E
duca
tiona
l Res
earc
h (IE
R) fo
r NEA
S st
aff.
How
ever
non
e of
thes
e ha
ve b
een
sust
aine
d.
11
. PEA
S st
aff n
ote
that
ther
e ha
s be
en s
ome
conc
ern,
par
ticul
arly
from
teac
hers
, ove
r w
hat t
he a
sses
smen
t cov
ers
beca
use
they
are
use
d to
text
book
-bas
ed
exam
s and
an
asse
ssm
ent t
hat l
inks
itse
lf to
the
curr
icul
a an
d as
ks q
uest
ions
in a
diff
eren
t man
ner i
s unf
amili
ar to
them
(tex
tboo
ks c
anno
t be
said
to b
e w
ell
alig
ned
with
the
curr
ent c
urric
ula
as th
ey a
re n
ot o
nly
base
d on
an
olde
r ver
sion
of th
e cu
rric
ula,
dev
elop
ed in
200
2, b
ut th
ey a
lso d
o no
t ade
quat
ely
cove
r al
l asp
ects
of t
he c
urric
ula
such
as
high
er o
rder
thin
king
ski
lls).
How
ever
, thi
s se
ntim
ent h
as d
ecre
ased
ove
r the
yea
rs w
ith te
ache
rs’ i
ncre
ased
fam
iliar
ity o
f th
e as
sess
men
t and
thei
r rea
lizin
g th
at it
is n
ot a
hig
h st
akes
test
.
12. F
or t
he P
EAS
2011
ass
essm
ent,
ther
e ha
ve b
een
seve
ral
revi
ews
at d
iffer
ent
stag
es,
durin
g th
e de
velo
pmen
t of
the
ass
essm
ent
fram
ewor
k, i
tem
de
velo
pmen
t and
afte
r the
pilo
t. Th
ese
are
inte
rnal
revi
ews
that
incl
ude
exte
rnal
exp
erts
from
the
univ
ersit
ies,
teac
her p
rofe
ssio
nal d
evel
opm
ent c
olle
ges,
and
scho
ols.
13. T
he N
LSA
is of
fere
d in
the
lang
uage
of i
nstr
uctio
n fo
r alm
ost a
ll st
uden
t gro
ups a
nd in
var
ious
geo
grap
hica
l reg
ions
of P
unja
b.
14
. A v
arie
ty o
f mec
hani
sms
are
in p
lace
to
ensu
re t
he q
ualit
y of
the
NLS
A in
stru
men
t. Sp
ecifi
cally
, all
proc
tors
or
adm
inist
rato
rs a
re t
rain
ed a
ccor
ding
to
a pr
otoc
ol, a
nd t
here
is a
sta
ndar
dize
d m
anua
l for
larg
e-sc
ale
asse
ssm
ent
adm
inist
rato
rs. A
dditi
onal
ly, a
pilo
t is
cond
ucte
d be
fore
the
mai
n da
ta c
olle
ctio
n ta
kes
plac
e an
d al
l boo
klet
s ar
e nu
mbe
red.
The
re is
also
inte
rnal
and
ext
erna
l rev
iew
by
obse
rver
s. W
ith r
egar
d to
sco
ring,
the
re is
a t
wo-
day
trai
ning
of
scor
ers,
pro
visio
n of
det
aile
d co
debo
oks
and
rubr
ics
for o
pen-
ende
d ite
ms,
and
10-1
5 pe
rcen
t che
ck o
f sco
ring
by a
noth
er p
erso
n. In
term
s of
pro
cess
ing
of
data
, the
re a
re p
roto
cols
for e
nsur
ing
the
qual
ity o
f dat
a en
try,
10
perc
ent d
ata
chec
k an
d cl
eani
ng. T
here
doe
s not
app
ear t
o be
dou
ble
proc
essin
g of
dat
a.
15
. The
tech
nica
l rep
ort f
or P
EAS
has b
een
deve
lope
d an
d is
curr
ently
bei
ng p
rinte
d. F
or N
EAS
ther
e w
ere
regu
lar t
echn
ical
repo
rts b
ut w
ith li
mite
d ci
rcul
atio
n.
16
. The
PEA
S 20
11 A
sses
smen
t res
ults
and
repo
rts
have
not
bee
n fin
alize
d an
d th
us th
ere
has
been
no
diss
emin
atio
n at
this
stag
e. P
lans
incl
ude
thre
e ty
pes
of
repo
rts
(tech
nica
l, th
emat
ic f
or d
iffer
ent
audi
ence
s, a
nd s
impl
ified
for
a g
ener
al a
udie
nce)
, as
wel
l as
dist
rict-
base
d w
orks
hops
. Und
er N
EAS
ther
e w
ere
year
ly re
port
s an
d ne
wsle
tter
s, s
take
hold
er c
onfe
renc
es a
nd c
over
age
in th
e m
edia
. How
ever
, diss
emin
atio
n w
as n
oted
as
one
of th
e w
eake
st a
reas
in th
e en
tire
prog
ram
by
a fo
rmer
sta
ff m
embe
r. Du
e to
the
lack
of c
apac
ity a
nd d
edic
ated
sta
ff th
roug
hout
mos
t of t
he p
roje
ct, d
evel
opin
g re
port
s of
ten
took
a
grea
t dea
l of t
ime
and
caus
ed d
elay
s in
diss
emin
atio
n.
17
. Giv
en th
at th
e cu
rren
t PEA
S as
sess
men
t res
ults
hav
e ye
t to
be d
eter
min
ed it
is n
ot p
ossib
le to
say
how
the
info
rmat
ion
from
this
part
icul
ar a
sses
smen
t will
be
use
d. In
pre
viou
s ex
perie
nces
, the
re h
as b
een
som
e, a
lthou
gh s
pora
dic,
use
of r
esul
ts. F
or e
xam
ple
the
Nat
iona
l Edu
catio
n Po
licy
2009
men
tions
NEA
S re
sults
, and
the
Dire
ctor
ate
of S
taff
Deve
lopm
ent (
DSD)
in P
unja
b cl
aim
s to
have
use
d re
sults
in tr
aini
ng. H
owev
er, f
or th
e m
ost p
art v
ery
little
use
is fo
und,
an
d im
plem
enta
tion
of th
e as
sess
men
t rec
omm
enda
tions
has
bee
n al
mos
t non
-exi
sten
t. Th
is is
due
to la
ck o
f a m
echa
nism
for e
nsur
ing
the
use
of re
sults
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
40
and
to s
ome
exte
nt la
ck o
f m
otiv
atio
n to
ens
ure
impl
emen
tatio
n on
the
par
t of
pol
icym
aker
s. It
also
has
par
tly t
o do
with
the
lack
of
a re
sear
ch-b
ased
de
cisio
n m
akin
g pr
actic
es a
nd u
nder
stan
ding
of t
he u
ses o
f ass
essm
ent r
esul
ts.
18
. The
nee
d is
reco
gnize
d by
PEA
S an
d th
is m
ay h
appe
n in
the
futu
re p
rovi
ded
ther
e is
fund
ing.
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
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12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
41
PU
NJA
B PR
OVI
NCE
, PAK
ISTA
N In
tern
atio
nal L
arge
-Sca
le A
sses
smen
t (IL
SA)
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
42
ENAB
LIN
G CO
NTE
XT
Ove
rall
fram
ewor
k of
pol
icie
s, le
ader
ship
, org
aniza
tiona
l str
uctu
res,
fisca
l and
hum
an re
sour
ces i
n w
hich
ILSA
take
s pla
ce in
a c
ount
ry o
r sys
tem
and
the
exte
nt to
w
hich
that
fram
ewor
k is
cond
uciv
e to
, or s
uppo
rtiv
e of
, ILS
A ac
tivity
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ENAB
LIN
G CO
NTE
XT 1
:
Sett
ing
clea
r po
licie
s for
ILSA
The
coun
try/
syst
em h
as n
ot p
artic
ipat
ed
in a
n IL
SA in
the
last
10
year
s.1
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e co
untr
y/sy
stem
has
par
ticip
ated
in
at le
ast o
ne IL
SA in
the
last
10
year
s.
The
coun
try/
syst
em h
as p
artic
ipat
ed i
n tw
o or
mor
e IL
SA in
the
last
10
year
s.
The
coun
try/
syst
em
has
not
take
n co
ncre
te st
eps t
o pa
rtic
ipat
e in
an
ILSA
in
the
next
5 y
ears
.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e co
untr
y/sy
stem
has
tak
en c
oncr
ete
step
s to
part
icip
ate
in a
t lea
st o
ne IL
SA in
th
e ne
xt 5
yea
rs.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Ther
e is
no
polic
y do
cum
ent
that
ad
dres
ses p
artic
ipat
ion
in IL
SA.
Ther
e is
an
info
rmal
or
dr
aft
polic
y do
cum
ent t
hat a
ddre
sses
par
ticip
atio
n in
IL
SA.
Ther
e is
a fo
rmal
pol
icy
docu
men
t th
at
addr
esse
s par
ticip
atio
n in
ILSA
. Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e po
licy
docu
men
t is
not
avai
labl
e to
th
e pu
blic
. Th
e po
licy
docu
men
t is
avai
labl
e to
the
pu
blic
. Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
ENAB
LIN
G CO
NTE
XT 2
: H
avin
g re
gula
r fu
ndin
g fo
r IL
SA
Ther
e is
no f
undi
ng f
or p
artic
ipat
ion
in
ILSA
. Th
ere
is fu
ndin
g fr
om lo
ans
or e
xter
nal
dono
rs.
Ther
e is
regu
lar
fund
ing
allo
cate
d at
di
scre
tion.
Th
ere
is re
gula
r fun
ding
app
rove
d by
law
, de
cree
or n
orm
.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Fu
ndin
g co
vers
som
e co
re a
ctiv
ities
of
the
ILSA
. Fu
ndin
g co
vers
all
core
act
iviti
es o
f th
e IL
SA.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Fund
ing
does
not
cov
er r
esea
rch
and
deve
lop m
ent a
ctiv
ities
. Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Fu
ndin
g co
vers
re
sear
ch
and
deve
lopm
ent a
ctiv
ities
.
(CO
NTI
NU
ED)
* *
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
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SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
43
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ENAB
LIN
G CO
NTE
XT 3
: H
avin
g ef
fect
ive
hum
an r
esou
rces
for
ILSA
Th
ere
is no
te
am
or
natio
nal/s
yste
m
coor
dina
tor
to
carr
y ou
t th
e IL
SA
activ
ities
.
Ther
e is
a te
am
or
natio
nal/s
yste
m
coor
dina
tor
to
carr
y ou
t th
e IL
SA
activ
ities
.
Ther
e is
a te
am
and
natio
nal/s
yste
m
coor
dina
tor
to
carr
y ou
t th
e IL
SA
activ
ities
.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e na
tiona
l/sys
tem
co
ordi
nato
r or
ot
her
desig
nate
d te
am m
embe
r m
ay n
ot
be
fluen
t in
th
e la
ngua
ge
of
the
asse
ssm
ent.
The
natio
nal/s
yste
m c
oord
inat
or is
flue
nt
in th
e la
ngua
ge o
f the
ass
essm
ent.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e IL
SA o
ffice
is in
adeq
uate
ly s
taffe
d or
tr
aine
d to
ca
rry
out
the
asse
ssm
ent
effe
ctiv
ely.
The
ILSA
offi
ce i
s ad
equa
tely
sta
ffed
or
trai
ned
to c
arry
out
the
ILSA
effe
ctiv
ely,
w
ith m
inim
al is
sues
.
The
ILSA
offi
ce is
ade
quat
ely
staf
fed
and
trai
ned
to c
arry
out
the
ILSA
effe
ctiv
ely,
w
ith n
o iss
ues.
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
44
SYST
EM A
LIGN
MEN
T De
gree
to w
hich
the
ILSA
mee
ts te
chni
cal q
ualit
y st
anda
rds,
is fa
ir, a
nd is
use
d in
an
effe
ctiv
e w
ay.
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
SYST
EM A
LIGN
MEN
T 1:
Pr
ovid
ing
oppo
rtun
ities
to le
arn
abou
t ILS
A Th
e IL
SA
team
ha
s no
t at
tend
ed
inte
rnat
iona
l wor
ksho
ps o
r mee
tings
. Th
e IL
SA
team
at
tend
ed
som
e in
tern
atio
nal w
orks
hops
or m
eetin
gs.
The
ILSA
tea
m a
tten
ded
all i
nter
natio
nal
wor
ksho
ps o
r mee
tings
. Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
The
coun
try/
syst
em
offe
rs
no
oppo
rtun
ities
to le
arn
abou
t ILS
A.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e co
untr
y/sy
stem
of
fers
so
me
oppo
rtun
ities
to le
arn
abou
t ILS
A.
The
coun
try/
syst
em o
ffers
a w
ide
rang
e of
opp
ortu
nitie
s to
lear
n ab
out I
LSA.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Opp
ortu
nitie
s to
lea
rn a
bout
ILS
A ar
e av
aila
ble
to t
he c
ount
ry's/
syst
em's
ILSA
te
am m
embe
rs o
nly.
Opp
ortu
nitie
s to
lea
rn a
bout
ILS
A ar
e av
aila
ble
to a
wid
e au
dien
ce, i
n ad
ditio
n to
th
e co
untr
y's/
syst
em's
ILSA
te
am
mem
bers
.
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
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SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S
45
ASSE
SSM
ENT
QU
ALIT
Y De
gree
to w
hich
the
ILSA
mee
ts te
chni
cal q
ualit
y st
anda
rds,
is fa
ir, a
nd is
use
d in
an
effe
ctiv
e w
ay.
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ASSE
SSM
ENT
QU
ALIT
Y 1:
En
suri
ng th
e qu
alit
y of
ILSA
Da
ta
from
th
e IL
SA
has
not
been
pu
blish
ed.
The
coun
try/
syst
em
met
su
ffici
ent
stan
dard
s to
hav
e its
dat
a pr
esen
ted
bene
ath
the
mai
n di
spla
y of
th
e in
tern
atio
nal r
epor
t or i
n an
ann
ex.
The
coun
try/
syst
em
met
al
l te
chni
cal
stan
dard
s re
quire
d to
ha
ve
its
data
pr
esen
ted
in t
he m
ain
disp
lays
of
the
inte
rnat
iona
l rep
ort.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
The
coun
try/
syst
em h
as n
ot c
ontr
ibut
ed
new
kno
wle
dge
on IL
SA.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
The
coun
try/
syst
em h
as c
ontr
ibut
ed n
ew
know
ledg
e on
ILSA
.
ASSE
SSM
ENT
QU
ALIT
Y 2:
En
suri
ng e
ffect
ive
uses
of I
LSA
If an
y,
coun
try/
syst
em-s
peci
fic
resu
lts
and
info
rmat
ion
are
not
diss
emin
ated
in
the
coun
try/
syst
em.
Coun
try/
syst
em-s
peci
fic
resu
lts
and
info
rmat
ion
are
diss
emin
ated
irre
gula
rly
in th
e co
untr
y/sy
stem
.
Coun
try/
syst
em-s
peci
fic
resu
lts
and
info
rmat
ion
are
regu
larly
diss
emin
ated
in
the
coun
try/
syst
em.
Coun
try/
syst
em-s
peci
fic
resu
lts
and
info
rmat
ion
are
regu
larly
an
d w
idel
y di
ssem
inat
ed in
the
coun
try/
syst
em.
Prod
ucts
to
prov
ide
feed
back
to
scho
ols
and
educ
ator
s ab
out t
he IL
SA r
esul
ts a
re
not m
ade
avai
labl
e.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Pr
oduc
ts t
o pr
ovid
e fe
edba
ck t
o sc
hool
s an
d ed
ucat
ors
abou
t the
ILSA
res
ults
are
so
met
imes
mad
e av
aila
ble.
Prod
ucts
to
prov
ide
feed
back
to
scho
ols
and
educ
ator
s ab
out
ILSA
res
ults
ar
e sy
stem
atic
ally
mad
e av
aila
ble.
Ther
e is
no m
edia
cov
erag
e of
the
ILS
A re
sults
. Th
ere
is lim
ited
med
ia c
over
age
of t
he
ILSA
resu
lts.
Ther
e is
som
e m
edia
cov
erag
e of
the
IL
SA re
sults
. Th
ere
is w
ide
med
ia c
over
age
of th
e IL
SA
resu
lts.
If an
y,
coun
try/
syst
em-s
peci
fic
resu
lts
and
info
rmat
ion
from
the
ILS
A ar
e no
t us
ed t
o in
form
dec
ision
mak
ing
in t
he
coun
try/
syst
em.
Resu
lts f
rom
the
ILS
A ar
e us
ed i
n a
limite
d w
ay to
info
rm d
ecisi
on m
akin
g in
th
e co
untr
y/sy
stem
.
Resu
lts f
rom
the
ILSA
are
use
d in
som
e w
ays
to i
nfor
m d
ecisi
on m
akin
g in
the
co
untr
y/sy
stem
.
Resu
lts
from
th
e IL
SA
are
used
in
a
varie
ty
of
way
s to
in
form
de
cisio
n m
akin
g in
the
coun
try/
syst
em.
It is
not
clea
r th
at d
ecisi
ons
base
d on
IL
SA r
esul
ts h
ave
had
a po
sitiv
e im
pact
on
stud
ents
' ach
ieve
men
t lev
els.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Deci
sions
bas
ed o
n th
e IL
SA r
esul
ts h
ave
had
a po
sitiv
e im
pact
on
st
uden
ts'
achi
evem
ent l
evel
s.
PUN
JAB
PRO
VIN
CE, P
AKIS
TAN
ǀ SA
BER-
STU
DEN
T AS
SESS
MEN
T
SABE
R PR
OVI
NCE
REP
ORT
|20
12
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
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46
Inte
rnat
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l Lar
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cale
Ass
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ent (
ILSA
): Developmen
t-level rating j
ustifications
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ovin
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an
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, and
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ave
plan
s to
do so
in th
e ne
ar fu
ture
.
PUNJAB PROVINCE, PAKISTAN ǀ SABER-STUDENT ASSESSMENT SABER PROVINCE REPORT | 2012
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 46
Acknowledgements This report was prepared by The World Bank SABER-Student Assessment team in collaboration with Umbreen Arif, World Bank Senior Education Specialist and Task Team Leader for education projects in Pakistan.
References Clarke, M. 2012. “What Matters Most for Student Assessment Systems: A Framework Paper.” READ/SABER Working Paper Series. Washington, D.C.: World Bank.
The Government of the Punjab Province. 2012. The Punjab Curriculum Authority Act 2012. Punjab province: The Government of the Punjab Province, Pakistan.
World Bank. 2012. Pakistan Country Indicator Data. Washington, DC: World Bank. Data retrieved from http://data.worldbank.org/ on March 10, 2014.
World Bank. 2012. Pakistan - Second Punjab Education Sector Project. Report No. 66291-PK. Washington D.C.: The World Bank.
PUNJAB PROVINCE, PAKISTAN ǀ SABER-STUDENT ASSESSMENT SABER PROVINCE REPORT | 2012
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 46
The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country’s education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies in the area of student assessment.
This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.
THE WORLD BANK
www.worldbank.org/education/saber