THE EVALUATION PROCESS AND EXAMINATION
 Evaluation process and examination play a vital role in teaching learning process. So as part of sound
education strategy, examination should be conducted to bring about qualitative improvement in
education
 Enhance assessment methods for validity, reliability, and student growth.
 Improve teaching and learning by following
1. Reducing chance and subjectivity.
2. Moving away from memorization.
3. Implementing comprehensive evaluation.
4. Effective use of evaluations by teachers, students, and parents.
5. Enhancing exam administration.
6. Introducing better teaching materials and methods.
7. Transitioning from marks to a grading system.
 Apply these goals to both external exams and evaluations within educational institutions.
 Some of the Pakistani universities have adopted the following measures
1. Continuous Internal Assessment,
2. Semester System, and
3. Question Bank
Semester System in Education
Definition and Structure
 Semester system divides academic year into two halves.
 Each semester spans around 16 to 18 weeks.
 One-year course split into two semesters; two-year course into four.
Implementation and Popularity
 Widely adopted in higher learning institutions.
 Examples: Allama Iqbal Open University, Gomal University, Islamic International University.
 Successfully reformed examination approach.
Characteristics and Purpose
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Reduces focus on annual exams only.
Exams held twice or thrice a year.
Courses redesigned for semester format.
Student follows a new academic calendar.
Benefits and Dimensions
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Enriches education process.
Broader scope and functions of education.
Content-rich learning.
Advantages in education field.
Comparison: Semester System vs. Annual System
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Syllabus
Preparation
Teacher-Student Ratio
Motivation
Learning Conditions
Question Emphasis
Teaching Methods
Course Diversification
Study Nature
Result Timing
Dropout and Wastage
Emphasis - Creativity vs. Memory
Educational Goal
1. Syllabus
 Semester System: Divides syllabus into two parts, studied across two semesters.
 Annual System: Covers entire syllabus in one exam.
2. Preparation
 Semester System: Requires less effort, boosts student confidence.
 Annual System: Demands more effort, causing exam fear.
3. Teacher-Student Ratio
 Semester System: Offers better ratio, improves teaching quality.
 Annual System: Might lead to imbalanced ratios.
4. Motivation
 Semester System: Gives more motivation after each semester.
 Annual System: Lacks ongoing motivation.
5. Learning Conditions:
 Semester System: Provides better learning conditions.
 Annual System: Conditions might not be as good.
6. Question Emphasis:
 Semester System: Focuses on question banks, objectives, short answers.
 Annual System: Emphasizes essay-type questions.
7. Teaching Methods:
 Semester System: Prioritizes discussions, seminars, interactive methods.
 Annual System: Depends more on lectures and notes.
8. Course Diversification:
 Semester System: Offers more varied courses, aligned with students' interests.
 Annual System: Limited course options, fewer theory papers.
9. Study Nature:
 Semester System: Requires consistent effort.
 Annual System: Allows last-minute cramming.
10. Result Timing:
 Semester System: Yields faster result announcements.
 Annual System: Results may be delayed.
11. Dropout and Wastage
 Semester System: Reduces dropouts.
 Annual System: Experiences more dropouts.
12. Emphasis - Creativity vs. Memory
 Semester System: Nurtures creativity.
 Annual System: Focuses on memory retention.
13. Educational Goal:
 Semester System: Develops potential.
 Annual System: Centers on exam success.
Advantages of Semester System
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Qualitative Improvement
Reduced Mental Tension
Confidence Building
Course Diversification
Intensive Courses
Healthy Teacher-Student Ratio
Job Opportunities
Regular Work
Creativity Development
Motivation
Minimum Dropouts
Disadvantages of Semester System
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Favoritism
Unhealthy Competition
Guesswork
Lack of Understanding
1. Qualitative Improvement: Better teacher-student ratio, seminars, and discussions contribute to
improved outcomes.
2. Reduced Mental Tension: Lower workload eases mental stress compared to annual system.
3. Confidence Building: Easier exam preparation boosts student confidence.
4. Course Diversification: Encourages diverse, specialized courses, expanding options.
5. Intensive Courses: Allows for more in-depth and focused study.
6. Healthy Teacher-Student Ratio: Fewer students per course lead to a better ratio.
7. Job Opportunities: Offers more teaching job options due to diversified courses.
8. Regular Work: Students engage in continuous, regular learning.
9. Creativity Development: Fosters creativity and potential growth.
10. Motivation: Provides strong motivation for continued learning.
11. Minimum Dropouts: Reduces dropout rates and educational wastage.
Disadvantages of Semester System
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Favoritism: Internal assessment could lead to favoritism and subjectivity.
Unhealthy Competition: May foster unhealthy competition among institutions.
Guesswork: Objective questions might encourage guesswork.
Lack of Understanding: Some teachers and students may not fully comprehend the system.
Continuous Internal Assessment
 Internal assessment means assessing the pupil by the teachers teaching in the school and to make
the evaluation a continuous process.
 The main aim of internal assessment has been to integrate teaching and evaluation and to test
those skills and abilities, which cannot be tested through written examination at the end of the
course
 For this purpose, internal assessment has to be properly diversified so that through it we can test
the
1. Writing ability of the student
2. His capacity to do field work or project work or laboratory practical,
3. His participation in seminars or tutorials.
Methods of Assessment
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Monthly tests, written house exams.
Oral tests, class discussions.
Classwork, homework, assignments.
Laboratory practical work.
Craft work, articles, self-study.
Participation in debates, recitations, dramas.
Engagement in games, magazines, extracurricular activities.
Merits of Internal Assessment
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More Valid
More Reliable
Positive Result
Instructional Value
No Undue Strain
Data for Reports and Records
Basis of Scholarships
Continuous Evaluation
Motivational Value
Diagnostic Value
1. Validity:
 Internal assessment covers all syllabus topics, enhancing validity.
 Assesses regularly, reducing omission of content.
2. Reliability:
 Based on the entire session's work, improving reliability.
 Minimizes the impact of chance factors.
3. Positive Result:
 Focuses on students' strengths, abilities, and intelligence.
 Aims for a constructive evaluation, nurturing potential.
4. Instructional Value
 Promotes consistent, systematic teaching.
 Encourages method improvement and experimentation.
5. Reduced Strain:
 Lessens undue stress on students.
6. Data for Reports:
 Provides reliable data for progress reports and records.
7. Basis for Scholarships:
 Can be a foundation for scholarships and fee concessions.
8. Continuous Evaluation:
 Integrates evaluation with education.
 Assesses behavioral development consistently.
9. Motivational Value:
 Cultivates regularity, hard work, self-study, and concentration.
10. Diagnostic Value:
 Identifies students' learning difficulties.
 Reveals potential, interests, abilities, and needs.
 Guides individual development pathways.\
Problems Concerning Internal Assessment and Their Remedies
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Teacher Competence:
Teacher Workload:
Lack of Facilities:
Coordinating Standards
Relating Internal and External Assessment:
Scientific Basis
Question Bank
 The idea of a Question Bank aims to improve the education system by overcoming the problems
with traditional exam papers.
 It provides a collection of well-designed questions that match the syllabus goals.
 This approach makes exams fairer, more reliable, and more valid.
 Experts and teachers contribute to creating these questions, making the assessment process better.
 The benefits include promoting a deep understanding of the subject, encouraging critical thinking,
and discouraging memorization.
 Additionally, it helps ensure that the entire curriculum is covered, offers a well-rounded assessment,
and reduces cheating during exams.
 Overall, the Question Bank empowers teachers and students to have a more effective learning
experience, raising the standards of education.
Procedure of Setting a Question Bank
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Appointment of a Board
Division of Syllabus
Teachers and Workshops
Scrutinization of Questions
Grouping the Questions
Revision of Questions
Question Bank at University Level
Various Types of Questions
No Ambiguous Questions
Setting of Papers
Advantages of Question Bank
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Reliable and Scientific
Precision and Objectivity
Completion of Full Portion
Comparison of Performance
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Total Achievement
Multi-dimensional Ability
Variety
Promptness and Standardization
Efficiency
Readily Available
Questions from Syllabus
Comprehensive Choice
Careful Presentation
National Standards
Difficulties in Operation of a Question Bank
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Difficulty in Certain Subjects
Publication of Guides and Notes
Knowledge of Question
Mitigating the Evils
Examination and Its function or Importance
 Examination is an integral part of teaching learning process.
 It contributes to the objectives of education.
 The functions of effective examinations are as under:
1. Determines advancement to the next grade.
2. Encourages students to study harder.
3. Aids in predicting students' education and job prospects.
4. Helps identify students' strengths and interests.
5. Assists in providing targeted help to different student groups.
6. Assesses students' achievements.
7. Assists teachers in improving teaching methods.
8. Helps evaluate and enhance the curriculum.
9. Contributes to better daily teaching strategies.
10. Provides a basis for healthy comparison and competition.
CHARACTERISTICS OF EXAMINATION SYSTEM
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Validity: Validity refers to the attainment of the purpose for which the test is prepared
Reliability: For the reliability of the text/examinations, the following three factors are
important.
 The length of the test
 Objectivity of scoring
 Clarity of instructions
Practicability: The usefulness of a test depends upon how well the test lends itself to case of
administration, scoring, interpretation and applications.
Types of examination
The examinations are of various types e.g.
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Objective-subjective, written-practical.
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Written oral power-speed,
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Individual-group,
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Internal-external
The last two are commonly used in Pakistan: therefore, it would be better to discuss them distinctively.
A. The Internal Examination
 In this type of examination, the teacher and the paper-setter is the one and same person.
 The basic requirement for an internal examination is evaluation.
 Proper teacher-student ratio, secretarial help, typing and cyclostyling facilities, a separate office,
at least a cubical room for each teacher etc. otherwise the quality of teaching and evaluation
would be very poor.
B. The External Examination
 In this type of examination, the teacher cannot be a paper-setter, of the subject which is
 taught by him
 The success of a student in such an examination may only be due to his general retentive ability
and his good memory.
 External examination also limits the scope of a good, teacher.
 The teacher tends to teach only that part of the course which is considered to be useful from
the examination point of view
 The students also do not want to study, which is not needed to pass the examinations.
Two Examination Systems: Annual vs. Semester
Annual System:
 it is Conducted after one or two years.
 It has External examination which means it is not set by class teacher.
 It is Used up to MA, M.Sc level in Pakistan.
 It failed to produce desired outcomes.
 It is less effective.
Semester System
 It is purely internal examination.
 It requires proper facilities, student-teacher ratio, etc.
 It motivates learning process.
 Students are more engaged, regular, and use resources.
 Supported by teachers.
 Aligns with education objectives.
Comparison
 Present system is unreliable, time-consuming, and prone to malpractices.
 Semester system encourages regular, hard work.
 Saves time and resources.
 Provides valid measure of student achievement.
 Teachers best understand students' needs and achievements.
Structure of Examination in Pakistan
Formal Examination Bodies
 Boards: Responsible for secondary and higher level exams, each division has a board.
 Universities: Conduct exams autonomously at provincial and federal levels.
Boards:
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Divisions have Boards of Intermediate and Secondary Education.
Federal Board of Intermediate and Secondary Education in Islamabad.
Board Chairman is selected for Term of three years, eligible for reappointment
In the absence of a chairman the Secretary performs duties in his place.
It is the duty of the chairman that the provisions, and regulations of the Act by which Board
started functioning are faithfully observed.
Examination Process
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Controller of Examination prepares centers and names of center superintendents.
Appointment letters issued to center superintendents.
Assistant Controller (Conduct) assists center superintendent.
Identifies centers.
Appoints supervisory staff.
Dispatches exam papers.
Pays remuneration.
Deputy Controller (Exam) works on paper setting, printing, and evaluation.
Deputy Controller (Secrecy) handles roll-number slips, result dispatch, and tabulation.
Overall Structure:
 May vary slightly between boards, but overall structure remains similar.
Universities
 Provinces and federal level have universities conducting exams independently.
University Level Examination Process:
 Universities have more autonomy in conducting exams.
 Structure involves Controller of Examination, Deputy Controller, and Assistant Controllers.
1. Assistant Controller (Conduct):
 Identifies exam centers.
 Appoints supervisory staff.
 Manages student records and certificates.
 Dispatches papers and books.
 Manages remuneration.
2. Assistant Controller (Secrecy):
 Appoints paper-setters and examiners.
 Prints requisition papers.
 Evaluates question papers.
3. Deputy Controller of Exam:
 Dispatches roll number slips.
 Sends out student results.
 Tabulates overall results.
Overall University Examination Process:
 Universities have numerous paper setters, examiners, sub-examiners, and Head Examiners.
 These individuals follow university instructions for their tasks.
 Universities manage the entire examination process.
Examination Structure of AIOU
 In case of Allama Iqbal Open University up to BA/B.Sc. level internal plus external type of
examination is conducted.
 In this examination the paper is set by the class teacher and sent to evaluate and if necessary
change a part of it. A brief detail of Examination of Allama Iqbal Open University is stated below:
Examination Department
 This particular department has the responsibility of conducting examinations and issuing the
certificates after completion to successful students.
 It has the following four sections
1. Examination Section,
2. Conduct Section,
3. Secrecy Section,
4. Certificate Section.
1. Examination Section:
 Responsible for center allocation, admission cards, date sheets, result scrutiny, and
certificates.
 Handles student complaints, result issues, and paper re-checking.
2. Conduct Section:
 Appoints staff for centers, inspectors, and invigilators.
 Manages examination material distribution, question papers, and payment.
3. Secrecy Section:
 Handles sensitive tasks like appointing paper setters, examiners, and managing
confidential documents.
4. 4. Certificate Section:
 Responsible for issuing certificates, diplomas, and degrees to successful students.
5. Examination and Assessment Method:
 Continuous assessment (40%) and final examination (60%) for credit courses.
 Four assignments evaluated by course tutors, combined with the final exam for grades.
 Functional (non-credit) courses result in course completion certificates.
Drawbacks of the Present System
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Selective Study
Mal-Practices
Limited Assessment
Unreliable High Scores
Practicability Concerns
Doubtful Validity
Lack of Thoughtful Questions
Unclear Teacher Understanding
Unbalanced Questions
Limited Objective Assessment
Varied Examiner Expectations
Unclear Instructions
Inefficient Time Usage
Question Economy Lacking
Unsuitable Objectivity
Lack of Practicality