Exam System

TABLE OF CONTENTS
TABLE OF CONTENTS ...................................................................................1 ABSTRACT........................................................................................................I CHAPTER I........................................................................................................1 INTRODUCTION...............................................................................................1

STATEMENT OF THE PROBLEM.....................................................................................................3 OBJECTIVES OF THE STUDY............................................................................................................3 The objectives of the study:.......................................................................................................................3 Limitations of the study: ........................................................................................................................3 Significance of the Study.........................................................................................................................3 Assumptions..............................................................................................................................................4 Abbreviations...........................................................................................................................................4 Definitions of Major Terms.......................................................................................................................5
CHAPTER-2......................................................................................................6 REVIEW OF RELATED LITERATURE.............................................................6

Review of the Related Literature............................................................................................................6 Secondary Education...............................................................................................................................6 Structure of Secondary Education in Pakistan...........................................................................................6 Examination...............................................................................................................................................7 A Brief History of Examinations...............................................................................................................8 A Brief History of Examinations in Pakistan............................................................................................9 Group A: Compulsory Subject................................................................................................................10 Group B: Elective Subject.......................................................................................................................10 Existing Situation of Examination in Country.........................................................................................10 i. Emphasis on Memorization..................................................................................................................11 ii. Subjectivity..........................................................................................................................................11 Kinds of Examination..............................................................................................................................11 Conduct of Examination..........................................................................................................................12 Functions and Purposes of Examinations................................................................................................12
i. Selection...............................................................................................................................................13 ii. Certification.........................................................................................................................................14 iii. Control................................................................................................................................................14 iv. Motivation...........................................................................................................................................14 v. Monitoring...........................................................................................................................................14 Types of Tests..........................................................................................................................................15 Achievement Tests...................................................................................................................................15 Teacher Made Test...................................................................................................................................15 Essay Type Test. .....................................................................................................................................15 a. Restricted Response Questions. ..........................................................................................................16 c. Objective Type Test.............................................................................................................................16 d. Short Answer Item. .............................................................................................................................16 e. True/False Items. .................................................................................................................................16 f. Matching Exercise. ..............................................................................................................................17 g. Multiple Choices: ................................................................................................................................17 Characteristics of Examination System...................................................................................................17 I. Validity.................................................................................................................................................18 ii. Reliability............................................................................................................................................18 iii. Usability.............................................................................................................................................18 Examination System at SSC Level in Pakistan........................................................................................18 Administration of Examinations..............................................................................................................19 Governance..............................................................................................................................................20 Management.............................................................................................................................................20 Finance.....................................................................................................................................................21 Responsibilities........................................................................................................................................21 Staffing.....................................................................................................................................................21 Professionalism........................................................................................................................................21 Examinations...........................................................................................................................................22 Frequency of Examination.......................................................................................................................22 Examination Sites....................................................................................................................................22 Private Candidates...................................................................................................................................22 Invigilation...............................................................................................................................................22 Marking....................................................................................................................................................23 Malpractice..............................................................................................................................................23 Evaluation of Present Examination System.............................................................................................24
CHAPTER-3....................................................................................................26 METHOD AND PROCEDURE........................................................................26

Population................................................................................................................................................26 Sample.....................................................................................................................................................26 Instrumentation........................................................................................................................................26 Research Design......................................................................................................................................27 Data Collection........................................................................................................................................27 Analysis of Data.......................................................................................................................................27
CHAPTER-4....................................................................................................27 INTERPRETATION AND ANALYSIS OF DATA............................................28

Table 4.1: More Conceptual clarity in examination system....................................................................28 Table 4.2: Encouragement of creativity in examination system .............................................................29 Table 4.3: Encouragement of selective study in examination system ....................................................30 ................................................................................................................................................................30 .................................................................................................................................................................30
Table 4.4: Completion of syllabus in examination system .....................................................................31 .................................................................................................................................................................31 Table 4.5: Pressure of examination in examination system ....................................................................32 Table 4.6: Provision of adequate feedback by examination system .......................................................33 .................................................................................................................................................................33 Table 4.7: Better performance of students in examination system .........................................................34 .................................................................................................................................................................34 Table 4.8: Management of homework by students in examination system ...........................................35 Table 4.9: Encouragement of rote learning among students in examination system ............................36 Table 4.10: Better performance of teachers in examination system .......................................................37 .................................................................................................................................................................37 Table 4.11: Achievement of educational objectives in examination system ..........................................38 .................................................................................................................................................................38 Table 4.12: Overall suitable examination system ...................................................................................39
CHAPTER-5....................................................................................................40 SUMMAY, FINDINGS, CONCLUSIONS, DISCUSSION AND
RECOMMENDATIONS...................................................................................40
SUMMARY............................................................................................................................................40 FINDINGS..............................................................................................................................................41
CONCLUSIONS..............................................................................................43 DISCUSSION...................................................................................................44 RECOMMENDATIONS...................................................................................45 BIBLIOGRAPHY.............................................................................................46 Annexure............................................................................................. ..................... 49-
ABSTRACT
The study was designed to explore teachers and students perceptions towards the separate and combined examination system at SSC level. Examinations are an integral part of teaching and learning process, which determines the destiny of students and their life career. There is a general impression that examination system in Pakistan is not up to the desired standard. There are many flaws in its conduct, marking and result process. So this study was conducted to know the perception of teachers and students on combined versus separate examination system at SSC level. The views of teachers and students were known and investigated. In the light of their views, it was found that majority of teachers and students are in favor of separate examination system. Most of the teachers are in favor of separate examination system at SSC level, with the views that it provides more conceptual clarity, encourages creativity; syllabus can easily be completed, provides adequate feedback to them, students perform better, volume of homework is manageable and is more helpful in the achievement of educational objectives. Majority of students like the separate examination system at SSC level, with the views that it discourages rote learning, teachers teach better, examination pressure is less and syllabus can easily be completed.
CHAPTER I INTRODUCTION
Evaluation is an essential part of each system. Education has no exception. Educational process is incomplete without evaluation. It tells what the students know. (Haq, 1989). Educational evaluation is a systematic process to determine educational outcomes (Farooq, 1993). Tyler (1950) relates evaluation to changes in behaviors. According to him, "Evaluation is the process of determining the degree to which certain desirable changes in behaviors have actually taken place". Evaluation is a process, which includes a careful gathering of evidence on the attainment of objectives, a forming of judgment on the basis of that evidence, and a weighing of that evidence in the light of objectives. The judgments may be formed against some criteria or norm, such as the national average, an expectancy formula or the stated objectives. Evaluation can be carried on different levels and by different categories of people. Examination is a part of evaluation and is used to decide who is to be promoted to the next level. As part of the process, "the results of examinations and teachers' judgments have been turned into a grading system in which all the students are classified annually or more frequently".(Siddiqui & Bukhari, 1991) Education has five major components i.e. management, teacher training, curriculum, research and examinations. Examinations, in Pakistan, are considered more important because over time they have become the primary end of the process of formal education at the school, college and university level. "It seems as if schools, colleges and universities have been established for the purpose of preparing students for examinations. The teachers, students and parents have taken it upon themselves to ensure that those who sit in examinations do their best to get the best results". (Khan, 2004) Examinations have been with us since the creation of man. This world is itself an examination place for human being. Individuals are supposed to undergo different examinations in their lives. While practicing Islam, Muslims find themselves in a state of test in every matter in their daily life for their activities, both spiritual and mundane. Generally, the examinations are considered as an evaluation of competency, 1
knowledge and capability of students and the effectiveness of teaching process. At the same time all educational systems working in the world today have examinations as an integral part of their system related to the objective of the education, curriculum and teaching process. Examinations are an integral part of the teaching learning process, which determine the destiny of students and their life career. Examinations play a vital role in the selection of the students for participation in the educational system and entrance to next grades. The efficacy of an educational system basically depends upon the efficiency and effectiveness of its examinations system. Examinations cannot sensibly be studied or planned in isolation from the educational system, which they serve and an educational system must be considered in relation to the society, which it serves. Examinations not only serve the purpose of certification of educational attainment and determine a students standing on the scale of achievement and educational standard, but also helps fostering accountability for institutions and their standing. The students, the parents, the employers and the government agencies complain that the standard of education in the country has declined and the output of the educational institutions is very inferior to their output about 25 years back. The unfortunate position leads us to ask as to how we can bring about effectiveness in the educational system. This effectiveness does not depend on a single factor; rather there are at least seven most important factors. Unless all these factors function properly, the result will not be satisfactory. It also indicates that there must be close coordination between and among these factors. These factors are students, curriculum, objectives, methodology, environmental conditions, administration and examination. Over past few years particularly our examination system at secondary level has been under heavy fire from all sections of people, the public, the teachers, the press and government. Various steps/measures have been proposed and discussed for the improvement of examination system at secondary level, but so far no headway in this respect has been made. The problem has to be taken even more seriously. During the past few years, government took the examinations at secondary level under 2
combined and separate systems inconsistently. Teachers and students felt a lot of problems due to change of examination system. Therefore a survey study was designed to measure the teachers and students perception on combined versus separate examination system at secondary level. The present study is useful to improve the examination system of secondary level. STATEMENT OF THE PROBLEM The study aimed at exploring the teachers and students perception on combined versus separate examination system at secondary level in District Peshawar. OBJECTIVES OF THE STUDY The objectives of the study: 1. To judge the perceptions of the teachers and students about the combined and
separate examination system at secondary level. 2. To seek the views of teachers and students regarding different aspects of present examination system at SSC level. 3. To analyze the weak areas in the present examination system at secondary level 4. To recommend suggestions for the improvement of examination system at secondary level Limitations of the study: Keeping in view the scope of the study and shortage of time and resources, the investigation is limited to secondary schools in University Campus Peshawar and surroundings. Significance of the Study It is an accepted reality that examination is the tool through which we can judge and predict about the capacity, nature, interest, ability, attitude and knowledge of the individuals. It is the base through which someone is given the standard of learning skill, knowledge and thought. If it is fair, very fruitful and desirable results can be achieved, but if it is not held in proper way, its prediction and the judgment can be a huge loss and can create harmful situation for the nation. So it is necessary to 3
make it fair and according to the demanding standard of education like advanced countries of the world. Hurdles and problems being faced by the people involved in the examinations or the difficulties of the students should be highlighted. Now it is the responsibility of government to take proper steps for the smooth functioning of the education system and the problem faced must be talked at priority basis. The issues and difficulties of curriculum and in teaching process should be weeded out as early as possible as to cope with the need of the present era of science and technology. The topic under study is selected to bring forth the facts and realities about the combined and separate examination system at secondary level. Possible efforts were made to collect the real thoughts and concepts given by the teachers and students about the combined and separate examination system. It is considering that the findings of the study would be helpful generally for the teachers and students and particularly for administrators and policy makers of education. Assumptions It was assumed that the secondary school teachers and students are competent enough to provide the requisite information and give their candid opinion. Abbreviations UPS UMS I.C.S APS&C PPS&C GGHS Govt Com Sep UD University Public School University Model School Islamia Collegiate School Agriculture Public School & College Police Public School & College Government Girls High School Government Combined Separate Undecided
Cat N SSC BISE
Category Number Secondary School Certificate Board of Intermediate and Secondary Education
IAEA
International Association for Education Assessment
Definitions of Major Terms UPS The boys school runs under the management of University of Peshawar UMS The girls school runs under the management of University of Peshawar I.C.S The boys school runs under the management of Islamia College (Chartered) University. A.P.S The boys school runs under the management of Agriculture University Peshawar. PPS&C The boys school runs under the management of University of Peshawar GGHS The girls school runs under the management of Ministry of Education, Government of Khyber Pukhtoon Khwa Examination In this study examination means an examination conducted by the board at secondary level. Marking Marking of answer scripts by teachers
CHAPTER-2 REVIEW OF RELATED LITERATURE

Review of the Related Literature This chapter includes literature review on: examinations, a brief history of examinations, functions and purposes of examinations, characteristics of examinations, examination system in Pakistan, Secondary School Certificate Examination, a brief history of examinations in Pakistan, existing situation of examination in the country. Education is a process through which a nation develops self-consciousness by sensitizing individuals who compose it. It is not mere public instructions; it is a social institution, which provides mental, physical, ideological and moral training to the individuals of the nation. Education is not something static but it is a continuous and lifelong process. Secondary Education Secondary education plays a very important role in education. It is a terminal stage from where the student goes to the higher and professional education and is a major determinant of the quality of higher education. Structure of Secondary Education in Pakistan In Pakistan at present, education is delivered in five stages. These are primary (I V), middle or elementary (VI-VIII), secondary (IX-X), intermediate (XI-XII), bachelor (XIII-XIV) and master (XV-XVI). These stages are incorporate in to several types of schools, colleges and universities. The secondary stage is taught in high or higher secondary school, while intermediate stage is taught in higher secondary schools, intermediate or degree colleges. In 1979, government announced a policy that the intermediate stage was to be a school stage taught only in higher secondary schools. Most of the schools have reached their present stage through a process called upgrading, in which a new stage is added to already existing school (Govt of Pakistan, 1979).
Examination "The basic role examination plays in the educational process can be appreciated from the fact that good examinations motivate pupils, help them know their strengths and weaknesses, and provide opportunities to the teachers to try new methods to improve the teaching methodology". (Shah, 1998). An examination is primarily a test of the capacity of individuals. The capacity means the power to respond to stimulus provided by the examiner. When an examination is held to select the individual for a limited number of places, it becomes competitive as in most scholarship and civil services examinations. But generally examinations are taken to measures the ability of the students against the certain standard; this type of examination is called pass examination. Examination is an ancient institution. In some form or other these found a place in particularly every scheme of education of which there is any record. Written examinations are a late development and the system as we have it at present, is a growth of last century. Thorn Dike divided the history and form of examination in to three periods: First period Second period Third period 2200 B.C. 2200-1945 B.C. 1945-1900 B.C.
The first period was concerned with historical primitive trails, bravery, endurance, for being a rank of adult only the physical strength was measured. During the second period, Chinese used oral test before 800 B.C. Some types of formal test were given to students in Sparta. Written test were started from 1219 B.C. in the University of Bologna. Cambridge University developed achievement test and other countries followed and improved these tests. Mughal period is also eminent in this respect. Mughal used written as well as oral examinations.
A Brief History of Examinations The origin of public examinations is to be found in the school entrance and civil service examinations of China, which go back at least to the period of the Sui emperors (589-618) (with a prehistory going back much further) and which achieved their most complex form towards the end of the Ch'ing dynasty (1644-1911) (Miyazaki, 1976). Inspired by the Chinese system, examination conduction of written examinations started in the European schools in the 16th century, though it was not until some two hundred years later that public examinations of the type found in China were instituted in Europe for selection to universities, the civil service and the professions. Public examinations are now a major feature of the examination systems of most European countries, which, in turn, passed them on to their former colonies in Africa, Asia and the Caribbean. (Kellaghan, 1992). The United States, with some exceptions (e.g., the Regents' examinations in New York), has so far not adopted a public examination system. However, during the 1980s and 1990s, a number of proposals contained in reform reports, policy statements, and legislation have advocated a national system or system of examinations for the country (Madaus & Kellaghan, 1991). A World Bank (2001a) report revealed that examinations in schools have a shorter, but still considerable, history. The Abitur was introduced as a graduation examination for the classical middle school in 1788 and soon became a qualification examination for university. The Baccalaureate was established in Napoleonic France in 1808 to admit students to the grandees echoless, government service, and the professions. In Britain, London University held its first matriculation examination in 1838. It still conducts school examinations in the UK and around the world. In 1865, the New York Board of Regents conducted the first examination in NY State schools. Whilst New York Regents examinations continue to this day, public examinations are not a common feature of schooling in the USA. Western European examination system spread as the French, British and Dutch empires expanded in the 19th century. Syllabuses and examination papers from the 'home country' were used, usually unchanged, in the colonies. As countries gained independence over the past fifty or so years, they took control of their schools examinations. However, the assessment method, and in some cases the syllabuses, 8 6
remained largely unchanged. The European tradition of public examinations for schools can be found in the Caribbean, Africa and South East Asia and the subcontinent. In the 20th century, America developed a significantly different approach to assessment of students. The most prominent feature of this is a strong theoretical base of behavioral measurement (psychometrics) and a heavy reliance on objective and standardized modes of assessment, especially multiple-choice testing. Examination systems on the American approach can be found in South and Central America, Indonesia and the Philippines. A Brief History of Examinations in Pakistan Khushk and Christie (2004) claim, "Pakistan is listed among the developing nations of the world. The prevalence of low quality education in the country is one of the major constraints on its development. Minimal use of modern assessment techniques and dependency on traditional learning processes are the significant factor of low quality education in the country. At the foundation of Pakistan there was a single examinations board, which was responsible for examining students from all over the country. Since then the number of examination boards has gradually increased to 23 in line with growing numbers of candidate, while the level of quality education in most institutions has not been improved to satisfy the academic needs of the time. In sub-continent the Muslims established the first institution the "Calcutta Madarssah" in 1781 for the benefit of Muslim students. The curriculum designed for this institution comprised arithmetic, geometry, Quran theology, law, logic, grammar and national philosophy. They practiced traditional methods of student assessment; Rote Memorization, Oral, Questioning and Open Forum Discussions for awarding certificates to the candidates. In 1853 educational activities took a new direction as a result of the Lord Macaulay Report. In these minutes he proposed English as the only medium of instruction and all the money earmarked for education would be spent on English education. In the light of Macaulay report, the British government started to establish missionary schools at Zilla (district) and Tehsil level. In this newly introduced 9
education system government emphasized the introduction of new subjects and up-to date techniques of assessing student learning outcomes". Bhatti (1993) pointed out that before independence Bombay University and Punjab University were responsible for conducting examination at secondary level in the areas, which are now part of the Pakistan. At that time subjects offered by universities were divided into two groups compulsory and elective subjects. The detail of subjects is as follow: Group A: i. ii. Compulsory Subject
English. Mathematics or in case of girls, Arithmetic, Domestic arithmetic and Household Account.
iii.
History and Geography. Elective Subject
Group B: i.
Pakistani languages such as Urdu, Punjabi, Pashto, or a foreign language, say, French or German.
ii. iii. iv. v. vii.
A classical language Arabic, Persian, Hebrew, Latin, or Greek. Physics and chemistry. Drawing. Agriculture Physiology and Hygiene or Civics and Hygiene or Domestic Economy for girls only. According to the statement of the Board of Secondary Education Karachi
(1994) little earlier before the independence of Pakistan in April 1947 University of Sindh at Karachi replaced Bombay University and took responsibility of control and regulation of Secondary as well as Higher Secondary Education in province of Sindh. Existing Situation of Examination in Country Khushk and Christie (2004) described emphasis on memorization; subjectivity; poor content coverage and administrative shortcomings as main drawbacks of the examination system. 10
i. Emphasis on Memorization This practice has overlooked the testing of higher objectives like understanding, and application of knowledge and skills. ii. a. b. Subjectivity The subjectivity of a person who is setting question papers. The subjectivity of paper setters plays important role in creating heterogeneity regarding developing test items for examination. c. The subjectivity of examinees in writing answers when total marks of a question are not specifically divided /allocated. d. Test items developed for assessing the knowledge of examinee are outdated. The examinees are not enlightened about the nature of the course contents. They are merely exploited to memorize the content. Along with this, no innovations have been made by paper setters to help examinee in exploring his/her knowledge through different type of test items. Kinds of Examination Presently different practices are being used to evaluate the work of students and for promoting the students from one grade to another. Following types of examinations are being practiced in various institutions in our country: a. b. c. d. e. f. Periodical examination Annual examination Records Automatic promotion Internal examination External examination External and internal examinations are the most common and widely accepted practices at secondary as well as at postgraduate level of education. Oral and practical examination is common in Pakistan. Oral examination is limited to specific subjects usually languages or to test oral reading and comprehension. Practical examination is held in physical education, drawing, handcrafts or home science only. 11
Conduct of Examination The examinations are to be organized in a way that each candidate shall be treated precisely in the same way as every other candidate. The greatest precautions are taken to insure the secrecy of the examination papers before and during the examination and to isolate the individual candidates in the examination hall. There are three types of examinations held in Pakistan. From (1-8) internal examinations are held by the institutions. From (9-12) examinations are held by the boards. From (1316) examinations are held by the universities. Public service commission and federal service commission also held the examinations yearly. Professional institutions held examination according to their own requirements while affiliated colleges and institutions held examinations according to the rules of universities or affiliating authority (Hoodbhoy, 1998). Functions and Purposes of Examinations Public examinations normally are intended to serve a number of functions. The most obvious is to assess the competence of students' learning related to some agreed standards. The results are then frequently used to discriminate among students with regard to their future goals: further education, admission to professional preparation, or employment. While certification is important, particularly for those students who are leaving the educational system, there is often a danger of losing sight of this function because of the strong emphasis on selection. Examination results are also often used, formally or informally, to provide evidence of school effectiveness, and schools and teachers may be judged for their students' achievements as reflected in examination performance. This use becomes more obvious when results of each school are published. Chinese examinations were designed to select government officials on the basis of ability and intellectual achievement rather than of birth; there were no class restrictions on examination entry, and students were not asked whether they were merchants, artisans, or peasants (Miyazaki, 1976). In Britain also, a major reason of introducing public examinations was to replace patronage and nepotism in making appointments to the civil service (Montgomery, 1965).
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Malik (1987) examines various issues involved in examination in the light of available literature. He states, "Examination is an important process of assessing the progress of students. It is as old as man himself. However, the form and methods have changed from time to time. The author enumerates seven main purposes of examination: i. Examinations act as a sort of control by delineating certain minimum standards for students, teachers and administrators. ii. They serve as a basis for promotion from one grade to the other, and help in assessing whether pre-set educational objectives have been achieved or not, and if achieved, to what extent. iii. Examinations imbue the students with a competitive spirit to excel, thereby improving their study habit and standard of achievement. iv. They furnish the educational authorities with objective evidence of the performance of the schools, which can be used as the basis for continued efforts at strengthening the educational system. Teachers can thus improve their performance, and the administrators' frame policies on a sound basis. v. They help to evaluate the curriculum and determine its strengths and weakness so .that better planning may be undertaken. vi. Examinations elicit greater dedication among those concerned with education including students studying the course. vii. Emphasis is laid on the quality of education with a view to regulating admission institutions of higher learning and providing suitable man-power for man to development. World Bank (2001b) report specifies the following main purposes of examinations: i. Selection To select students' for the next level of education in a situation in which the number of places at each successive level is reduced (e.g. from primary to secondary school, from junior secondary to senior secondary, from senior secondary to higher education). Some examinations are designed solely for selection e.g. the French 13
concourse and the Transfer Tests used for selection to grammar schools in Northern Ireland. Most serve other functions as well. Where opportunities are extremely limited, selection becomes increasingly important raising the 'stakes' of the examination. In theory, the use of examination results for selection allows positions to be filled on the basis of merit rather than factors such as socio-economic status or 'influence'. ii. Certification Formal certificates issued after examinations may be taken as evidence that students have reached certain levels of achievement. Certificates may be important for gaining employment. In general, certificates retain their 'value' over long periods. For example, a School Leaving Certificate gained in 1990 may be used to support a job application in 2005. iii. Control By controlling the examination system the content and 'spirit' of the curriculum can be tailored to national goals. A uniform (standardized) examination system promotes national homogeneity in educational standards and practice. It also allows governments or regional authorities to control disparate elements of the education system. iv. Motivation In theory, this is achieved by providing clear goals to strive for, a sense of purpose, and tangible incentives and rewards. There is evidence that some students, particularly those who consider the demands of the exam to be unrealistic, may be demotivated. v. Monitoring Examination pass rates may be used to gauge changes in achieved educational standards. In some instances, exam results may be used to hold schools and teachers accountable for their students' unsatisfactory performance. This may be done by publishing 'league tables' ranking schools by performance in public examinations.
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Types of Tests Following are the different kinds of tests: Educational tests or achievement tests Personality tests Aptitude tests Intelligence tests With respect to our examination system generally achievement tests are concerned. Achievement Tests The actual accomplishment of students in a course may be measured by an achievement test. It is usually rather detailed test covering the work that has been taught. Achievement test measure the amount and quality of learning that has been taken place in specific area. Achievement test is a test that measures the attainment of a student or individual after expiring of his period of teach (Howard, 1963). Achievement test measures the current status of individuals with respect to proficiency in given areas of knowledge or skills. Achievement test is further divided into following two categories (Gronland, 1985). Teacher Made Test There are two major categories of teacher made tests: 1. 2. Essay type test Objective type test
Essay Type Test. It consists of a few questions asking the student to discuss, describe and to give reason for. It emphasizes such letters as judgment, opinion and interpretation both on the part of student and person who evaluate his/her answer. These are categorized into two categories depending upon the degree of freedom. These categories are called restricted response questions and extended response questions.
15
a.
Restricted Response Questions. Restricted response questions lemmatize both the contents and the response.
The restricting responses in essay test are to base the question on specific problem because the restricted response question is more structured therefore it is most useful for measuring learning outcomes. b. Extended Response Questions. Extended response questions allow pupils to select any factual information that they think is pertinent to organize the answer in accordance with their best judgment and to integrate and evaluate ideas, they deem appropriate. This freedom enables them to demonstrate their ability to select, organize, integrate and evaluate ideas. c. Objective Type Test There are following forms of objective type items. d. Short Answer Item. The short item is supply type test item that can be answer by a word, phrase, number or symbol. These are essentially the same, different only in the method of presenting the problem. The short answer item uses the direct questions, where as the completion item consists of an incomplete statement. For example, short test type item; what is the name of the man who invented the steamboat? (Robert Fulton) Completion type item: the name of the man who invented the steamboat is (Robert Fulton). These types of questions are used in all the subjects like science, arithmetic and social sciences etc. e. True/False Items. True/false are alternative response test items consist of a statement that the pupil is asked it mark true or false, right or wrong, correct or incorrect, yes or no, fact or opinion, agree or disagree and like or dislike. In each case there are two possible answers for example, some plants do not need sunlight because they get their food from other plants. Yes/No the common criticism of the true/false item is that a student may be able to recognize a false statement as incorrect but still not knows what the correct answer is. 16
f.
Matching Exercise. Matching exercise consists of two parallel columns, with each word, number
or symbol in one column being matched to word, sentence or phrase in the other column. The item in the column for which a match is sort is called premise and the item in the column from which the selection is made is called response. The knowledge can be tested through matching exercise: Person Date Symbol Rules Achievement Historical event Concept Example The main advantage of matching exercise is its compact form, which makes it possible to measure a large amount of related factual material in a relatively short time. g. Multiple Choices: The multiple-choice form is generally recognized as the most widely applicable and useful type objective test item. It can effectively measure many of the simple learning outcomes measured by true/false and matching exercise. In addition it can measure a variety of the more complex outcomes in the knowledge, understanding and application areas. This flexibility found in the multiple-choice form. For example, which one city is the capital of France? a. c. London Tehran b. d. Rome Paris
Characteristics of Examination System Examination, tests and other evaluation instrument serve a variety of uses in educational system. For example, tests of achievement might be used for selection, placement, diagnosis or certification of mastery. Aptitude test might be used for predicting success, future learning activities or occupations. Regardless of the type of instrument should process certain characteristics. The most essentials of these are validity, reliability. 17
I. Validity Validity refers to the appropriateness of the interpretations made from test scores and other evaluations results, with regard to a particular use. For example, if a test is to be used to describe pupils achievement, one should be able to interpret the scores as a relevant and representative sample of achievement domain to be measured. If the results are to be used to predict pupils success in some future activity, interpretations should be based on as accurate an estimate of future success as possible. If the results are to be used as a measure of pupils reading, comprehension, interpretations should be based on evidence that the scores actually reflect reading, comprehensions and are not distorted by irrelevant factor. Basically, validity is always concerned with the specific use of the results and soundness of interpretations. ii. Reliability Reliability refers to the consistency of evaluation result. If one obtain quite similar to the scores when the same test is administered to the same group on two different occasions. One can conclude that this result has a high degree of reliability from one rater to another. As with validity, reliability is also related to the type of interpretation to be made. The relationship between reliability and validity may become confusing sometimes. Reliability (consistency) of measurement is needed to obtain valid results, but reliability can be achieved without achieving validity. iii. Usability In addition to providing results that process a satisfactory degree of validity and reliability, an evaluation procedure must meet certain practical requirements. It should be economical from the viewpoint of both time and money. It should be easily administered and scored, it should produce results that can be accurately interpreted and applied by the school or board personnel. These practical aspects of an evaluation procedure can be included under the heading of usability. The term usability refers to the practically of the procedure and says nothing about other qualities present (Gronland, 1985). Examination System at SSC Level in Pakistan According to Creighton, Arian, and Bethel, (1995) "candidates sit in Secondary School Certificate (SSC) or Matriculation examination at the end of grade 18
10. The SSC also termed the Entrance Examination is used as a terminal school certification measure and as a selection test for entry into the pre-tertiary grades 11 and 12. The SSC is also accepted as a minimum qualification for admission into some lower level positions in the public and private sectors. Over 60 subjects have been included in the syllabus for S.S.0 examination. In addition to theory papers, practical assessments are offered in science subjects and home economics while the majority of candidates tend to opt for a narrow range of subjects. Boards are required to prepare papers for the less frequently taken subjects. Most boards prepare papers for over 60 percent of the approved subject areas. SSC candidates are required to take five compulsory subjects-Urdu, Pakistan Studies, English, Islamyat and Mathematics. In addition, they take either three sciences or three general (humanities) subjects". Hoodbhoy (1998) mentions that "theory examinations at grades 10 (9 and 10) in all boards since 1996 take about three weeks to administer. Practical in science, home economics, and commerce subjects take up to 3-4 weeks and are administered after the theory examination. Schools remain open during practical as relatively small numbers of students are examined each day in small groups. However, secondary schools often have to be closed during theory examinations to free buildings and teachers for examination work". Secondary Schools Certificates Examinations are conducted by various Boards of Intermediate and Secondary Education. Teachers, Head masters and Principals of various institutions usually outside the district are appointed by the controller of the examinations for the conduction of these examinations in order to check the malpractices. But unfortunately, the malpractices in S.S.0 examinations could not be eliminated completely and they continue still in one way or other way. Examination system in Pakistan can be discussed under following headings: Administration of Examinations Following national independence in 1947, the Universities of Punjab and Sindh administered examinations modeled on the English and Welsh examinations. The first Board of Secondary Education was established in Karachi in 1950. The Lahore Board was created in 1954. Boards of Intermediate and Secondary Education were established in Hyderabad and Peshawar in 1961 following a recommendation of 19
the Commission of National Education (1959) that secondary and higher secondary should be a terminal stage, rather than primarily a stepping-stone to university education. Further Boards were created in the 1980s and 1990s to accommodate the increase in candidate numbers and to create employment opportunities in different regions. The 1972-80 education policy recommended one Board for every 25,000 candidates. Many Boards have exceeded these numbers. By the end of 1995, there were 19 Boards of Intermediate and Secondary Education (BISEs), separate Karachi Boards for Secondary and Intermediate Education, and three additional Boards for technical and vocational subject areas (Hoodbhoy, 1998). Governance Boards are autonomous organizations but the Provincial Controlling Authority limits their powers (i.e., the governor or minister for education). They adopt government rules on salary scales, terms of appointment and financial procedures. In effect, they are public sector organizations with a culture of job security, little accountability, and without any financial input from the federal or provincial governments. Each BISE has a board of directors. Many members of the Boards are nominated by the Controlling Authority, which exerts considerable influence over the Boards within its jurisdiction. Management The Controlling Authority of each Board appoints a Chairman, a Secretary and a Controller and in some instances, other senior officers. Boards tend to be politicized. The overall appointment procedure helps to ensure that some employees owe their positions to external influence. Experience or competence in educational assessment is not a criterion for appointment. Clerical and low staff-level positions are appointed at the discretion of the Chairman and/or Secretary. Normally, the term of appointment of three senior officers of the Boards does not exceed three years after which they are transferred to other senior positions within the education sector. Apart from the three senior officers, Board staff has had a high degree of job security. None of the Boards, for instance, is affiliated to internationals bodies such as the International Association for Education Assessment (IAEA), a body whose members have special expertise and interest in public examinations.
20
Finance Examinations fees in Pakistan are approximately Rs. 950-Rs.1050 for the Secondary School Certificate (SSC). Fees include charges for registration and certificates. In a departure from general practice in many developing countries the government does not make any financial contribution to the public examination system. Examination fees also pay for Board expenses. Income, which is tax exempted under legislation, exceeds expenditure in most instances. A small proportion of the Boards excess income is used to finance scholarships, sports and other extra-curricular activities. Savings are invested in the long-term saving schemes and have been used to construct Board offices and residential buildings. The Controlling Authority sometimes requests Board funds to help defray government expenses. Virtually all examinations expenses relate to personnel and administrative costs. Little, if any, income is devoted to improve the quality of examinations. Responsibilities Board responsibilities include registering candidates, securing examination certificates, setting examination papers (by senior teachers), printing and distribution of papers, arranging for supervision of examination centers, assessing papers (by teachers), tabulating results and issuing mark-sheets and certificates. In addition, Boards organize sports competitions and co-curricular activities such as debates, naat/qirat, science fairs and art and essay competitions. Staffing The majority of Board employ in access of 200 staff. Most Boards are overstaff. Boards also provide part time income to very large number of teachers engaged in examination related activities such as paper setting, marking and checking and tabulation of results. The majority of staff does routine clerical work. Professionalism Boards do not have staff technically qualified to undertake item analysis, reliability and validity studies of their examinations, nor do they engage the services of outside personnel to undertake these tasks. Professional books and journals on examinations and assessment are conspicuous by their absence in board premises. For most Boards, the issue of examination quality relates only to examination security. 21
While some boards have recently invested in computers, there is a pronounced scarcity of optical-mark type equipment for speedy and accurate processing of examinations results. Examinations Candidates sit for the Secondary School Certificate (SSC) examination at the end of grade 10. The SSC also termed the entrance examination for grades 11 and 12. The SSC is also accepted as a minimum qualification for admission into some lower level position in the public and private sectors. Frequency of Examination In many countries, candidates who fail a final national public examination must wait for one year before repeating. In Pakistan candidates who fail may take a supplementary examination in autumn. In effect, each year, Examination Boards have to prepare, administer and correct two separate examinations for the SSC in each subject. Examination Sites Most Boards rate their present sites for holding public examination as satisfactory. However, a significant minority has held them in unsuitable rooms and corridors, where candidates have been too close to one another to prevent coping. Many schools and colleges are reluctant to allow their halls to be used for public examinations due to the unruly and sometimes violent behavior of the candidates and their external helpers. A number of Boards have requested halls or sites dedicated slowly to the holding of examination to address space and security concerns. Private Candidates The term private candidate is used to describe a person who has prepared privately for the examination, or failed earlier as a regular candidate or a candidate from an unaffiliated school. A number of schools in the interests of getting good school results hold trial (send up) examinations to weed out weak SSC candidates who must then register as private candidates. Invigilation
22
Teaches appointed for invigilation duties at examinations centers are drawn mostly form government schools. Private schools tend to be reluctant to release teachers for this task. In some instance, Boards are hesitant to appoint private teachers. An invigilator of two-three hour examination session in one day earns roughly the equivalent of an unskilled laborers daily wage. The low level of monetary reward and the risk of physical violence at examination centers have deterred many teachers from taking up invigilation work. Marking Reproduction of large session of material from the textbook is rewarded with high scores by examiners. Boards appoint examiners, usually from the ranks of teachers. Government officials, politicians and teachers unions to appoint specific examiners, even when those teachers have neither formal qualification nor teaching experience in the designated subject, frequently put boards under pressure. Requests for re-marking of papers are not entertained. However, rechecking of scripts, including re-tabulation of marks, is permitted. Malpractice The use of unfair means or cheating refers to any action taken in connection with an examination that attempts to gain an unfair advantage for a candidate or in some cases, to place a candidate at a disadvantage. It is primarily an ethical issue. Malpractice serves to undermine confidence in the integrity of the system. By international standards, malpractice in the conduct of public examination seems to be particularly pronounced in Pakistan (Graney and Kellaghan, 1996). Forms of examinations malpractice perpetrated by examination official including leakage of questions before the date of examination, appointment of supervisors with ulterior motives, substitutions of scripts prepared outside of the examination centre in place of candidates original efforts; removal of scripts; establishment of factitious or (Ghost centers) where candidates prepared their answer without supervisions and with assistance; and falsification of results and certificates. It is reasonable to assume that a large amount of malpractice goes undetected. Possession of unauthorized material or helping material and the unauthorized activities of examiners were the most common form of detected malpractice (Commission 1992). A variety of efforts have
23
been made by Boards to combat various forms of malpractice, but a lot more is required to be done to overcome this practice (Hoodbhoy, 1998).
Evaluation of Present Examination System Pakistan is developing country. It cannot afford a large wastage of manpower. Therefore, it is very important to give a new orientation to the educational system of Pakistan, so that it may fit the need and aspiration of our people. This is possible if we re-evaluate the present educational system and replace it by a better and improved system. The main aim and objective of education in Pakistan should be to gear mass education so that our people are able to live productive public life. The progress of any country depends upon her educational system and performance of educational system can be judged only through the examination system. The defects in present examination system have been investigated in various reports of commission on national education in its reports. The commission of national education reviewed the situation related to the education in the country and also dealt with the subject of examination. The commission observed that the system of examination in all the fields of education has also become symptomatic of much weakness and emphatically stated. We have had evidence that examination is responsible for many of the weaknesses in our education for, most students examination have come to be more important than the acquisition of knowledge and skill. Students have postponed their study few weeks before the examinations and in consequence have not learned the habit of sustained effort and application. Moreover, as internal exams have at present no value, the external exams is exclusive pre occupation of the students and do not feel under strong immediate pressure to attend lecture or to secure his/her teachers guidance personally or in the tutorial group. (Government of Pakistan, 1959) Education policy 1972, suggested that the change in curricula should be accompanied by necessary reforms in examination system, the existing system of examination fails to serve as an incentive to learning. It is recommended that a committee of experts should be appointed to look into various facts of examinations system at different stages. 24
The commission on national education 1959 reported about examination that exams have almost been taken as the sole measure of the student accomplishment. Staff prepares the subject matter with an eye, the students refuse to study anything not specifically required and the whole issue hinges on the performance in the few hours. Mohiyuddin, (1959) suggested modern concept of examinations that the art of examination is probably most difficult one in the whole range of educational practice but is, gratifying to note that in recent years serious attention has been given to the problem of exam and attempts have been made to refine its procedure and ascertain its basic principles. The evaluation of objective and scientifically valid test experience has profound influence on examination of traditional type. The objective test no doubt, has helped to improve the examinations, but no clear cut result has been made, however abounding unusual type of exam on the contrary, there is considerable volume of experts opinion in favor of the retaining the essay as one form of examination. As a necessary mean, to develop testing, clear and logical expression, growth in the knowledge of psychology and development and new techniques of testing only, point to the need for persistent efforts to improve the method of ordinary examination. In the direction of objectives and informed based for making it must also be supplemented with test of any type.
25
CHAPTER-3 METHOD AND PROCEDURE

The research work, regarding the study of the perceptions of teachers and students on combined versus separate examination system at SSC level, was conducted. Following method and procedure were adopted. Population Target population of the study was all the secondary school teachers and students of Government schools, Private Schools in District Peshawar; whereas the accessible population of the study consisted of the teachers and students of University Public School, University Model School, Islamia Collegiate School, Agriculture Public School, Government Girls High School and Police Public School at District Peshawar. Sample Sample was taken out of following schools: S# 1 2 3 4 5 6 School University Public School, UoP University Model School, UoP Islamia Collegiate School (Boys) Agriculture University Public School Govt: Girls High school, UoP Police Public School, Peshawar Total 5 5 5 5 5 5 30 Teachers Students 10 10 10 10 10 10 60
The sample of 30 teachers and 60 students were selected randomly. Instrumentation For obtaining the perception of teachers and students on the combined versus separate examinations system at SSC level, two questionnaires (Appendices A & B) were developed comprising of 10 item each. The items were related to the effectiveness of separate and combined examination system of SSC level, related to the provision of conceptual clarity, encouragement of creativity, provision of adequate feed back to teachers, management of homework etc. 26
Research Design Design of study was descriptive in nature. Data regarding the perceptions of teachers and students towards combined and separate examination system was collected through survey method with the help of questionnaire. Data Collection It was considered that the most suitable tool for collecting data was questionnaire. Therefore for the collection of data of the study two questionnaires (one for the teachers and one for the students) were developed with the consultation and under the supervision of research supervisor. These questionnaires contained ten questions. Questionnaires were personally given to the teachers and students. Teachers and students were requested to give real views without any hesitations and formality. Researchers had to face no difficulty in return of filled in questionnaire. In this way data was collected from thirty teachers and sixty students and responses given were hundred percent without any delay or refuse. Analysis of Data The data collected was tabulated and analyzed by applying simple percentage method. The conclusions were drawn on the basis of finding of the study and finally recommendations have been drawn on the basis of conclusion in the light of objective of the study.
CHAPTER-4
27
INTERPRETATION AND ANALYSIS OF DATA

The study aimed at exploring the teachers and students perception towards combined versus separate examination system at SSC level. Two questionnaires (one for teachers and one for students) were prepared to get the requisite data from the teachers and students of schools surrounding the Greater University Campus of Peshawar. The analysis and interpretation of data is presented in the following tables. Table 4.1: More Conceptual clarity in examination system
Category Teachers Students
Number Combined Number 30 60 7 10 % 24 16
Separate Number % 22 47 74 78
Undecided Number % 1 3 2 6
The table number 4.1 indicates that 74 % teachers and 78 % students were of the view that separate examination system provides more conceptual clarity, where as 24 % teachers and 16 % students viewed vice versa. 2 % teachers and 6 % students were unable to decide.
Conceptual clearity
students (com bined) teachers(com bined) students (separate) teachers(separate)
28
Table 4.2: Encouragement system Category Teachers Students Number 30 60 Combined Number 9 11 %
of
creativity
in
examination
Separate Number 21 43 % 69 72 31 18
Undecided Number 6 % 10
The table 4.2 shows that 69 % teacher and 72 % students liked separate examination system in respect of encouragement of creativity, where as 31 % teachers and 18 % students are in favor of combined examination system in this respect. 10 % students were unable to decide.
29
Table 4.3: Encouragement of selective study in examination system
Number 30 60
Combined Number 10 32 % 33 53
Separate Number 20 28 % 67 47
Undecided Number % -
The table number 4.3 indicates that 77 % teachers and 47 % students opine that separate examination system encourages selective study, where as 33 % teachers and 53 % students opined vice versa.
30
Table 4.4: Completion of syllabus in examination system
Number 30 60
The table number 4.4 indicates that as for as completion of syllabus is concern, 59 % teachers and 77 % students are in favor of separate examination system, where as 41 % teachers and 23 % students are in favor of combined examination system.
31
Table 4.5: Pressure of examination in examination system Category Students Number 60 Combined Number 30 % 50 Separate Number 26 % 44 Undecided Number 4 % 6
The table number 4.5 indicates that 50 % of students are of the view that in combined examination system pressure on the students is more than in separate examination system. Whereas 44 % of students are of the view that examination pressure on the students is more in separate examination system. 6 % could not reply.
32
Table 4.6: Provision of adequate feedback by examination system
Category Teachers
Number Combined Number 30 7 % 24
Separate Number % 23 76
The table number 4.6 indicates that 76% of teachers are of the view that separate examination system provides adequate feedback to them. Whereas, 24 % of teachers are opined in favor of combined examination system.
33
Table 4.7: Better performance of students in examination system
Separate Number % 19 41 64 69
Undecided Number % 1 1 2 1
According to table number 4.7, 64 % teachers and 69 % students viewed that students perform better in separate examination system, whereas 34 % teachers and 30 % students opined vice versa.
34
Table 4.8:
Management
of
homework
by
students
in
examination system
Number 30 60
Undecided Number 2 % 3
The table number 4.8 indicates that 69 % teachers and 67 % students are of the view that students can manage homework easily in separate examination system, where as 31 % teachers and 30 % students viewed that combined system is better in this respect.
35
Table 4.9: Encouragement of rote learning among students in examination Category Teachers Students system Separate Number % 16 27 53 45 Undecided Number % 2 3
The table number 4.9 indicates that 53 % teachers and 45 % students viewed that separate examination system encourages rote learning, whereas 47 % teachers and 52 % students are of the view combined examination system encourages rote learning. 3 % respondents could not decide in this regard.
36
Table 4.10: Better performance of teachers in examination system
Category Students
Number 60
Combined Number 19 % 32
Separate Number 41 % 68
The table number 4.10 indicates that 68 % students opined that teachers perform better in separate examination system, whereas 32 % of students viewed vice versa.
37
Table
4.11:
Achievement
of
educational
objectives
in
examination system
Category Teachers
Number Combined Number 30 12 % 40
Separate Number % 17 59
Undecided Number % 1 1
The table number 4.11 indicates that 59 % teachers viewed that separate examination system is more helpful in achieving the educational objectives, whereas 40 % teachers are of the view that combined examination system is more helpful in this respect. 01 % respondents could not decide regarding this aspect.
38
Table 4.12: Overall suitable examination system
Number 30 60
The table number 4.12 indicates that 66 % teachers and 74 % students are in favor of separate examination system, whereas 34 % teachers and 26 % students are in favor of combined examination system.
39
CHAPTER-5 SUMMAY, FINDINGS, CONCLUSIONS, DISCUSSION AND RECOMMENDATIONS

SUMMARY The study aimed at exploring the perception of teachers and students on combined versus separate examination system at secondary level in District Peshawar. The purpose of the study was to explore the perception of the teachers and students about the combined and separate examination system at secondary level, to find out the weak areas in the present examination system at secondary level and to offer suggestions for the improvement of examination system at secondary level Target population of the study was all the secondary school teachers and students of Government schools, Private Schools in District Peshawar; whereas the accessible population of the study consisted of the teachers and students of University Public School, University Model School, Islamia Collegiate School, Agriculture Public School, Government Girls High School and Police Public School at District Peshawar. By using cluster sampling technique six (6) schools representing Greater Campus of Universities, Police Public School and Government, were selected as a sample. These were located in District Peshawar. Total 30 teachers and 60 students (5 teachers and 10 students per school) were selected as the sample of the study. The sample was taken through cluster sampling technique For the collection of data, two questionnaires (one for the teachers and one for the students) were developed with the consultation and under the supervision of research supervisor. These questionnaires contained ten questions. Questionnaires were personally given to the teachers and students. Teachers and students were requested to give real views without any hesitations and formality. Researchers had to face no difficulty in return of filled in questionnaire. In this way data was collected from thirty teachers and sixty students and response given was hundred percent without any delay or refuse.
40
The data collected was tabulated and analyzed by applying simple percentage method. As per findings of the study most of the teachers and students are in favor of separate examination system. Therefore it is recommended that there should be separate examination system at SSC level and such kind of study with broader population may be carried out at provincial level, in order to have clear picture of the situation. FINDINGS On the basis of the analysis of data following findings were drawn. 1. Seventy four percent teachers and 78 % students were in favor of separate examination system, where as 24 % teachers and 16 % students were in favor of combined examination system, in relation to the conceptual clarity. 2. In the area of encouragement of creativity, 69 % teachers and 72 % students were in favor of separate examination system, whereas 31 % teachers and 18 % students were in favor of combined examination system. 10 % students were unable to decide in this area. 3. 77 % teachers and 47 % students were in favor of separate examination system, where as 33 % teachers and 53 % students were in favor of combined examination system, in relation to the encouragement of selective study. 4. In relation to the completion of syllabus, 59 % teachers and 77 % students were in favor of separate examination system, where as 41 % teachers and 23 % students were in favor of combined examination system. 5. 50 % of students were in favor of combined examination system; where as 44 % of students were in favor of separate examination system, in relation to the pressure of examination. 6 % respondents cannot reply in this respect. 6. In relation to the provision of adequate feedback to the teachers, 76% of teachers were in favor of separate examination system, whereas 24 % of teachers were in favor of combined examination system. 7. 64 % teachers and 69 % students favored separate examination system, whereas 34 % teachers and 30 % students favored combined examination 41
system, in relation to the better performance of students. 2 % teachers and 1 % students could not decide regarding this aspect.
8.
In the area of management of homework by the students, 69 % teachers and 67 % students were in favor of separate examination system, where as 31 % teachers and 30 % students were in favor of combined examination system. 3 % students could not decide in this respect.
9.
53 % teachers and 45 % students were in favor of separate examination system, where as 47 % teachers and 52 % students were in favor of combined examination system, in relation to the encouragement of rote learning. 3 % students remained undecided in this area of study.
10.
68 % students were in favor of separate examination system as the performance of teacher increased in this system, whereas 32 % of students were in favor of combined examination system, in relation to the better performance of teachers.
11.
59 % teachers were in favor of separate examination system, where as 40 % teachers were in favor of combined examination system, in relation to the achievement of educational objectives.
12.
66 % teachers and 74 % students were in favor of separate examination system, whereas 34 % teachers and 26 % students were in favor of combined examination system, in relation to the overall suitability of examination system.
42
CONCLUSIONS
In the light of findings following conclusions are drawn. 1. The majority of teachers and students were in favor of separate examination system, in relation to the provision of more conceptual clarity, encouragement of creativity, easy completion of syllabus, performance of students and teachers, management of homework and standards of teaching. 2. The majority of teachers and students were generally in favor of separate examination system at SSC level. 3. The majority of the teachers viewed that separate examination system encouraged rote learning; while most of the students viewed that combined system encouraged rote learning. 4. Most of the teachers were of the view that separate examination system provided more feedback to them. 5. The majority of the student viewed that teacher, have teached better in separate examination system. 6. Most of the teachers were of the view that separate examination system was more helpful in achievement of educational objectives. 7. Negligible % of the respondents was unable to decide about various aspects of the examination system at SSC level.
43
DISCUSSION
The study was designed to explore teachers and students perceptions towards the separate and combined examination system at SSC level. Examinations are an integral part of teaching and learning process, which determines the destiny of students and their life career. There is a general impression that examination system in Pakistan is not up to the desired standard. There are many flaws in its conduct, marking and result process. So study was conducted to know the perception of teachers and students on combined versus separate examination system of SSC level. Therefore the views of teachers and students were known and investigated. In the light of their views, it was found that majority of teachers and students are in favor of separate examination system. Most of the teachers are in favor of separate examination system at SSC level, with the views that it provides more conceptual clarity, encourages creativity; syllabus can easily be completed, provides adequate feedback to them, students perform better, volume of homework is manageable and is more helpful in the achievement of educational objectives. Majority of students liked the separate examination system at SSC level, with the views that it discourages rote learning, teachers teach better, examination pressure is less and syllabus can easily be completed.
44
RECOMMENDATIONS
Based upon the findings and conclusion following recommendations are made. 1. 2. 3. 4. Separate examination system at SSC level may be implemented. Consistency must be observed in examination system. Examination system may not be changed again and again. Such kind of study with broader population may be carried out at provincial level in order to have clear picture of the situation. 5. Inter Board Chairmen Committee (IBCC) may be encouraged to conduct separate examination system at Federal and Provincial level.
45
BIBLIOGRAPHY
Govt of Pakistan, (1959). Commission on National Education. Islamabad: Ministry of Education. Govt of Pakistan, (1972). Commission on National Education. Islamabad: Ministry of Education. Govt of Pakistan, (1979).The New Education Policy (1972-80). Islamabad: Ministry of Education. Gronland, N. (1985). Measurement and Evaluation in Macmillan Publishing Company. Hoodbhoy, Pervez. (1998). Education and the State, Fifty Years Achievement Test. London: Telly Publishers. Mohiyuddin, S.M. (1959). School Organization and Management. Islamabad: National Book Foundation. of Pakistan. Teaching. New York:
Karachi: Oxford University Press. Howard, W. (1963). Construction of
46
Questionnaire for Students
Annexure - A
Topic: Perceptions about separate and combined examination system at SSC level Note: please fill in the particulars Name: ----------------------------------Class: ----------------------------------Age: ------------------------------------Note: please tick the appropriate option 1. Which examination system provides more conceptual clarity? A. Separate B. Combine C. Dont know 2. Which examination system encourages creativity? A. Separate B. Combine C. Dont know 3. Which examination system provides encourage selective study? A. Separate B. Combine C. Dont know 4. Which examination system, syllabus can easily be completed? A. Separate B. Combine C. Dont know
47
5. Which examination system provides adequate feedback? A. Separate B. Combine C. Dont know 6. What do you think that in which examination system students perform better? A. B. C. Separate Combine Dont know
7. What do you think that in which examination system teachers teach well? A. Separate B. Combine C. Dont know 8. Which examination systems homework is manageable? A. Separate B. Combine C. Dont know 9. Which examination system encourages rote learning? A. Separate B. Combine C. Dont know 10. Which examination system is more helpful in educational objectives? A. Separate B. Combine C. Dont know
48
Questionnaire for Teachers
Annexure - B
Topic: Perceptions about separate and combined examination system at SSC level Note: please fill in the particulars Name: ----------------------------------Designation: ----------------------------------Professional qualification: ------------------------------------Note: please tick the appropriate option 1. Which examination system provides more conceptual clarity? A. Separate B. Combine C. Dont know 2. Which examination system encourages creativity? A. Separate B. Combine C. Dont know 3. Which examination system provides encourage selective study? A. Separate B. Combine C. Dont know 4. Which examination system, syllabus can easily be completed? A. Separate B. Combine C. Dont know
49
5. Which examination system provides adequate feedback? A. Separate B. Combine C. Dont know 6. What do you think that in which examination system students perform better? A. B. C. Separate Combine Dont know
7. What do you think that in which examination system teachers teach well? A. Separate B. Combine C. Dont know 8. Which examination systems homework is manageable? A. Separate B. Combine C. Dont know 9. Which examination system encourages rote learning? A. Separate B. Combine C. Dont know 10. Which examination system is more helpful in educational objectives? A. Separate B. Combine C. Dont know
50

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TABLE OF CONTENTS

CHAPTER-2......................................................................................................6 REVIEW OF RELATED LITERATURE.............................................................6

CHAPTER-3....................................................................................................26 METHOD AND PROCEDURE........................................................................26

CHAPTER-4....................................................................................................27 INTERPRETATION AND ANALYSIS OF DATA............................................28

CHAPTER-5....................................................................................................40 SUMMAY, FINDINGS, CONCLUSIONS, DISCUSSION AND

Cat N SSC BISE

International Association for Education Assessment

CHAPTER-2 REVIEW OF RELATED LITERATURE

History and Geography. Elective Subject

ii. iii. iv. v. vii.

CHAPTER-3 METHOD AND PROCEDURE

INTERPRETATION AND ANALYSIS OF DATA

Category Teachers Students

Number Combined Number 30 60 7 10 % 24 16

Table 4.3: Encouragement of selective study in examination system

Category Teachers Students

Table 4.4: Completion of syllabus in examination system

Category Teachers Students

Table 4.6: Provision of adequate feedback by examination system

Number Combined Number 30 7 % 24

Table 4.7: Better performance of students in examination system

Category Teachers Students

Number Combined Number 30 60 10 18 % 34 30

Category Teachers Students

Number Combined Number 30 60 14 31 % 47 52

Table 4.10: Better performance of teachers in examination system

Number Combined Number 30 12 % 40

Table 4.12: Overall suitable examination system

Category Teachers Students

CHAPTER-5 SUMMAY, FINDINGS, CONCLUSIONS, DISCUSSION AND RECOMMENDATIONS

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

Questionnaire for Students

Questionnaire for Teachers

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