THE WORLD BANK

Sindh 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) that are easily accessible to teachers and other stakeholders. There are some system-level mechanisms in place (such as pre- and in-service teacher training opportunities) that are meant to ensure that teachers develop appropriate skills and expertise in classroom assessment. However, on-the-ground classroom assessment practices tend to be mainly about students recalling information, provide little feedback to students and parents, and are generally considered weak.

2. Examinations The Secondary School Certificate exam is administered to students in Grades 9 and 10. Examination results are used only for making decisions about the promotion of individual students to the next level of schooling. The Sindh Boards of Intermediate and Secondary Education Ordinance of 1972 and the Sindh Boards of Intermediate and Secondary Education (Amendment) Act of 2008 authorize the exam. The Examination Rules and Procedures document (known as the “Calendar”) for each Sindh 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, but it is insufficient to meet the needs of the examination due to staff members’ lack of technical capacity. Additionally, there is no technical documentation available on the examination.

3. National Large-Scale Assessment (NLSA) The Provincial Education Assessment Center (PEACE) Sindh Assessment was administered for the first time in 2008 as an independent, provincial-level assessment exercise. Previously, PEACE was part of the National Education Assessment System (NEAS). Under NEAS, Sindh administered the assessment to a provincially-representative sample of students and published a provincial report separate from the national report. Although the PEACE office is a permanent agency, it is inadequately staffed to effectively carry out PEACE activities. This also was the case when PEACE was part of NEAS. PEACE results and information have not been adequately used.

4. International Large-Scale Assessment (ILSA) Sindh 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 Sindh 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 Sindh 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 development level of its assessment activities compared to best or recommended practice in each area. For each indicator, the rubric displays four development

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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 Sindh 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. Sindh is the second-largest province in Pakistan and has the second-highest income among the four provinces in the country. School participation in Sindh, as in the rest of the country, has shown very slow improvement over the past several years, especially for girls in rural areas. In 2010/2011, primary net enrollment rate was 62 percent and secondary net enrollment rate was 35 percent in Sindh. The level of student achievement is also low; a 2009 diagnostic assessment of grade 4 students in mathematics and language showed an average score of less than 50 percent. The Sindh government recognizes poor sector governance and accountability, and weak administrative systems as principal problems in the education sector. To address these challenges, in 2006/07, the Government of Sindh initiated a multi-faceted Sindh Education Sector Reform Program (SERP) with support from the World Bank. The objectives of this program were to increase school participation and student progression, reduce gender and rural-urban disparities, and improve the measurement of student learning. Detailed information was collected on Sindh 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 Sindh 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 Sindh 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 Sindh province’s immediate interests and needs. Detailed, completed rubrics for each assessment type in the Sindh province are provided in Appendix 5.

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Classroom Assessment Level of Development: EMERGING In the Sindh province, 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 more easily accessible channels for teachers and other stakeholders (such as teacher training courses or libraries). 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 scarce system-wide resources available for teachers to engage in classroom assessment activities. Existing resources include textbooks, which contain questions at the end of the chapters, and guidelines for teachers to use when conducting classroom assessment activities. However, the majority of these textbooks are based on a previous version of the national curriculum that was developed in 2002, and all textbooks have not been updated based on the 2006 curriculum. There are some system-level mechanisms in place (such as pre- and in-service teacher training opportunities) that are meant to ensure that teachers develop appropriate skills and expertise in classroom assessment. For example, a course on assessment is also offered in both undergraduate and graduate education programs. However, on-the-ground classroom assessment practices are generally considered to be weak. There are no required uses of classroom assessment information to support student learning. Classroom assessment practices tend to focus on students recalling information, and teachers often rely on the questions and the end-of-chapter exercises provided in the textbooks to assess students. Teachers generally do not use explicit criteria for evaluating students’ work, and

tend to provide little feedback on student performance to students and parents. Classroom assessment results are often used as an administrative tool rather than a pedagogical resource as classroom assessment information is primarily used internally to promote or fail students. There are currently 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.

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 examination is administered to students in Grades 9 and 10. The Sindh Boards of Intermediate and Secondary Education Ordinance of 1972 and the Sindh Boards of Intermediate and Secondary Education (Amendment) Act of 2008 authorize the examination. The Examination Rules and Procedures document (known as the “Calendar”) for each Sindh Board 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) majority of the 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 tried to ensure that the examiners marking the papers are from the same language background as the language of the paper they are marking. 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 item errors, repetition, limited skills tested and inadequate curriculum coverage. In general, comprehensive material to help prepare for the examination is accessible to most students. Such material includes the textbook (which is considered the main resource) 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, and copying and using unauthorized materials such as prepared answers and notes. As a result, the credibility of the examination and its results are often 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) allocating funding for attending international courses or workshops.

2. Develop a technical report on the examination and disseminate it to key stakeholders.

3. Identify and agree upon the official purposes and possible uses of examination results and introduce mechanisms, such as an oversight committee, to monitor actual uses.

4. Institutionalize preventive and reactive mechanisms to address inappropriate behavior during the examination process. Ensure that the mechanisms

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are clearly defined, and are communicated through various communication methods (for example, through documents, the radio, etc.) to all key stakeholders in a timely manner.

National Large-Scale Assessment (NLSA) Level of Development: EMERGING The Provincial Education Assessment Center (PEACE) Sindh Assessment was administered for the first time in 2008 as an independent, provincial-level assessment exercise. Previously, PEACE was part of the National Education Assessment System (NEAS). Under NEAS, the Sindh province administered the assessment to a provincially representative sample of students and published a provincial report separate from the national report. Regular funding for PEACE is allocated by the provincial government. Funding covers core PEACE activities, but does not cover research and development activities. Various donors are also providing technical assistance for improving the design of the PEACE assessment and for the training of PEACE administrators. Although the PEACE office is a permanent agency working under the Bureau of Curriculum, it is inadequately staffed to effectively carry out assessment activities. In general, there is a lack of qualified staff who can ensure that tasks are conducted in an efficient and timely manner. Specifically, there is lack of technical staff, pyschometricians, and statisticians for data analysis. There is also lack of clarity on the role that focal persons in the districts are to have in test administration and monitoring. No final review of assessment instruments takes place, which results in errors when the instruments are printed; there is also a need for translation verification between Urdu and Sindhi. The Sindh province offers some opportunities to prepare individuals for work on the PEACE. Graduate and non-graduate university courses on educational measurement and evaluation are made available. The University of Sindh offers a course on educational measurement and evaluation in its B.Ed and M.Ed programs. The Aga Khan University Institute for

Educational Development (AKU-IED) also offers a course on assessment at the M.Ed level. The PEACE 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 PEACE 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 the PEACE, including: (i) all administrators are trained according to a protocol; (ii) there is a standardized manual for 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. Training of scorers, provision of code sheets and rubrics for open-ended items, and a 10 percent check of scoring by another person also takes place. Computerized data is also compared to the data entered manually to cross-check for errors. In general, PEACE results are poorly disseminated, and their use has been minimal. Suggested policy options: 1. Develop the capacity of PEACE staff by (i)

introducing workshops and trainings on education measurement and evaluation, including, in particular, on data analysis; (ii) providing funding to PEACE staff to attend international programs on educational measurement and evaluation; and (iii) identifying external human resources for conducting translation verifications between Urdu and Sindhi. Introduce a mandate for capacity development of PEACE staff. Identify which individuals or organizations will be responsible for the workshops and 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).

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2. Identify, with the participation of relevant persons

at the district level, the intended uses of PEACE results; develop and implement a plan to disseminate the results; introduce mechanisms, such as an oversight committee, to monitor actual uses of PEACE results.

International Large-Scale Assessment (ILSA) Level of Development: LATENT The Sindh 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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ENT

1:

Sett

ing

clea

r gu

idel

ines

for

clas

sroo

m a

sses

smen

t

Ther

e is

no s

yste

m-le

vel d

ocum

ent

that

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

SYST

EM A

LIGN

MEN

T 2:

Al

igni

ng cl

assr

oom

ass

essm

ent w

ith sy

stem

lear

ning

goa

ls

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. 3

Th

ere

are

som

e sy

stem

-wid

e re

sour

ces

for t

each

ers f

or c

lass

room

ass

essm

ent.

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.

*

*

* *

*

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

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R-ST

UDE

NT

ASSE

SSM

ENT

SAB

ER P

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NCE

REP

ORT

| 2

012

SYST

EMS

APPR

OAC

H FO

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TTER

EDU

CATI

ON

RES

ULT

S 15

ASSE

SSM

ENT

QU

ALIT

Y Q

ualit

y of

clas

sroo

m 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

e ak.

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.

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. 7

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

.

*

**

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

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R-ST

UDE

NT

ASSE

SSM

ENT

SAB

ER P

ROVI

NCE

REP

ORT

| 2

012

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 16

Clas

sroo

m A

sses

smen

t: De

velo

pmen

t-lev

el ra

ting

just

ifica

tions

1.

Th

e on

ly s

yste

m-le

vel d

ocum

ent

that

pro

vide

s so

me

reco

mm

enda

tions

on

asse

ssm

ent

prac

tices

is t

he 2

006

Nat

iona

l Cur

ricul

um, w

hich

pro

vide

s ge

nera

l in

form

atio

n on

ass

essm

ent p

urpo

ses,

type

s, a

nd q

uest

ions

, as w

ell a

s som

e sa

mpl

e te

st c

onte

nt a

nd sc

orin

g cr

iteria

. The

se a

re n

ot, h

owev

er, c

ompr

ehen

sive

guid

elin

es. A

dditi

onal

ly, t

each

ers

in s

choo

ls ha

ve n

ot b

een

prov

ided

the

cur

ricul

um d

ocum

ent,

for

the

mos

t pa

rt, a

nd a

re t

here

fore

not

aw

are

of t

hese

gu

idel

ines

.

2.

The

docu

men

t is

avai

labl

e on

line.

How

ever

, th

e do

cum

ent

is no

t av

aila

ble

thro

ugh

othe

r ch

anne

ls, s

uch

as li

brar

ies

and

teac

her

trai

ning

cou

rses

and

co

llege

s, w

hich

teac

hers

and

oth

er st

akeh

olde

rs c

an e

asily

acc

ess.

3.

Text

book

s or

wor

kboo

ks t

hat

prov

ide

supp

ort

for

clas

sroo

m a

sses

smen

t ar

e ty

pica

lly a

vaila

ble

on a

sys

tem

-wid

e ba

sis t

o te

ache

rs.

Text

book

s co

ntai

n qu

estio

ns a

t the

end

of t

he c

hapt

er; t

here

also

are

gui

delin

es fo

r tea

cher

s on

con

duct

ing

clas

s ac

tiviti

es fo

r ass

essm

ent p

urpo

ses.

For

exa

mpl

e, it

sug

gest

s th

at te

ache

rs h

old

spee

ch c

ompe

titio

ns, f

orm

gro

ups a

nd g

ive

them

var

ious

task

s, e

tc.

The

2006

Nat

iona

l Cu

rric

ulum

doc

umen

t, al

thou

gh a

vaila

ble

on t

he M

inist

ry o

f Ed

ucat

ion

web

site,

has

not

bee

n pr

ovid

ed t

o al

l pra

ctic

ing

clas

sroo

m

teac

hers

. Not

all

teac

hers

hav

e ac

cess

to th

e in

tern

et a

nd c

an d

ownl

oad

larg

e do

cum

ents

. The

text

book

boa

rd h

as y

et to

dev

elop

new

text

book

s ba

sed

on

the

2006

cur

ricul

um.

4.

Cu

rren

tly, t

his

is th

e 20

06 N

atio

nal C

urric

ulum

. Afte

r the

18t

h co

nstit

utio

nal a

men

dmen

t, th

e au

thor

ity to

dev

elop

cur

ricul

um h

as b

een

tran

sfer

red

to th

e pr

ovin

ces,

and

Sin

dh is

in th

e fin

al st

ages

of a

dopt

ing

a ne

w c

urric

ulum

.

5.

Avai

labl

e sy

stem

-leve

l mec

hani

sms i

nclu

de p

re-s

ervi

ce a

nd in

-ser

vice

teac

her t

rain

ing.

A c

ours

e on

ass

essm

ent i

s offe

red

in th

e B.

Ed a

nd M

.Ed

prog

ram

.

6.

It is

very

com

mon

for

cla

ssro

om a

sses

smen

t ac

tiviti

es t

o be

mai

nly

abou

t re

calli

ng i

nfor

mat

ion.

Tea

cher

s m

ostly

dev

elop

que

stio

ns d

irect

ly f

rom

the

te

xtbo

ok a

nd u

se th

e ex

erci

ses

at th

e en

d of

the

chap

ters

. Tea

cher

s al

so d

o no

t use

exp

licit

or a

prio

ri cr

iteria

for s

corin

g or

gra

ding

stu

dent

s' w

ork.

Par

ents

ar

e po

orly

info

rmed

abo

ut st

uden

ts' g

rade

s, w

hich

, in

turn

, are

ver

y sc

hool

-dep

ende

nt. S

harin

g an

nual

exa

m re

sults

with

par

ents

, how

ever

, is v

ery

com

mon

. Cl

assr

oom

ass

essm

ent

activ

ities

also

pro

vide

litt

le u

sefu

l fee

dbac

k to

stu

dent

s, as

stu

dent

s ar

e to

ld o

nly

thei

r ov

eral

l tes

t re

sults

. Cla

ssro

om a

sses

smen

t ac

tiviti

es a

re a

lso m

ainl

y us

ed a

s an

adm

inist

rativ

e or

con

trol

tool

rath

er th

an a

ped

agog

ical

reso

urce

, and

for t

he m

ost p

art a

re u

sed

inte

rnal

ly to

pro

mot

e or

fail

stud

ents

. (Te

xtbo

oks

are

gene

rally

not

alig

ned

with

the

curr

icul

a be

caus

e th

e te

xtbo

oks

in c

ircul

atio

n ar

e ba

sed

on a

pre

viou

s ve

rsio

n of

the

natio

nal

curr

icul

a th

at w

as d

evel

oped

in 2

002.

The

re a

re n

o ne

w te

xtbo

oks t

hat a

re b

ased

on

the

new

cur

ricul

a th

at w

ent i

nto

effe

ct in

200

6.)

7.

Re

sults

are

repo

rted

to th

e di

stric

t edu

catio

n de

part

men

t.

SIN

DH P

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, PAK

ISTA

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SAB

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| 2

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SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 17

SI

ND

H P

ROVI

NCE

, PAK

ISTA

N

Exam

inat

ions

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

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UDE

NT

ASSE

SSM

ENT

SAB

ER P

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| 2

012

SYST

EMS

APPR

OAC

H FO

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TTER

EDU

CATI

ON

RES

ULT

S 18

ENAB

LIN

G CO

NTE

XT

Ove

rall

fram

ewor

k of

pol

icies

, lea

ders

hip,

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

coun

try

or sy

stem

an

d th

e ex

tent

to w

hich

that

fram

ewor

k is

cond

uciv

e to

, or s

uppo

rtiv

e of

, the

ass

essm

ent a

ctiv

ity.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

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)

*

*

* **

SIN

DH P

ROVI

NCE

, PAK

ISTA

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ENT

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ER P

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REP

ORT

| 2

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SYST

EMS

APPR

OAC

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TTER

EDU

CATI

ON

RES

ULT

S 19

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)

*

*

*

**

*

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DH P

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, PAK

ISTA

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ENT

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ER P

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REP

ORT

| 2

012

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 20

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.

15

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.

*

*

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

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UDE

NT

ASSE

SSM

ENT

SAB

ER P

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NCE

REP

ORT

| 2

012

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 21

SYST

EM A

LIGN

MEN

T De

gree

to w

hich

the

asse

ssm

ent i

s coh

eren

t with

oth

er co

mpo

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.16

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.

17

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

8

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.

19

*

*

*

*

*

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

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UDE

NT

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SSM

ENT

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ER P

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ORT

| 2

012

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 22

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

QUAL

ITY

2:

Ensu

ring

fair

ness

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. 2

0 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

1 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

2

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)

* *

* *

*

SIN

DH P

ROVI

NCE

, PAK

ISTA

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UDE

NT

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ENT

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ER P

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REP

ORT

| 2

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SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 23

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

3 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 co

nseq

uenc

es 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.

24

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.

*

*

*

*

SIN

DH P

ROVI

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, PAK

ISTA

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| 2

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SYST

EMS

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EDU

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RES

ULT

S 24

Exam

inat

ions

: Dev

elop

men

t-lev

el ra

ting

just

ifica

tions

1.

Si

ndh

Boar

ds o

f Int

erm

edia

te &

Sec

onda

ry E

duca

tion

Ord

inan

ce 1

972

(am

ende

d in

197

3, 1

974,

197

8), a

nd m

ost r

ecen

tly th

e Si

ndh

Boar

ds o

f Int

erm

edia

te &

Se

cond

ary

Educ

atio

n (A

men

dmen

t) Ac

t 200

8 (S

indh

Act

No.

XXV

of 2

011)

.

2.

The

acts

and

ord

inan

ces,

as

wel

l as t

he C

alen

dar,

are

tech

nica

lly p

ublic

doc

umen

ts, b

ut n

ot n

eces

saril

y ea

sily

acce

ssib

le. B

oth

type

s of d

ocum

ents

sho

uld

be

avai

labl

e on

requ

est a

t the

Boa

rds.

How

ever

, the

re d

oes n

ot a

ppea

r to

be a

cle

ar p

roce

dure

for m

akin

g su

ch a

requ

est.

Whe

n a

requ

est f

or th

ese

docu

men

ts

was

mad

e, th

e Bo

ard

did

not s

uppl

y th

e do

cum

ents

.

3.

The

act o

utlin

es th

e go

vern

ance

, dist

ribut

ion

of p

ower

, and

resp

onsib

ilitie

s am

ong

key

stak

ehol

ders

. The

Cal

enda

r out

lines

the

proc

edur

es to

inve

stig

ate

and

addr

ess

secu

rity

brea

ches

, che

atin

g, o

r oth

er fo

rms o

f ina

ppro

pria

te b

ehav

ior,

and

the

proc

edur

es fo

r spe

cial

/disa

dvan

tage

d st

uden

ts, w

hile

spe

cify

ing

who

ca

n sit

for t

he e

xam

inat

ion.

It a

lso id

entif

ies t

he ru

les a

bout

the

prep

arat

ion

and

form

at o

f the

exa

min

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 t

o im

prov

e th

e ex

amin

atio

n ha

ve b

een

led

by th

e go

vern

men

t and

mos

t rec

ently

, by

dono

rs. F

or e

xam

ple,

ther

e ha

ve b

een

seve

ral e

ffort

s to

impr

ove

diffe

rent

asp

ects

of t

he e

xam

inat

ions

by

the

Boar

ds a

long

with

the

Educ

atio

n De

part

men

t. Th

e In

ter B

oard

Com

mitt

ee o

f Cha

irmen

(IBC

C) h

as c

hang

ed th

e pa

per p

atte

rn in

rece

nt y

ears

to in

clud

e m

ultip

le c

hoic

e an

d sh

ort a

nsw

er q

uest

ions

. The

Boa

rds h

ave

trie

d to

ens

ure

that

the

exam

iner

s mar

king

the

pape

rs

are

from

the

sam

e la

ngua

ge b

ackg

roun

d as

the

lang

uage

of t

he p

aper

they

are

mar

king

. The

re a

ppea

r to

be e

ffort

s by

the

Aga

Khan

Uni

vers

ity E

xam

inat

ion

Boar

d (A

KUEB

) and

USA

ID-s

uppo

rted

EDL

INKS

pro

ject

to

impr

ove

the

qual

ity o

f the

exa

m p

aper

item

s an

d cu

rric

ulum

cov

erag

e in

Boa

rds

acro

ss P

akist

an.

How

ever

, th

is is

a fa

irly

new

initi

ativ

e an

d ap

art

from

a w

orks

hop

with

pap

er s

ette

rs f

rom

the

Boa

rds,

it’s

not

cle

ar w

hat

othe

r ac

tiviti

es h

ave

been

im

plem

ente

d. O

nly

Kara

chi B

oard

resp

onde

nts m

entio

ned

they

may

be

wor

king

on

deve

lopi

ng a

n ite

m b

ank

in th

e fu

ture

.

6.

The

Boar

ds a

t the

hig

her l

evel

s ap

pear

to b

e aw

are

of th

e va

rious

issu

es in

the

exam

inat

ion

syst

em a

nd a

s a

resu

lt ha

ve ta

ken

step

s to

add

ress

the

issue

s th

emse

lves

. How

ever

, sin

ce e

ffort

s to

impr

ove

the

exam

inat

ion

from

out

side

the

gove

rnm

ent,

such

as

thos

e by

the

AKU

-EB,

hav

e ei

ther

not

occ

urre

d or

not

be

en im

plem

ente

d as

yet

, it i

s 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 is

from

stud

ent f

ees.

8.

Data

ana

lysis

and

dat

a re

port

ing

are

limite

d to

dev

elop

men

t and

repo

rtin

g of

the

exam

resu

lts fo

r ind

ivid

ual c

andi

date

s.

9.

Th

e Ka

rach

i Boa

rd h

as a

res

earc

h se

ctio

n; h

owev

er, t

his

sect

ion

does

not

nec

essa

rily

cond

uct

rese

arch

. Its

fun

ctio

ns a

re u

sual

ly t

o de

velo

p de

scrip

tive

anal

ysis

of e

xam

resu

lts (i

.e.,

by g

ende

r or a

cade

mic

gro

ups

or o

ver t

he la

st 1

0 ye

ars)

and

han

dle

non-

rese

arch

act

iviti

es s

uch

as s

chol

arsh

ips,

deb

ates

and

es

say

com

petit

ions

.

SIN

DH P

ROVI

NCE

, PAK

ISTA

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ENT

SAB

ER P

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NCE

REP

ORT

| 2

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SYST

EMS

APPR

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H FO

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RES

ULT

S 25

10. T

he o

ldes

t Boa

rd, t

he K

arac

hi B

oard

of S

econ

dary

& In

term

edia

te E

duca

tion,

was

est

ablis

hed

in 1

951,

whi

le th

e m

ost r

ecen

t Boa

rd, t

he M

irpur

Kha

s Boa

rd o

f Se

cond

ary

& In

term

edia

te E

duca

tion,

was

est

ablis

hed

in 2

004.

11. A

ccou

ntab

le to

the

Gove

rnor

of S

indh

pro

vinc

e.

12

. The

IBCC

/ F

orei

gn M

inist

ry a

ttes

ts to

the

use

of th

e Se

cond

ary

Scho

ol C

ertif

icat

es (S

SC) a

broa

d. A

lthou

gh th

e SS

C ex

am w

ould

not

be

used

for

adm

issio

n in

to u

nive

rsity

per

se, i

t wou

ld p

resu

mab

ly fo

rm p

art o

f the

seco

ndar

y sc

hool

edu

catio

n re

cord

for a

dmiss

ions

.

13. T

he c

onsu

ltant

onl

y vi

sited

Kar

achi

and

Hyd

erab

ad B

oard

s. G

iven

tha

t 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

thes

e re

spon

ses i

n th

e qu

estio

nnai

re, p

artic

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

ther

e is

perm

anen

t ful

l-tim

e st

aff f

or ru

nnin

g th

e ex

amin

atio

n, it

is in

suffi

cien

t to

mee

t the

nee

ds o

f the

exa

min

atio

n. F

or e

xam

ple,

ther

e is

a la

ck o

f st

aff

who

can

per

form

res

earc

h an

d da

ta a

naly

sis, a

s w

ell a

s a

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 th

e hu

man

res

ourc

es t

hat

are

resp

onsib

le f

or t

he e

xam

inat

ion

incl

ude

item

err

ors,

repe

titio

n, li

mite

d sk

ills t

este

d, a

nd in

adeq

uate

cur

ricul

um c

over

age.

15. G

radu

ate

and

non-

grad

uate

uni

vers

ity c

ours

es o

n ed

ucat

iona

l man

agem

ent a

nd e

valu

atio

n ar

e of

fere

d. T

he U

nive

rsity

of S

indh

, for

exa

mpl

e, o

ffers

a c

ours

e on

edu

catio

nal m

easu

rem

ent a

nd e

valu

atio

n in

its B

.Ed

and

M.E

d pr

ogra

ms.

16

. Offi

cial

ly, t

he e

xam

inat

ion

seek

s to

mea

sure

the

natio

nal c

urric

ulum

. How

ever

, the

re is

no

clea

r lin

k to

the

stud

ent l

earn

ing

outc

omes

or t

he s

kills

iden

tifie

d in

the

curr

icul

um, o

ften

resu

lting

in in

adeq

uate

cov

erag

e an

d th

e la

ck o

f hig

her o

rder

ski

lls te

sted

as

note

d by

rese

arch

stu

dies

. In

prac

tice,

it is

ess

entia

lly

the

text

book

con

tent

tha

t is

mea

sure

d by

the

exa

m. (

Text

book

s ca

nnot

be

said

to

be w

ell a

ligne

d w

ith t

he c

urric

ula:

(1)

The

maj

ority

of t

he t

extb

ooks

in

circ

ulat

ion

are

base

d on

a p

revi

ous

vers

ion

of th

e na

tiona

l cur

ricul

a de

velo

ped

in 2

002

(new

text

book

s ba

sed

on th

e ne

w c

urric

ula,

i.e.

200

6, a

re in

var

ious

st

ages

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 t

he c

urric

ula

such

as h

ighe

r ord

er th

inki

ng sk

ills.

)

17. D

iffer

ent

stak

ehol

ders

hav

e di

ffere

nt c

once

rns.

Man

y st

akeh

olde

rs (

such

as

pare

nts,

stu

dent

s, a

nd t

he g

ener

al p

ublic

) ar

e m

ore

conc

erne

d w

ith is

sues

re

late

d to

che

atin

g, s

peed

, and

acc

urac

y of

sco

ring.

How

ever

, tho

se w

ho re

cogn

ize th

at th

ere

are

inad

equa

cies

in th

e cu

rric

ulum

cov

erag

e an

d sk

ills

test

ed,

such

as r

espo

nden

ts a

t the

Ref

orm

Sup

port

Uni

t, do

not

acc

ept w

hat i

s mea

sure

d.

18

. Mat

eria

ls re

quire

d fo

r pre

parin

g fo

r the

exa

m in

clud

e th

e te

xtbo

ok (t

he m

ain

reso

urce

, as

the

exam

is e

ssen

tially

text

book

-bas

ed) a

nd p

ast p

aper

s (a

s th

ere

is ap

pare

ntly

not

a lo

t of

rep

etiti

on in

exa

m q

uest

ions

from

yea

r to

yea

r). T

extb

ooks

in g

over

nmen

t sc

hool

s ar

e no

w p

rovi

ded

free

of c

ost.

Resp

onde

nts

note

d th

at th

e te

xtbo

oks a

re o

f goo

d qu

ality

and

that

was

all

that

stud

ents

nee

d to

pre

pare

for t

he e

xam

s.

19

. 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.

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

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UDE

NT

ASSE

SSM

ENT

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ER P

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REP

ORT

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SYST

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CATI

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RES

ULT

S 26

20. V

ario

us in

appr

opria

te b

ehav

iors

dim

inish

the

cred

ibili

ty o

f the

exa

min

atio

ns. S

uch

beha

vior

s in

clud

e le

akag

e of

the

cont

ent o

f an

exam

inat

ion

pape

r or p

art

of a

pap

er p

rior

to t

he e

xam

inat

ion,

impe

rson

atio

n, c

opyi

ng f

rom

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, co

llusio

n am

ong

cand

idat

es v

ia m

obile

pho

nes,

pas

sing

of p

aper

, or e

quiv

alen

t, an

d pr

ovisi

on o

f ext

erna

l ass

istan

ce v

ia th

e su

perv

isor,

mob

ile p

hone

, etc

. To

redu

ce in

appr

opria

te b

ehav

ior,

the

Boar

ds th

is ye

ar so

ught

to a

dher

e to

the

sche

dule

d re

gist

ratio

n da

te to

pre

vent

stud

ents

from

man

ipul

atin

g th

eir c

ente

r al

loca

tion.

Also

, in

addi

tion

to th

e Bo

ard’

s sup

ervi

sory

staf

f mon

itorin

g, th

ere

are

gove

rnor

-app

oint

ed S

peci

al V

igila

nce

Team

s, co

nsist

ing

of re

tired

teac

hers

, w

ho m

onito

r an

d pr

ovid

e in

depe

nden

t re

port

s on

con

duct

. To

addr

ess

the

leak

age

of e

xam

pap

ers,

the

re is

a s

ecur

e ro

om f

or d

evel

opin

g pa

pers

and

pr

oces

ses

for p

reve

ntin

g le

akag

e at

that

sta

ge. I

n Hy

dera

bad,

pap

ers

are

mad

e av

aila

ble

at th

e Ba

nks

and

cent

er s

taff

mus

t col

lect

and

dep

osit

fille

d pa

pers

on

the

day

of th

e ex

am. A

nd in

Kar

achi

, the

pap

ers

are

deliv

ered

to th

e ex

am c

ente

rs b

y Bo

ard

repr

esen

tativ

es th

emse

lves

. Fin

ally

, ans

wer

boo

ks a

re c

oded

so

that

the

iden

tity

of th

e ca

ndid

ate

is no

t kno

wn

to th

e ex

amin

er.

21

. 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,

sco

ring,

and

det

erm

inin

g re

sults

) and

the

perc

eptio

ns in

the

gene

ral p

ublic

that

che

atin

g is

still

wid

espr

ead.

The

vie

ws

of s

take

hold

ers

tend

to

var

y in

term

s of

thei

r are

a of

con

cern

. Med

ia re

port

s te

nd to

focu

s on

the

cond

uct (

i.e.,

occu

rren

ce o

f che

atin

g) a

nd a

ccur

acy

or d

elay

s in

resu

lts, a

s do

pa

rent

s an

d st

uden

ts.

This

year

, th

ere

has

been

a s

ubst

antia

l am

ount

of

criti

cism

ove

r th

e co

mpu

teriz

atio

n of

the

pro

cess

. St

aff

with

in t

he B

oard

s, go

vern

men

t dep

artm

ents

, and

teac

hers

app

ears

to b

e co

ncer

ned

with

issu

es in

mar

king

. Fin

ally

, fro

m re

port

s an

d in

terv

iew

s, s

take

hold

ers

such

as

thos

e in

te

ache

r ed

ucat

ion

inst

itutio

ns, N

GOs,

and

sel

ecte

d go

vern

men

t of

ficia

ls an

d ed

ucat

ors

poin

t ou

t th

e po

or q

ualit

y of

the

exa

m p

aper

and

its

ques

tions

. U

nive

rsiti

es d

o no

t app

ear t

o tr

ust t

he q

ualit

y of

the

exam

s and

take

thei

r ow

n en

tran

ce e

xam

s.

22. 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

at t

hey

have

com

plet

ed s

econ

dary

sc

hool

. Exa

m c

ente

rs a

re u

sual

ly c

lose

to th

e st

uden

ts' s

choo

ls, a

nd th

ere

are

no re

gist

ratio

n ba

rrie

rs b

ased

on

ethn

icity

or g

ende

r.

23

. 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.

24

. Stu

dent

s may

reta

ke th

e ex

amin

atio

n, m

ay o

pt fo

r les

s sel

ectiv

e sc

hool

s/un

iver

sitie

s/tr

acks

, or t

hey

may

repe

at th

e gr

ade.

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

SABE

R-ST

UDE

NT

ASSE

SSM

ENT

SAB

ER P

ROVI

NCE

REP

ORT

| 2

012

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 27

SI

ND

H P

ROVI

NCE

, PAK

ISTA

N

Natio

nal (

or S

yste

m-L

evel

) Lar

ge-S

cale

Ass

essm

ent (

NLSA

)

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

SABE

R-ST

UDE

NT

ASSE

SSM

ENT

SAB

ER P

ROVI

NCE

REP

ORT

| 2

012

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 28

ENAB

LIN

G CO

NTE

XT

Ove

rall

fram

ewor

k of

pol

icies

, lea

ders

hip,

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

. Th

ere

is a

writ

ten

NLS

A pl

an f

or t

he

com

ing

year

s. 3

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)

* * *

*

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

SABE

R-ST

UDE

NT

ASSE

SSM

ENT

SAB

ER P

ROVI

NCE

REP

ORT

| 2

012

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 29

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.

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.

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.

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.

6

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(CO

NTI

NU

ED)

*

*

*

*

**

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

SABE

R-ST

UDE

NT

ASSE

SSM

ENT

SAB

ER P

ROVI

NCE

REP

ORT

| 2

012

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 30

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. 7

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.

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. 8

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.

*

*

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

SABE

R-ST

UDE

NT

ASSE

SSM

ENT

SAB

ER P

ROVI

NCE

REP

ORT

| 2

012

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 31

SYST

EM A

LIGN

MEN

T De

gree

to w

hich

the

NLSA

is co

here

nt 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.

9

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

0

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. 1

1 Th

ere

are

som

e co

urse

s or

wor

ksho

ps o

n th

e N

LSA

offe

red

on a

regu

lar b

asis.

Th

ere

are

wid

ely

avai

labl

e hi

gh q

ualit

y co

urse

s or

w

orks

hops

on

th

e N

LSA

offe

red

on a

regu

lar b

asis.

* * *

*

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

SABE

R-ST

UDE

NT

ASSE

SSM

ENT

SAB

ER P

ROVI

NCE

REP

ORT

| 2

012

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 32

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.

12

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

3

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

.

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

. 14

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. 15

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.

16

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.

*

*

*

*

*

*

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SYST

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S 33

Natio

nal (

or S

yste

m-L

evel

) Lar

ge S

cale

Ass

essm

ent (

NLSA

): De

velo

pmen

t-lev

el ra

ting

just

ifica

tions

1.

Th

e fir

st y

ear t

hat t

he P

rovi

ncia

l Edu

catio

n As

sess

men

t Cen

ter (

PEAC

E) S

indh

ass

essm

ent w

as a

dmin

ister

ed w

as in

200

8. P

EACE

Sin

dh w

as p

revi

ously

par

t of

NEA

S, e

stab

lishe

d to

con

duct

ass

essm

ents

to

a pr

ovin

cial

ly r

epre

sent

ativ

e sa

mpl

e as

par

t of

a n

atio

nal s

tudy

. In

2008

, it

bega

n co

nduc

ting

asse

ssm

ents

in

depe

nden

tly.

2.

Th

ere

is th

e or

igin

al P

EACE

PC-

1 ap

prov

ed b

y Si

ndh

Educ

atio

n an

d Li

tera

cy D

epar

tmen

t for

the

perio

d 20

03-2

009

and

a re

-mod

ified

PC-

1, w

hich

incl

udes

a

thre

e-ye

ar p

lan

for 2

009-

12.

3.

Th

e pl

an fo

r the

nex

t thr

ee y

ears

, 201

2-20

15, h

as b

een

draf

ted

and

is aw

aitin

g ap

prov

al b

y th

e Se

cret

ary

of E

duca

tion.

4.

Ther

e do

es n

ot a

ppea

r to

be a

ny p

ublic

ly a

vaila

ble

evid

ence

for s

take

hold

er p

erce

ptio

ns o

f the

larg

e-sc

ale

asse

ssm

ents

.

5.

Ther

e is

regu

lar f

undi

ng a

lloca

ted

by th

e go

vern

men

t, as

wel

l as t

echn

ical

ass

istan

ce (f

or a

sses

smen

t des

ign

and

trai

ning

of a

sses

smen

t adm

inist

rato

rs) f

rom

th

e EU

.

6.

The

NLS

A of

fice

is ac

coun

tabl

e to

the

Sind

h De

part

men

t of E

duca

tion

and

Lite

racy

.

7.

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. Ge

nera

lly, t

here

is la

ck o

f qua

lifie

d st

aff w

ho c

an e

nsur

e th

at

the

task

s ar

e co

nduc

ted

in a

n ef

ficie

nt a

nd t

imel

y m

anne

r. Sp

ecifi

cally

, acc

ordi

ng t

o re

spon

dent

s, t

here

is a

lack

of t

echn

ical

sta

ff, p

sych

omet

ricia

ns, a

nd

stat

istic

ians

for d

ata

anal

ysis.

The

issue

s th

at h

ave

been

iden

tifie

d in

clud

e po

or t

rain

ing

of t

est

adm

inist

rato

rs o

r un

clea

r in

stru

ctio

ns a

nd g

uide

lines

for

adm

inist

erin

g th

e as

sess

men

t, w

eakn

esse

s in

tes

t de

sign,

and

freq

uent

err

ors

in t

he t

est

ques

tions

. It

is di

fficu

lt to

find

rel

evan

t/go

od-q

ualit

y pe

rson

s to

dev

elop

item

s, p

artic

ular

ly t

he

kind

that

go

beyo

nd th

e te

xtbo

ok a

nd a

sses

s hig

her o

rder

thin

king

skill

s. T

here

is a

lso n

o in

-hou

se c

apac

ity to

dev

elop

the

sam

ple,

and

the

avai

labl

e in

-hou

se

pers

ons l

ack

the

nece

ssar

y sk

ills t

o be

nefit

from

tech

nica

l ass

istan

ce p

rovi

ded.

Fin

ally

, dat

a m

anag

emen

t and

stor

age

of sc

ripts

is a

lso a

key

issu

e.

Ge

nera

lly, t

here

is a

lack

of

clar

ity o

n th

e pa

rt o

f fo

cal p

erso

ns in

the

dist

ricts

with

reg

ards

to

test

adm

inist

ratio

n an

d m

onito

ring.

The

re is

also

no

final

re

view

of t

ools,

whi

ch r

esul

ts in

som

e er

rors

in t

he p

rinte

d to

ols

and

a ne

ed fo

r tr

ansla

tion

verif

icat

ion

betw

een

Urd

u an

d Si

ndhi

. Fin

ally

, the

re is

lack

of

qual

ified

staf

f for

stat

istic

al a

naly

sis th

at c

ause

d de

lays

.

8.

Grad

uate

and

non

-gra

duat

e un

iver

sity

cour

ses

on e

duca

tiona

l mea

sure

men

t and

eva

luat

ion

are

mad

e av

aila

ble.

The

Uni

vers

ity o

f Sin

dh o

ffers

a c

ours

e on

ed

ucat

iona

l mea

sure

men

t and

eva

luat

ion

in th

eir

B.Ed

and

M.E

d pr

ogra

ms.

The

Aga

Kha

n U

nive

rsity

Inst

itute

for E

duca

tiona

l Dev

elop

men

t (AK

U-IE

D) a

lso

offe

rs a

cou

rse

on a

sses

smen

t at

the

M.E

d le

vel.

In t

he p

ast,

a sp

ecia

lized

cou

rse

was

offe

red

by t

he U

nive

rsity

of

Mel

bour

ne in

col

labo

ratio

n w

ith t

he

Inst

itute

of E

duca

tiona

l Res

earc

h (IE

R) fo

r NEA

S st

aff.

SIN

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SYST

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S 34

9.

The

PEAC

E as

sess

men

t mea

sure

s com

pete

ncie

s ide

ntifi

ed in

the

curr

icul

um, a

nd it

has

bee

n co

nduc

ting

thes

e as

sess

men

ts fo

r sev

eral

yea

rs, i

nclu

ding

und

er

NEA

S. T

here

fore

, sta

keho

lder

s ar

e no

w f

amili

ar w

ith it

and

are

like

ly t

o ac

cept

it. H

owev

er, s

ince

ass

essm

ents

are

bas

ed o

n th

e 20

06 c

urric

ula

and

the

text

book

s av

aila

ble

are

base

d on

the

prev

ious

cur

ricul

a (d

evel

oped

in 2

002)

, PEA

CE s

taff

note

that

som

e sk

ills

are

not a

vaila

ble

in th

e te

xtbo

oks

and

coul

d ca

use

som

e co

nfus

ion

amon

gst t

each

ers w

ho a

re u

sed

text

book

-bas

ed te

sts.

10

. The

re a

re s

ever

al r

evie

ws

at d

iffer

ent

stag

es, d

urin

g th

e de

velo

pmen

t of

the

ass

essm

ent

fram

ewor

k, it

em d

evel

opm

ent

and

afte

r th

e pi

lot.

Thes

e ar

e in

tern

al re

view

s tha

t inc

lude

ext

erna

l exp

erts

from

the

univ

ersit

ies,

teac

her p

rofe

ssio

nal d

evel

opm

ent c

olle

ges,

and

scho

ols.

11. P

EACE

has

con

duct

ed 1

3 aw

aren

ess

wor

ksho

ps w

ith te

ache

rs in

whi

ch th

ey s

hare

d re

sults

of t

he P

EACE

ass

essm

ent a

nd p

rovi

ded

guid

elin

es o

n as

sess

men

t pr

actic

es in

gen

eral

, suc

h as

how

to d

evel

op th

em a

nd h

ow to

dev

elop

repo

rts,

etc

.

12. 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.

Add

ition

ally

, the

sam

plin

g fr

ame

incl

udes

bot

h ur

ban

and

rura

l are

as. I

t doe

s no

t app

ear t

hat a

ny o

ther

pla

ns h

ave

been

mad

e to

ens

ure

incl

usio

n or

exc

lusio

n of

stud

ents

from

har

d-to

-rea

ch a

reas

.

13. V

ario

us m

echa

nism

s ar

e in

pla

ce to

ens

ure

the

qual

ity o

f the

NLS

A. S

peci

fical

ly, a

ll pr

octo

rs o

r adm

inist

rato

rs a

re tr

aine

d ac

cord

ing

to a

pro

toco

l, th

ere

is a

stan

dard

ized

man

ual f

or la

rge-

scal

e as

sess

men

t adm

inist

rato

rs, a

pilo

t is

cond

ucte

d be

fore

the

mai

n da

ta c

olle

ctio

n ta

kes

plac

e, a

ll bo

okle

ts a

re n

umbe

red,

an

d ex

tern

al a

nd in

tern

al re

view

ers/

obse

rver

s are

em

ploy

ed.

Co

ding

and

sco

ring

is a

cent

raliz

ed a

ctiv

ity, c

ondu

cted

in o

ne p

lace

and

ove

rsee

n by

per

sons

invo

lved

in a

naly

sis. T

here

is t

rain

ing

of s

core

rs, p

rovi

sion

of

code

shee

ts a

nd ru

bric

s for

ope

n-en

ded

item

s, a

nd a

10

perc

ent c

heck

of s

corin

g by

ano

ther

per

son.

In te

rms o

f pro

cess

ing

of d

ata,

the

com

pute

rized

dat

a is

com

pare

d to

the

man

ual d

ata

to c

ross

-che

ck fo

r err

ors.

The

per

sons

invo

lved

in m

onito

ring

the

adm

inist

ratio

n of

the

asse

ssm

ent c

onsis

ted

of d

istric

t foc

al

pers

ons a

nd P

EACE

staf

f, as

wel

l as t

he B

urea

u of

Cur

ricul

um a

nd P

rovi

ncia

l Ins

titut

e of

Tea

cher

Edu

catio

n st

aff.

14. T

he N

LSA

resu

lts a

re d

issem

inat

ed in

a v

arie

ty o

f way

s to

diff

eren

t sta

keho

lder

s. R

epor

ts c

onta

inin

g re

sults

incl

ude

a te

chni

cal r

epor

t, a

gene

ral r

epor

t for

a

gene

ral a

udie

nce,

a t

each

er f

eedb

ack

repo

rt, a

nd a

leaf

let

or f

lyer

tha

t pr

ovid

es b

rief

info

rmat

ion.

For

diss

emin

atio

n, t

hey

have

con

duct

ed a

pro

vinc

ial

wor

ksho

p in

whi

ch th

ey c

alle

d th

e Ex

ecut

ive

Dist

rict E

duca

tion

Offi

cer f

rom

the

dist

ricts

and

peo

ple

from

oth

er p

rovi

nces

. In

the

futu

re, t

hey

wou

ld li

ke to

ho

ld d

istric

t-ba

sed

wor

ksho

ps a

s w

ell.

For N

EAS

asse

ssm

ent,

ther

e w

ere

also

yea

rly 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

. Diss

emin

atio

n of

bot

h th

e cu

rren

t PE

ACE

and

prev

ious

NEA

S as

sess

men

ts is

not

ed a

s on

e of

the

wea

ker

aspe

cts

of t

he p

rogr

am b

y a

curr

ent

and

form

er s

taff

mem

ber.

For

the

curr

ent

PEAC

E as

sess

men

t, on

e di

stric

t of

ficer

not

ed t

hat

the

rele

vant

per

sons

fro

m t

he d

istric

ts a

re n

ot i

nvol

ved

in

diss

emin

atio

n, w

hich

has

cau

sed

a la

ck o

f aw

aren

ess i

n th

e as

sess

men

t and

its u

ses a

t the

dist

rict l

evel

.

15. T

here

has

bee

n lit

tle u

se o

f re

sults

by

teac

hers

, di

stric

ts,

or p

olic

ymak

ers.

Reas

ons

cite

d in

clud

e th

at t

here

are

no

mec

hani

sms

for

ensu

ring

that

re

com

men

datio

ns a

re im

plem

ente

d or

that

the

asse

ssm

ent r

esul

ts in

form

teac

her p

ract

ices

. The

re h

as o

nly

rece

ntly

bee

n so

me

inte

rest

by

apex

bod

y Si

ndh

Teac

her E

duca

tion

Deve

lopm

ent A

utho

rity

(STE

DA) t

o us

e th

e re

sults

for t

each

er tr

aini

ng.

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SYST

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ON

RES

ULT

S 35

16. W

orki

ng g

roup

s ha

ve b

een

esta

blish

ed u

nder

PEA

CE t

o lo

ok a

t th

e ga

ps in

cur

ricul

a in

rel

atio

n to

res

ults

. Whi

le P

EACE

rec

ogni

zes

the

need

to

cond

uct

rese

arch

, and

ther

e is

now

two

year

s’ w

orth

of d

ata

avai

labl

e, n

o in

itiat

ives

hav

e be

en m

ade

to c

ondu

ct re

sear

ch.

SIN

DH P

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, PAK

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ULT

S 36

SI

ND

H P

ROVI

NCE

, PAK

ISTA

N

Inte

rnat

iona

l Lar

ge-S

cale

Ass

essm

ent (

ILSA

)

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

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R-ST

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NT

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SSM

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SYST

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RES

ULT

S 37

ENAB

LIN

G CO

NTE

XT

Ove

rall

fram

ewor

k of

pol

icies

, lea

ders

hip,

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 co

untr

y or

syst

em a

nd th

e ex

tent

to

whi

ch th

at fr

amew

ork

is co

nduc

ive

to, o

r sup

port

ive

of, I

LSA

activ

ity.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

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

lopm

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)

* *

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

SABE

R-ST

UDE

NT

ASSE

SSM

ENT

SAB

ER P

ROVI

NCE

REP

ORT

| 2

012

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 38

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.

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

SABE

R-ST

UDE

NT

ASSE

SSM

ENT

SAB

ER P

ROVI

NCE

REP

ORT

| 2

012

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 39

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

.

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

SABE

R-ST

UDE

NT

ASSE

SSM

ENT

SAB

ER P

ROVI

NCE

REP

ORT

| 2

012

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 40

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.

SIN

DH P

ROVI

NCE

, PAK

ISTA

N ǀ

SABE

R-ST

UDE

NT

ASSE

SSM

ENT

SAB

ER P

ROVI

NCE

REP

ORT

| 2

012

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 41

Inte

rnat

iona

l Lar

ge S

cale

Ass

essm

ent (

ILSA

): De

velo

pmen

t-lev

el ra

ting

just

ifica

tions

1.

The

Sin

dh p

rovi

nce

has n

ot p

artic

ipat

ed in

an

ILSA

, and

it d

oes n

ot h

ave

plan

s to

do so

in th

e ne

ar fu

ture

.

SINDH PROVINCE, PAKISTAN ǀ SABER-STUDENT ASSESSMENT SABER PROVINCE REPORT | 2012

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 43

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. World Bank. 2012. Pakistan Country Indicator Data. Washington, D.C.: World Bank. Data retrieved from http://data.worldbank.org/ on March 10, 2014. World Bank. 2009. Project Appraisal Document on a Proposed Credit in the Amount of SDR 200.6 Million (US $300 Million Equivalent) to the Islamic Republic of Pakistan for a Sindh Education Sector Project (SEP). Report No. 47642-PK. Washington D.C.: The World Bank.

SINDH PROVINCE, PAKISTAN ǀ SABER-STUDENT ASSESSMENT SABER PROVINCE REPORT | 2012

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 44

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