Exam System

TABLE OF CONTENTS
TABLE OF CONTENTS ...................................................................................1
ABSTRACT........................................................................................................I
CHAPTER I........................................................................................................1
INTRODUCTION...............................................................................................1
STATEMENT OF THE PROBLEM.....................................................................................................3
OBJECTIVES OF THE STUDY............................................................................................................3

The objectives of the study:.......................................................................................................................3
Limitations of the study: ........................................................................................................................3
Significance of the Study.........................................................................................................................3
Assumptions..............................................................................................................................................4
Abbreviations...........................................................................................................................................4
Definitions of Major Terms.......................................................................................................................5
CHAPTER-2......................................................................................................6
REVIEW OF RELATED LITERATURE.............................................................6
Review of the Related Literature............................................................................................................6
Secondary Education...............................................................................................................................6
Structure of Secondary Education in Pakistan...........................................................................................6
Examination...............................................................................................................................................7
A Brief History of Examinations...............................................................................................................8
A Brief History of Examinations in Pakistan............................................................................................9
Group A: Compulsory Subject................................................................................................................10
Group B: Elective Subject.......................................................................................................................10
Existing Situation of Examination in Country.........................................................................................10
i. Emphasis on Memorization..................................................................................................................11
ii. Subjectivity..........................................................................................................................................11
Kinds of Examination..............................................................................................................................11
Conduct of Examination..........................................................................................................................12
Functions and Purposes of Examinations................................................................................................12
i. Selection...............................................................................................................................................13
ii. Certification.........................................................................................................................................14
iii. Control................................................................................................................................................14
iv. Motivation...........................................................................................................................................14
v. Monitoring...........................................................................................................................................14
Types of Tests..........................................................................................................................................15
Achievement Tests...................................................................................................................................15
Teacher Made Test...................................................................................................................................15
Essay Type Test. .....................................................................................................................................15
a. Restricted Response Questions. ..........................................................................................................16
c. Objective Type Test.............................................................................................................................16
d. Short Answer Item. .............................................................................................................................16
e. True/False Items. .................................................................................................................................16
f. Matching Exercise. ..............................................................................................................................17
g. Multiple Choices: ................................................................................................................................17
Characteristics of Examination System...................................................................................................17
I. Validity.................................................................................................................................................18
ii. Reliability............................................................................................................................................18
iii. Usability.............................................................................................................................................18
Examination System at SSC Level in Pakistan........................................................................................18
Administration of Examinations..............................................................................................................19
Governance..............................................................................................................................................20
Management.............................................................................................................................................20
Finance.....................................................................................................................................................21
Responsibilities........................................................................................................................................21
Staffing.....................................................................................................................................................21
Professionalism........................................................................................................................................21
Examinations...........................................................................................................................................22
Frequency of Examination.......................................................................................................................22
Examination Sites....................................................................................................................................22
Private Candidates...................................................................................................................................22
Invigilation...............................................................................................................................................22
Marking....................................................................................................................................................23
Malpractice..............................................................................................................................................23
Evaluation of Present Examination System.............................................................................................24
CHAPTER-3....................................................................................................26
METHOD AND PROCEDURE........................................................................26

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

Table 4.1: More Conceptual clarity in examination system....................................................................28
Table 4.2: Encouragement of creativity in examination system .............................................................29
Table 4.3: Encouragement of selective study in examination system ....................................................30
................................................................................................................................................................30
.................................................................................................................................................................30
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Table 4.4: Completion of syllabus in examination system .....................................................................31
.................................................................................................................................................................31
Table 4.5: Pressure of examination in examination system ....................................................................32
Table 4.6: Provision of adequate feedback by examination system .......................................................33
.................................................................................................................................................................33
Table 4.7: Better performance of students in examination system .........................................................34
.................................................................................................................................................................34
Table 4.8: Management of homework by students in examination system ...........................................35
Table 4.9: Encouragement of rote learning among students in examination system ............................36
Table 4.10: Better performance of teachers in examination system .......................................................37
.................................................................................................................................................................37
Table 4.11: Achievement of educational objectives in examination system ..........................................38
.................................................................................................................................................................38
Table 4.12: Overall suitable examination system ...................................................................................39
CHAPTER-5....................................................................................................40
SUMMAY, FINDINGS, CONCLUSIONS, DISCUSSION AND

RECOMMENDATIONS...................................................................................40
SUMMARY............................................................................................................................................40
FINDINGS..............................................................................................................................................41
CONCLUSIONS..............................................................................................43
DISCUSSION...................................................................................................44
RECOMMENDATIONS...................................................................................45
BIBLIOGRAPHY.............................................................................................46
Annexure.............................................................................................
..................... –49-
3
ABSTRACT
The study was designed to explore teachers’ and students’ perceptions towards
the separate and combined examination system at SSC level. Examinations are an
integral part of teaching and learning process, which determines the destiny of
students and their life career. There is a general impression that examination system in
Pakistan is not up to the desired standard. There are many flaws in its conduct,
marking and result process. So this study was conducted to know the perception of
teachers and students on combined versus separate examination system at SSC level.
The views of teachers and students were known and investigated. In the light
of their views, it was found that majority of teachers and students are in favor of
separate examination system. Most of the teachers are in favor of separate
examination system at SSC level, with the views that it provides more conceptual
clarity, encourages creativity; syllabus can easily be completed, provides adequate
feedback to them, students perform better, volume of homework is manageable and is
more helpful in the achievement of educational objectives. Majority of students like
the separate examination system at SSC level, with the views that it discourages rote
learning, teachers teach better, examination pressure is less and syllabus can easily be
completed.
i
CHAPTER I
INTRODUCTION
Evaluation is an essential part of each system. Education has no exception.

Educational process is incomplete without evaluation. It tells what the students know.
(Haq, 1989). Educational evaluation is a systematic process to determine educational
outcomes (Farooq, 1993). Tyler (1950) relates evaluation to changes in behaviors.
According to him, "Evaluation is the process of determining the degree to which
certain desirable changes in behaviors have actually taken place". Evaluation is a
process, which includes a careful gathering of evidence on the attainment of
objectives, a forming of judgment on the basis of that evidence, and a weighing of
that evidence in the light of objectives. The judgments may be formed against some
criteria or norm, such as the national average, an expectancy formula or the stated
objectives. Evaluation can be carried on different levels and by different categories of
people.
Examination is a part of evaluation and is used to decide who is to be

promoted to the next level. As part of the process, "the results of examinations and
teachers' judgments have been turned into a grading system in which all the students
are classified annually or more frequently".(Siddiqui & Bukhari, 1991)
Education has five major components i.e. management, teacher training,

curriculum, research and examinations. Examinations, in Pakistan, are considered
more important because over time they have become the primary end of the process of
formal education at the school, college and university level. "It seems as if schools,
colleges and universities have been established for the purpose of preparing students
for examinations. The teachers, students and parents have taken it upon themselves to
ensure that those who sit in examinations do their best to get the best results". (Khan,
2004)
Examinations have been with us since the creation of man. This world is itself
an examination place for human being. Individuals are supposed to undergo different
examinations in their lives. While practicing Islam, Muslims find themselves in a state
of test in every matter in their daily life for their activities, both spiritual and
mundane. Generally, the examinations are considered as an evaluation of competency,
1
knowledge and capability of students and the effectiveness of teaching process. At the
same time all educational systems working in the world today have examinations as
an integral part of their system related to the objective of the education, curriculum
and teaching process.
Examinations are an integral part of the teaching learning process, which

determine the destiny of students and their life career. Examinations play a vital role
in the selection of the students for participation in the educational system and entrance
to next grades. The efficacy of an educational system basically depends upon the
efficiency and effectiveness of its examinations system. Examinations cannot sensibly
be studied or planned in isolation from the educational system, which they serve and
an educational system must be considered in relation to the society, which it serves.
Examinations not only serve the purpose of certification of educational

attainment and determine a student’s standing on the scale of achievement and
educational standard, but also helps fostering accountability for institutions and their
standing.
The students, the parents, the employers and the government agencies
complain that the standard of education in the country has declined and the output of
the educational institutions is very inferior to their output about 25 years back.
The unfortunate position leads us to ask as to how we can bring about

effectiveness in the educational system. This effectiveness does not depend on a
single factor; rather there are at least seven most important factors. Unless all these
factors function properly, the result will not be satisfactory. It also indicates that there
must be close coordination between and among these factors. These factors are
students, curriculum, objectives, methodology, environmental conditions,
administration and examination.
Over past few years particularly our examination system at secondary level
has been under heavy fire from all sections of people, the public, the teachers, the
press and government. Various steps/measures have been proposed and discussed for
the improvement of examination system at secondary level, but so far no headway in
this respect has been made. The problem has to be taken even more seriously. During
the past few years, government took the examinations at secondary level under
2
combined and separate systems inconsistently. Teachers and students felt a lot of
problems due to change of examination system.
Therefore a survey study was designed to measure the teachers and students
perception on combined versus separate examination system at secondary level. The
present study is useful to improve the examination system of secondary level.
STATEMENT OF THE PROBLEM
The study aimed at exploring the teachers and students perception on

combined versus separate examination system at secondary level in District Peshawar.
OBJECTIVES OF THE STUDY
The objectives of the study:
1. To judge the perceptions of the teachers and students about the combined and
separate examination system at secondary level.
2. To seek the views of teachers and students regarding different aspects of

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

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

secondary level
Limitations of the study:
Keeping in view the scope of the study and shortage of time and resources, the
investigation is limited to secondary schools in University Campus Peshawar and
surroundings.
Significance of the Study
It is an accepted reality that examination is the tool through which we can

judge and predict about the capacity, nature, interest, ability, attitude and knowledge
of the individuals. It is the base through which someone is given the standard of
learning skill, knowledge and thought. If it is fair, very fruitful and desirable results
can be achieved, but if it is not held in proper way, its prediction and the judgment
can be a huge loss and can create harmful situation for the nation. So it is necessary to
3
make it fair and according to the demanding standard of education like advanced
countries of the world. Hurdles and problems being faced by the people involved in
the examinations or the difficulties of the students should be highlighted. Now it is the
responsibility of government to take proper steps for the smooth functioning of the
education system and the problem faced must be talked at priority basis. The issues
and difficulties of curriculum and in teaching process should be weeded out as early
as possible as to cope with the need of the present era of science and technology.
The topic under study is selected to bring forth the facts and realities about the
combined and separate examination system at secondary level. Possible efforts were
made to collect the real thoughts and concepts given by the teachers and students
about the combined and separate examination system.
It is considering that the findings of the study would be helpful generally for
the teachers and students and particularly for administrators and policy makers of
education.
Assumptions
It was assumed that the secondary school teachers and students are competent
enough to provide the requisite information and give their candid opinion.
Abbreviations
UPS University Public School
UMS University Model School
I.C.S Islamia Collegiate School
APS&C Agriculture Public School & College
PPS&C Police Public School & College
GGHS Government Girls High School
Govt Government
Com Combined
Sep Separate
UD Undecided
4
Cat Category
N Number
SSC Secondary School Certificate
BISE Board of Intermediate and

Secondary Education
IAEA International Association for

Education Assessment
Definitions of Major Terms
UPS The boy’s school runs under the management of University

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

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

College (Chartered) University.
A.P.S The boy’s school runs under the management of

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

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

Education, Government of Khyber Pukhtoon Khwa
Examination In this study examination means an examination conducted

by the board at secondary level.
Marking Marking of answer scripts by teachers
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CHAPTER-2
REVIEW OF RELATED LITERATURE
Review of the Related Literature
This chapter includes literature review on: examinations, a brief history of

examinations, functions and purposes of examinations, characteristics of
examinations, examination system in Pakistan, Secondary School Certificate
Examination, a brief history of examinations in Pakistan, existing situation of
examination in the country.
Education is a process through which a nation develops self-consciousness by

sensitizing individuals who compose it. It is not mere public instructions; it is a social
institution, which provides mental, physical, ideological and moral training to the
individuals of the nation. Education is not something static but it is a continuous and
lifelong process.
Secondary Education
Secondary education plays a very important role in education. It is a terminal

stage from where the student goes to the higher and professional education and is a
major determinant of the quality of higher education.
Structure of Secondary Education in Pakistan
In Pakistan at present, education is delivered in five stages. These are primary

(I – V), middle or elementary (VI-VIII), secondary (IX-X), intermediate (XI-XII),
bachelor (XIII-XIV) and master (XV-XVI). These stages are incorporate in to several
types of schools, colleges and universities. The secondary stage is taught in high or
higher secondary school, while intermediate stage is taught in higher secondary
schools, intermediate or degree colleges. In 1979, government announced a policy
that the intermediate stage was to be a school stage taught only in higher secondary
schools. Most of the schools have reached their present stage through a process called
upgrading, in which a new stage is added to already existing school (Govt of Pakistan,
1979).
6
Examination
"The basic role examination plays in the educational process can be

appreciated from the fact that good examinations motivate pupils, help them know
their strengths and weaknesses, and provide opportunities to the teachers to try new
methods to improve the teaching methodology". (Shah, 1998).
An examination is primarily a test of the capacity of individuals. The capacity

means the power to respond to stimulus provided by the examiner. When an
examination is held to select the individual for a limited number of places, it becomes
competitive as in most scholarship and civil services examinations. But generally
examinations are taken to measures the ability of the students against the certain
standard; this type of examination is called pass examination. Examination is an
ancient institution. In some form or other these found a place in particularly every
scheme of education of which there is any record. Written examinations are a late
development and the system as we have it at present, is a growth of last century.
Thorn Dike divided the history and form of examination in to three periods: -
First period 2200 B.C.
Second period 2200-1945 B.C.
Third period 1945-1900 B.C.
The first period was concerned with historical primitive trails, bravery,
endurance, for being a rank of adult only the physical strength was measured. During
the second period, Chinese used oral test before 800 B.C. Some types of formal test
were given to students in Sparta. Written test were started from 1219 B.C. in the
University of Bologna. Cambridge University developed achievement test and other
countries followed and improved these tests. Mughal period is also eminent in this
respect. Mughal used written as well as oral examinations.
7
A Brief History of Examinations
The origin of public examinations is to be found in the school entrance and

civil service examinations of China, which go back at least to the period of the Sui
emperors (589-618) (with a prehistory going back much further) and which achieved
their most complex form towards the end of the Ch'ing dynasty (1644-1911)
(Miyazaki, 1976). Inspired by the Chinese system, examination conduction of written
examinations started in the European schools in the 16th century, though it was not
until some two hundred years later that public examinations of the type found in
China were instituted in Europe for selection to universities, the civil service and the
professions. Public examinations are now a major feature of the examination systems
of most European countries, which, in turn, passed them on to their former colonies in
Africa, Asia and the Caribbean. (Kellaghan, 1992). The United States, with some
exceptions (e.g., the Regents' examinations in New York), has so far not adopted a
public examination system. However, during the 1980s and 1990s, a number of
proposals contained in reform reports, policy statements, and legislation have
advocated a national system or system of examinations for the country (Madaus &
Kellaghan, 1991).
A World Bank (2001a) report revealed that examinations in schools have a

shorter, but still considerable, history. The Abitur was introduced as a graduation
examination for the classical middle school in 1788 and soon became a qualification
examination for university. The Baccalaureate was established in Napoleonic France
in 1808 to admit students to the grandee’s echoless, government service, and the
professions. In Britain, London University held its first matriculation examination in
1838. It still conducts school examinations in the UK and around the world. In 1865,
the New York Board of Regents conducted the first examination in NY State schools.
Whilst New York Regents examinations continue to this day, public examinations are
not a common feature of schooling in the USA.
Western European examination system spread as the French, British and

Dutch empires expanded in the 19th century. Syllabuses and examination papers from
the 'home country' were used, usually unchanged, in the colonies. As countries gained
independence over the past fifty or so years, they took control of their schools
examinations. However, the assessment method, and in some cases the syllabuses,
8
6
remained largely unchanged. The European tradition of public examinations for
schools can be found in the Caribbean, Africa and South East Asia and the sub-
continent.
In the 20th century, America developed a significantly different approach to

assessment of students. The most prominent feature of this is a strong theoretical base
of behavioral measurement (psychometrics) and a heavy reliance on objective and
standardized modes of assessment, especially multiple-choice testing. Examination
systems on the American approach can be found in South and Central America,
Indonesia and the Philippines.
A Brief History of Examinations in Pakistan
Khushk and Christie (2004) claim, "Pakistan is listed among the developing
nations of the world. The prevalence of low quality education in the country is one of
the major constraints on its development. Minimal use of modern assessment
techniques and dependency on traditional learning processes are the significant factor
of low quality education in the country. At the foundation of Pakistan there was a
single examinations board, which was responsible for examining students from all
over the country. Since then the number of examination boards has gradually
increased to 23 in line with growing numbers of candidate, while the level of quality
education in most institutions has not been improved to satisfy the academic needs of
the time.
In sub-continent the Muslims established the first institution the "Calcutta

Madarssah" in 1781 for the benefit of Muslim students. The curriculum designed for
this institution comprised arithmetic, geometry, Quran theology, law, logic, grammar
and national philosophy. They practiced traditional methods of student assessment;
Rote Memorization, Oral, Questioning and Open Forum Discussions for awarding
certificates to the candidates.
In 1853 educational activities took a new direction as a result of the Lord

Macaulay Report. In these minutes he proposed English as the only medium of
instruction and all the money earmarked for education would be spent on English
education. In the light of Macaulay report, the British government started to establish
missionary schools at Zilla (district) and Tehsil level. In this newly introduced
9
education system government emphasized the introduction of new subjects and up-to
date techniques of assessing student learning outcomes".
Bhatti (1993) pointed out that before independence Bombay University and
Punjab University were responsible for conducting examination at secondary level in
the areas, which are now part of the Pakistan. At that time subjects offered by
universities were divided into two group’s compulsory and elective subjects. The
detail of subjects is as follow:
Group A: Compulsory Subject
i. English.
ii. Mathematics or in case of girls, Arithmetic, Domestic arithmetic and

Household Account.
iii. History and Geography.
Group B: Elective Subject
i. Pakistani languages such as Urdu, Punjabi, Pashto, or a foreign language, say,

French or German.
ii. A classical language Arabic, Persian, Hebrew, Latin, or Greek.
iii. Physics and chemistry.
iv. Drawing.
v. Agriculture
vii. Physiology and Hygiene or Civics and Hygiene or Domestic Economy for
girls only.
According to the statement of the Board of Secondary Education Karachi

(1994) little earlier before the independence of Pakistan in April 1947 University of
Sindh at Karachi replaced Bombay University and took responsibility of control and
regulation of Secondary as well as Higher Secondary Education in province of Sindh.
Existing Situation of Examination in Country
Khushk and Christie (2004) described emphasis on memorization;

subjectivity; poor content coverage and administrative shortcomings as main
drawbacks of the examination system.
10
i. Emphasis on Memorization
This practice has overlooked the testing of higher objectives like

understanding, and application of knowledge and skills.
ii. Subjectivity
a. The subjectivity of a person who is setting question papers.
b. The subjectivity of paper setters plays important role in creating heterogeneity

regarding developing test items for examination.
c. The subjectivity of examinees in writing answers when total marks of a

question are not specifically divided /allocated.
d. Test items developed for assessing the knowledge of examinee are outdated.
The examinees are not enlightened about the nature of the course contents.
They are merely exploited to memorize the content. Along with this, no innovations
have been made by paper setters to help examinee in exploring his/her knowledge
through different type of test items.
Kinds of Examination
Presently different practices are being used to evaluate the work of students
and for promoting the students from one grade to another. Following types of
examinations are being practiced in various institutions in our country: -
a. Periodical examination
b. Annual examination
c. Records
d. Automatic promotion
e. Internal examination
f. External examination
External and internal examinations are the most common and widely accepted
practices at secondary as well as at postgraduate level of education. Oral and practical
examination is common in Pakistan. Oral examination is limited to specific subjects
usually languages or to test oral reading and comprehension. Practical examination is
held in physical education, drawing, handcrafts or home science only.
11
Conduct of Examination
The examinations are to be organized in a way that each candidate shall be

treated precisely in the same way as every other candidate. The greatest precautions
are taken to insure the secrecy of the examination papers before and during the
examination and to isolate the individual candidates in the examination hall. There are
three types of examinations held in Pakistan. From (1-8) internal examinations are
held by the institutions. From (9-12) examinations are held by the boards. From (13-
16) examinations are held by the universities. Public service commission and federal
service commission also held the examinations yearly. Professional institutions held
examination according to their own requirements while affiliated colleges and
institutions held examinations according to the rules of universities or affiliating
authority (Hoodbhoy, 1998).
Functions and Purposes of Examinations
Public examinations normally are intended to serve a number of functions.

The most obvious is to assess the competence of students' learning related to some
agreed standards. The results are then frequently used to discriminate among students
with regard to their future goals: further education, admission to professional
preparation, or employment. While certification is important, particularly for those
students who are leaving the educational system, there is often a danger of losing
sight of this function because of the strong emphasis on selection. Examination results
are also often used, formally or informally, to provide evidence of school
effectiveness, and schools and teachers may be judged for their students'
achievements as reflected in examination performance. This use becomes more
obvious when results of each school are published. Chinese examinations were
designed to select government officials on the basis of ability and intellectual
achievement rather than of birth; there were no class restrictions on examination
entry, and students were not asked whether they were merchants, artisans, or peasants
(Miyazaki, 1976). In Britain also, a major reason of introducing public examinations
was to replace patronage and nepotism in making appointments to the civil service
(Montgomery, 1965).
12 7
Malik (1987) examines various issues involved in examination in the light of
available literature. He states, "Examination is an important process of assessing the
progress of students. It is as old as man himself. However, the form and methods have
changed from time to time.
The author enumerates seven main purposes of examination:
i. Examinations act as a sort of control by delineating certain minimum

standards for students, teachers and administrators.
ii. They serve as a basis for promotion from one grade to the other, and help in
assessing whether pre-set educational objectives have been achieved or not,
and if achieved, to what extent.
iii. Examinations imbue the students with a competitive spirit to excel, thereby
improving their study habit and standard of achievement.
iv. They furnish the educational authorities with objective evidence of the
performance of the schools, which can be used as the basis for continued
efforts at strengthening the educational system. Teachers can thus improve
their performance, and the administrators' frame policies on a sound basis.
v. They help to evaluate the curriculum and determine its strengths and weakness
so .that better planning may be undertaken.
vi. Examinations elicit greater dedication among those concerned with education
including students studying the course.
vii. Emphasis is laid on the quality of education with a view to regulating

admission institutions of higher learning and providing suitable man-power for
man to development.
World Bank (2001b) report specifies the following main purposes of

examinations:
i. Selection
To select students' for the next level of education in a situation in which the
number of places at each successive level is reduced (e.g. from primary to secondary
school, from junior secondary to senior secondary, from senior secondary to higher
education). Some examinations are designed solely for selection e.g. the French
13
concourse and the Transfer Tests used for selection to grammar schools in Northern
Ireland. Most serve other functions as well. Where opportunities are extremely
limited, selection becomes increasingly important raising the 'stakes' of the
examination. In theory, the use of examination results for selection allows positions to
be filled on the basis of merit rather than factors such as socio-economic status or
'influence'.
ii. Certification
Formal certificates issued after examinations may be taken as evidence that

students have reached certain levels of achievement. Certificates may be important for
gaining employment. In general, certificates retain their 'value' over long periods. For
example, a School Leaving Certificate gained in 1990 may be used to support a job
application in 2005.
iii. Control
By controlling the examination system the content and 'spirit' of the

curriculum can be tailored to national goals. A uniform (standardized) examination
system promotes national homogeneity in educational standards and practice. It also
allows governments or regional authorities to control disparate elements of the
education system.
iv. Motivation
In theory, this is achieved by providing clear goals to strive for, a sense of

purpose, and tangible incentives and rewards. There is evidence that some students,
particularly those who consider the demands of the exam to be unrealistic, may be
demotivated.
v. Monitoring
Examination pass rates may be used to gauge changes in achieved educational

standards. In some instances, exam results may be used to hold schools and teachers
accountable for their students' unsatisfactory performance. This may be done by
publishing 'league tables' ranking schools by performance in public examinations.
14
Types of Tests
Following are the different kinds of tests:-
 Educational tests or achievement tests
 Personality tests
 Aptitude tests
 Intelligence tests
With respect to our examination system generally achievement tests are

concerned.
Achievement Tests
The actual accomplishment of students in a course may be measured by an

achievement test. It is usually rather detailed test covering the work that has been
taught. Achievement test measure the amount and quality of learning that has been
taken place in specific area. Achievement test is a test that measures the attainment of
a student or individual after expiring of his period of teach (Howard, 1963).
Achievement test measures the current status of individual’s with respect to

proficiency in given areas of knowledge or skills. Achievement test is further divided
into following two categories (Gronland, 1985).
Teacher Made Test
There are two major categories of teacher made tests: -
1. Essay type test
2. Objective type test
Essay Type Test.
It consists of a few questions asking the student to discuss, describe and to

give reason for. It emphasizes such letters as judgment, opinion and interpretation
both on the part of student and person who evaluate his/her answer. These are
categorized into two categories depending upon the degree of freedom. These
categories are called restricted response questions and extended response questions.
15
a. Restricted Response Questions.
Restricted response questions lemmatize both the contents and the response.
The restricting responses in essay test are to base the question on specific problem
because the restricted response question is more structured therefore it is most useful
for measuring learning outcomes.
b. Extended Response Questions.
Extended response questions allow pupils to select any factual information

that they think is pertinent to organize the answer in accordance with their best
judgment and to integrate and evaluate ideas, they deem appropriate. This freedom
enables them to demonstrate their ability to select, organize, integrate and evaluate
ideas.
c. Objective Type Test
There are following forms of objective type items.
d. Short Answer Item.
The short item is supply type test item that can be answer by a word, phrase,
number or symbol. These are essentially the same, different only in the method of
presenting the problem. The short answer item uses the direct questions, where as the
completion item consists of an incomplete statement. For example, short test type
item; what is the name of the man who invented the steamboat? (Robert Fulton)
Completion type item: the name of the man who invented the steamboat is (Robert
Fulton). These types of questions are used in all the subjects like science, arithmetic
and social sciences etc.
e. True/False Items.
True/false are alternative response test items consist of a statement that the
pupil is asked it mark true or false, right or wrong, correct or incorrect, yes or no, fact
or opinion, agree or disagree and like or dislike. In each case there are two possible
answers for example, some plants do not need sunlight because they get their food
from other plants. Yes/No the common criticism of the true/false item is that a student
may be able to recognize a false statement as incorrect but still not knows what the
correct answer is.
16
f. Matching Exercise.
Matching exercise consists of two parallel columns, with each word, number
or symbol in one column being matched to word, sentence or phrase in the other
column. The item in the column for which a match is sort is called premise and the
item in the column from which the selection is made is called response. The
knowledge can be tested through matching exercise:
Person Achievement
Date Historical event
Symbol Concept
Rules Example
The main advantage of matching exercise is its compact form, which makes it
possible to measure a large amount of related factual material in a relatively short
time.
g. Multiple Choices:
The multiple-choice form is generally recognized as the most widely

applicable and useful type objective test item. It can effectively measure many of the
simple learning outcomes measured by true/false and matching exercise. In addition it
can measure a variety of the more complex outcomes in the knowledge,
understanding and application areas. This flexibility found in the multiple-choice
form. For example, which one city is the capital of France?
a. London b. Rome
c. Tehran d. Paris
Characteristics of Examination System
Examination, tests and other evaluation instrument serve a variety of uses in

educational system. For example, tests of achievement might be used for selection,
placement, diagnosis or certification of mastery. Aptitude test might be used for
predicting success, future learning activities or occupations. Regardless of the type of
instrument should process certain characteristics. The most essentials of these are
validity, reliability.
17
I. Validity
Validity refers to the appropriateness of the interpretations made from test

scores and other evaluations results, with regard to a particular use. For example, if a
test is to be used to describe pupil’s achievement, one should be able to interpret the
scores as a relevant and representative sample of achievement domain to be measured.
If the results are to be used to predict pupil’s success in some future activity,
interpretations should be based on as accurate an estimate of future success as
possible. If the results are to be used as a measure of pupil’s reading, comprehension,
interpretations should be based on evidence that the scores actually reflect reading,
comprehensions and are not distorted by irrelevant factor. Basically, validity is always
concerned with the specific use of the results and soundness of interpretations.
ii. Reliability
Reliability refers to the consistency of evaluation result. If one obtain quite

similar to the scores when the same test is administered to the same group on two
different occasions. One can conclude that this result has a high degree of reliability
from one rater to another. As with validity, reliability is also related to the type of
interpretation to be made. The relationship between reliability and validity may
become confusing sometimes. Reliability (consistency) of measurement is needed to
obtain valid results, but reliability can be achieved without achieving validity.
iii. Usability
In addition to providing results that process a satisfactory degree of validity

and reliability, an evaluation procedure must meet certain practical requirements. It
should be economical from the viewpoint of both time and money. It should be easily
administered and scored, it should produce results that can be accurately interpreted
and applied by the school or board personnel. These practical aspects of an evaluation
procedure can be included under the heading of usability. The term usability refers to
the practically of the procedure and says nothing about other qualities present
(Gronland, 1985).
Examination System at SSC Level in Pakistan
According to Creighton, Arian, and Bethel, (1995) "candidates sit in

Secondary School Certificate (SSC) or Matriculation examination at the end of grade
18
10. The SSC also termed the Entrance Examination is used as a terminal school
certification measure and as a selection test for entry into the pre-tertiary grades 11
and 12. The SSC is also accepted as a minimum qualification for admission into some
lower level positions in the public and private sectors. Over 60 subjects have been
included in the syllabus for S.S.0 examination. In addition to theory papers, practical
assessments are offered in science subjects and home economics while the majority of
candidates tend to opt for a narrow range of subjects. Boards are required to prepare
papers for the less frequently taken subjects. Most boards prepare papers for over 60
percent of the approved subject areas. SSC candidates are required to take five
compulsory subjects-Urdu, Pakistan Studies, English, Islamyat and Mathematics. In
addition, they take either three sciences or three general (humanities) subjects".
Hoodbhoy (1998) mentions that "theory examinations at grades 10 (9 and 10)

in all boards since 1996 take about three weeks to administer. Practical in science,
home economics, and commerce subjects take up to 3-4 weeks and are administered
after the theory examination. Schools remain open during practical as relatively small
numbers of students are examined each day in small groups. However, secondary
schools often have to be closed during theory examinations to free buildings and
teachers for examination work".
Secondary Schools Certificates Examinations are conducted by various Boards

of Intermediate and Secondary Education. Teachers, Head masters and Principals of
various institutions usually outside the district are appointed by the controller of the
examinations for the conduction of these examinations in order to check the
malpractices. But unfortunately, the malpractices in S.S.0 examinations could not be
eliminated completely and they continue still in one way or other way.
Examination system in Pakistan can be discussed under following headings: -
Administration of Examinations
Following national independence in 1947, the Universities of Punjab and

Sindh administered examinations modeled on the English and Welsh examinations.
The first Board of Secondary Education was established in Karachi in 1950. The
Lahore Board was created in 1954. Boards of Intermediate and Secondary Education
were established in Hyderabad and Peshawar in 1961 following a recommendation of
19
the Commission of National Education (1959) that secondary and higher secondary
should be a terminal stage, rather than primarily a stepping-stone to university
education. Further Boards were created in the 1980s and 1990s to accommodate the
increase in candidate numbers and to create employment opportunities in different
regions. The 1972-80 education policy recommended one Board for every 25,000
candidates. Many Boards have exceeded these numbers. By the end of 1995, there
were 19 Boards of Intermediate and Secondary Education (BISEs), separate Karachi
Boards for Secondary and Intermediate Education, and three additional Boards for
technical and vocational subject areas (Hoodbhoy, 1998).
Governance
Boards are autonomous organizations but the Provincial Controlling Authority

limits their powers (i.e., the governor or minister for education). They adopt
government rules on salary scales, terms of appointment and financial procedures. In
effect, they are public sector organizations with a culture of job security, little
accountability, and without any financial input from the federal or provincial
governments. Each BISE has a board of directors. Many members of the Boards are
nominated by the Controlling Authority, which exerts considerable influence over the
Boards within its jurisdiction.
Management
The Controlling Authority of each Board appoints a Chairman, a Secretary and

a Controller and in some instances, other senior officers. Boards tend to be politicized.
The overall appointment procedure helps to ensure that some employees owe their
positions to external influence. Experience or competence in educational assessment
is not a criterion for appointment. Clerical and low staff-level positions are appointed
at the discretion of the Chairman and/or Secretary. Normally, the term of appointment
of three senior officers of the Boards does not exceed three years after which they are
transferred to other senior positions within the education sector. Apart from the three
senior officers, Board staff has had a high degree of job security. None of the Boards,
for instance, is affiliated to internationals bodies such as the International Association
for Education Assessment (IAEA), a body whose members have special expertise and
interest in public examinations.
20
Finance
Examinations fees in Pakistan are approximately Rs. 950-Rs.1050 for the

Secondary School Certificate (SSC). Fees include charges for registration and
certificates. In a departure from general practice in many developing countries the
government does not make any financial contribution to the public examination
system. Examination fees also pay for Board expenses. Income, which is tax
exempted under legislation, exceeds expenditure in most instances. A small
proportion of the Board’s excess income is used to finance scholarships, sports and
other extra-curricular activities. Savings are invested in the long-term saving schemes
and have been used to construct Board offices and residential buildings. The
Controlling Authority sometimes requests Board funds to help defray government
expenses. Virtually all examinations expenses relate to personnel and administrative
costs. Little, if any, income is devoted to improve the quality of examinations.
Responsibilities
Board responsibilities include registering candidates, securing examination

certificates, setting examination papers (by senior teachers), printing and distribution
of papers, arranging for supervision of examination centers, assessing papers (by
teachers), tabulating results and issuing mark-sheets and certificates. In addition,
Boards organize sports competitions and co-curricular activities such as debates,
naat/qirat, science fairs and art and essay competitions.
Staffing
The majority of Board employ in access of 200 staff. Most Boards are over-
staff. Boards also provide part time income to very large number of teachers engaged
in examination related activities such as paper setting, marking and checking and
tabulation of results. The majority of staff does routine clerical work.
Professionalism
Boards do not have staff technically qualified to undertake item analysis,

reliability and validity studies of their examinations, nor do they engage the services
of outside personnel to undertake these tasks. Professional books and journals on
examinations and assessment are conspicuous by their absence in board premises. For
most Boards, the issue of examination quality relates only to examination security.
21
While some boards have recently invested in computers, there is a pronounced
scarcity of optical-mark type equipment for speedy and accurate processing of
examinations results.
Examinations
Candidates sit for the Secondary School Certificate (SSC) examination at the
end of grade 10. The SSC also termed the entrance examination for grades 11 and 12.
The SSC is also accepted as a minimum qualification for admission into some lower
level position in the public and private sectors.
Frequency of Examination
In many countries, candidates who fail a final national public examination

must wait for one year before repeating. In Pakistan candidates who fail may take a
supplementary examination in autumn. In effect, each year, Examination Boards have
to prepare, administer and correct two separate examinations for the SSC in each
subject.
Examination Sites
Most Boards rate their present sites for holding public examination as
satisfactory. However, a significant minority has held them in unsuitable rooms and
corridors, where candidates have been too close to one another to prevent coping.
Many schools and colleges are reluctant to allow their halls to be used for public
examinations due to the unruly and sometimes violent behavior of the candidates and
their external helpers. A number of Boards have requested halls or sites dedicated
slowly to the holding of examination to address space and security concerns.
Private Candidates
The term “private candidate” is used to describe a person who has prepared
privately for the examination, or failed earlier as a regular candidate or a candidate
from an unaffiliated school. A number of schools in the interests of getting good
school results hold trial (send up) examinations to weed out weak SSC candidates
who must then register as private candidates.
Invigilation
22
Teaches appointed for invigilation duties at examinations centers are drawn
mostly form government schools. Private schools tend to be reluctant to release
teachers for this task. In some instance, Boards are hesitant to appoint private
teachers. An invigilator of two-three hour examination session in one day earns
roughly the equivalent of an unskilled laborers daily wage. The low level of monetary
reward and the risk of physical violence at examination centers have deterred many
teachers from taking up invigilation work.
Marking
Reproduction of large session of material from the textbook is rewarded with

high scores by examiners. Boards appoint examiners, usually from the ranks of
teachers. Government officials, politicians and teachers unions to appoint specific
examiners, even when those teachers have neither formal qualification nor teaching
experience in the designated subject, frequently put boards under pressure. Requests
for re-marking of papers are not entertained. However, rechecking of scripts,
including re-tabulation of marks, is permitted.
Malpractice
The use of “unfair means” or cheating refers to any action taken in connection
with an examination that attempts to gain an unfair advantage for a candidate or in
some cases, to place a candidate at a disadvantage. It is primarily an ethical issue.
Malpractice serves to undermine confidence in the integrity of the system. By
international standards, malpractice in the conduct of public examination seems to be
particularly pronounced in Pakistan (Graney and Kellaghan, 1996). Forms of
examinations malpractice perpetrated by examination official including leakage of
questions before the date of examination, appointment of supervisors with ulterior
motives, substitutions of scripts prepared outside of the examination centre in place of
candidate’s original efforts; removal of scripts; establishment of factitious or (Ghost
centers) where candidates prepared their answer without supervisions and with
assistance; and falsification of results and certificates. It is reasonable to assume that a
large amount of malpractice goes undetected. Possession of unauthorized material or
“helping material” and the unauthorized activities of examiners were the most
common form of detected malpractice (Commission 1992). A variety of efforts have
23
been made by Boards to combat various forms of malpractice, but a lot more is
required to be done to overcome this practice (Hoodbhoy, 1998).
Evaluation of Present Examination System
Pakistan is developing country. It cannot afford a large wastage of manpower.

Therefore, it is very important to give a new orientation to the educational system of
Pakistan, so that it may fit the need and aspiration of our people. This is possible if we
re-evaluate the present educational system and replace it by a better and improved
system. The main aim and objective of education in Pakistan should be to gear mass
education so that our people are able to live productive public life.
The progress of any country depends upon her educational system and
performance of educational system can be judged only through the examination
system. The defects in present examination system have been investigated in various
reports of commission on national education in its reports. The commission of
national education reviewed the situation related to the education in the country and
also dealt with the subject of examination.
The commission observed that the system of examination in all the fields of
education has also become symptomatic of much weakness and emphatically stated.
“We have had evidence that examination is responsible for many of the weaknesses in
our education for, most students’ examination have come to be more important than
the acquisition of knowledge and skill. Students have postponed their study few
weeks before the examinations and in consequence have not learned the habit of
sustained effort and application. Moreover, as internal exams have at present no
value, the external exams is exclusive pre occupation of the students and do not feel
under strong immediate pressure to attend lecture or to secure his/her teachers
guidance personally or in the tutorial group”. (Government of Pakistan, 1959)
Education policy 1972, suggested that the change in curricula should be

accompanied by necessary reforms in examination system, the existing system of
examination fails to serve as an incentive to learning. It is recommended that a
committee of experts should be appointed to look into various facts of examinations
system at different stages.
24
The commission on national education 1959 reported about examination that
exams have almost been taken as the sole measure of the student accomplishment.
Staff prepares the subject matter with an eye, the students refuse to study anything not
specifically required and the whole issue hinges on the performance in the few hours.
Mohiyuddin, (1959) suggested modern concept of examinations that the art of

examination is probably most difficult one in the whole range of educational practice
but is, gratifying to note that in recent years serious attention has been given to the
problem of exam and attempts have been made to refine its procedure and ascertain its
basic principles. The evaluation of objective and scientifically valid test experience
has profound influence on examination of traditional type. The objective test no
doubt, has helped to improve the examinations, but no clear cut result has been made,
however abounding unusual type of exam on the contrary, there is considerable
volume of expert’s opinion in favor of the retaining the essay as one form of
examination. As a necessary mean, to develop testing, clear and logical expression,
growth in the knowledge of psychology and development and new techniques of
testing only, point to the need for persistent efforts to improve the method of ordinary
examination. In the direction of objectives and informed based for making it must also
be supplemented with test of any type.
25
CHAPTER-3
METHOD AND PROCEDURE
The research work, regarding the study of the perceptions of teachers and
students on combined versus separate examination system at SSC level, was
conducted. Following method and procedure were adopted.
Population
Target population of the study was all the secondary school teachers and
students of Government schools, Private Schools in District Peshawar; whereas the
accessible population of the study consisted of the teachers and students of University
Public School, University Model School, Islamia Collegiate School, Agriculture
Public School, Government Girls High School and Police Public School at District
Peshawar.
Sample
Sample was taken out of following schools: -
S# School Teachers Students
1 University Public School, UoP 5 10

2 University Model School, UoP 5 10
3 Islamia Collegiate School (Boys) 5 10
4 Agriculture University Public School 5 10
5 Govt: Girls High school, UoP 5 10
6 Police Public School, Peshawar 5 10
Total 30 60
The sample of 30 teachers and 60 students were selected randomly.
Instrumentation
For obtaining the perception of teachers and students on the combined versus
separate examinations system at SSC level, two questionnaires (Appendices ‘A’ &
‘B’) were developed comprising of 10 item each. The items were related to the
effectiveness of separate and combined examination system of SSC level, related to
the provision of conceptual clarity, encouragement of creativity, provision of adequate
feed back to teachers, management of homework etc.
26
Research Design
Design of study was descriptive in nature. Data regarding the perceptions of

teachers and students towards combined and separate examination system was
collected through survey method with the help of questionnaire.
Data Collection
It was considered that the most suitable tool for collecting data was
questionnaire. Therefore for the collection of data of the study two questionnaires
(one for the teachers and one for the students) were developed with the consultation
and under the supervision of research supervisor. These questionnaires contained ten
questions. Questionnaires were personally given to the teachers and students.
Teachers and students were requested to give real views without any hesitations and
formality. Researchers had to face no difficulty in return of filled in questionnaire. In
this way data was collected from thirty teachers and sixty students and responses
given were hundred percent without any delay or refuse.
Analysis of Data
The data collected was tabulated and analyzed by applying simple percentage
method. The conclusions were drawn on the basis of finding of the study and finally
recommendations have been drawn on the basis of conclusion in the light of objective
of the study.
CHAPTER-4
27
INTERPRETATION AND ANALYSIS OF DATA
The study aimed at exploring the teachers and students perception towards
combined versus separate examination system at SSC level. Two questionnaires (one
for teachers and one for students) were prepared to get the requisite data from the
teachers and students of schools surrounding the Greater University Campus of
Peshawar. The analysis and interpretation of data is presented in the following tables.
Table 4.1: More Conceptual clarity in examination system
Category Number Combined Separate Undecided

Number % Number % Number %
Teachers 30 7 24 22 74 1 2
Students 60 10 16 47 78 3 6
The table number 4.1 indicates that 74 % teachers and 78 % students were of
the view that separate examination system provides more conceptual clarity, where as
24 % teachers and 16 % students viewed vice versa. 2 % teachers and 6 % students
were unable to decide.
Conceptual clearity
students (combined)
teachers(combined)
students (separate)
teachers(separate)
28
Table 4.2: Encouragement of creativity in examination
system

Teachers 30 9 31 21 69 - -
Students 60 11 18 43 72 6 10
The table 4.2 shows that 69 % teacher and 72 % students liked separate
examination system in respect of encouragement of creativity, where as 31 % teachers
and 18 % students are in favor of combined examination system in this respect. 10 %
students were unable to decide.
29
Table 4.3: Encouragement of selective study in examination
system

Teachers 30 10 33 20 67 - -
Students 60 32 53 28 47 - -
The table number 4.3 indicates that 77 % teachers and 47 % students opine
that separate examination system encourages selective study, where as 33 % teachers
and 53 % students opined vice versa.
30
Table 4.4: Completion of syllabus in examination system

Teachers 30 12 41 18 59 - -
Students 60 14 23 46 77 - -
The table number 4.4 indicates that as for as completion of syllabus is

concern, 59 % teachers and 77 % students are in favor of separate examination
system, where as 41 % teachers and 23 % students are in favor of combined
examination system.
31
Table 4.5: Pressure of examination in examination system

Students 60 30 50 26 44 4 6
The table number 4.5 indicates that 50 % of students are of the view that in
combined examination system pressure on the students is more than in separate
examination system. Whereas 44 % of students are of the view that examination
pressure on the students is more in separate examination system. 6 % could not reply.
32
Table 4.6: Provision of adequate feedback by examination
system

Teachers 30 7 24 23 76 - -
The table number 4.6 indicates that 76% of teachers are of the view that
separate examination system provides adequate feedback to them. Whereas, 24 % of
teachers are opined in favor of combined examination system.
33
Table 4.7: Better performance of students in examination
system

Teachers 30 10 34 19 64 1 2
Students 60 18 30 41 69 1 1
According to table number 4.7, 64 % teachers and 69 % students viewed that

students perform better in separate examination system, whereas 34 % teachers and
30 % students opined vice versa.
34
Table 4.8: Management of homework by students in
examination system

Teachers 30 9 31 21 69 - -
Students 60 18 30 40 67 2 3
The table number 4.8 indicates that 69 % teachers and 67 % students are of the
view that students can manage homework easily in separate examination system,
where as 31 % teachers and 30 % students viewed that combined system is better in
this respect.
35
Table 4.9: Encouragement of rote learning among students
in examination system

Teachers 30 14 47 16 53 - -
Students 60 31 52 27 45 2 3
The table number 4.9 indicates that 53 % teachers and 45 % students viewed
that separate examination system encourages rote learning, whereas 47 % teachers
and 52 % students are of the view combined examination system encourages rote
learning. 3 % respondents could not decide in this regard.
36
Table 4.10: Better performance of teachers in examination
system

Students 60 19 32 41 68 - -
The table number 4.10 indicates that 68 % students opined that teachers
perform better in separate examination system, whereas 32 % of students viewed vice
versa.
37
Table 4.11: Achievement of educational objectives in
examination system

Teachers 30 12 40 17 59 1 1
The table number 4.11 indicates that 59 % teachers viewed that separate
examination system is more helpful in achieving the educational objectives, whereas
40 % teachers are of the view that combined examination system is more helpful in
this respect. 01 % respondents could not decide regarding this aspect.
38
Table 4.12: Overall suitable examination system

Teachers 30 10 34 20 66 - -
Students 60 16 26 44 74 - -
The table number 4.12 indicates that 66 % teachers and 74 % students are in
favor of separate examination system, whereas 34 % teachers and 26 % students are
in favor of combined examination system.
39
CHAPTER-5
SUMMAY, FINDINGS, CONCLUSIONS, DISCUSSION AND

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

combined versus separate examination system at secondary level in District Peshawar.
The purpose of the study was to explore the perception of the teachers and students
about the combined and separate examination system at secondary level, to find out
the weak areas in the present examination system at secondary level and to offer
suggestions for the improvement of examination system at secondary level
Target population of the study was all the secondary school teachers and
students of Government schools, Private Schools in District Peshawar; whereas the
accessible population of the study consisted of the teachers and students of University
Public School, University Model School, Islamia Collegiate School, Agriculture
Public School, Government Girls High School and Police Public School at District
Peshawar.
By using cluster sampling technique six (6) schools representing Greater

Campus of Universities, Police Public School and Government, were selected as a
sample. These were located in District Peshawar. Total 30 teachers and 60 students (5
teachers and 10 students per school) were selected as the sample of the study. The
sample was taken through cluster sampling technique
For the collection of data, two questionnaires (one for the teachers and one for
the students) were developed with the consultation and under the supervision of
research supervisor. These questionnaires contained ten questions. Questionnaires
were personally given to the teachers and students. Teachers and students were
requested to give real views without any hesitations and formality. Researchers had to
face no difficulty in return of filled in questionnaire. In this way data was collected
from thirty teachers and sixty students and response given was hundred percent
without any delay or refuse.
40
The data collected was tabulated and analyzed by applying simple percentage
method.
As per findings of the study most of the teachers and students are in favor of
separate examination system. Therefore it is recommended that there should be
separate examination system at SSC level and such kind of study with broader
population may be carried out at provincial level, in order to have clear picture of the
situation.
FINDINGS
On the basis of the analysis of data following findings were drawn.
1. Seventy four percent teachers and 78 % students were in favor of separate

examination system, where as 24 % teachers and 16 % students were in favor
of combined examination system, in relation to the conceptual clarity.
2. In the area of encouragement of creativity, 69 % teachers and 72 % students

were in favor of separate examination system, whereas 31 % teachers and 18
% students were in favor of combined examination system. 10 % students
were unable to decide in this area.
3. 77 % teachers and 47 % students were in favor of separate examination

system, where as 33 % teachers and 53 % students were in favor of combined
examination system, in relation to the encouragement of selective study.
4. In relation to the completion of syllabus, 59 % teachers and 77 % students

were in favor of separate examination system, where as 41 % teachers and 23
% students were in favor of combined examination system.
5. 50 % of students were in favor of combined examination system; where as 44

% of students were in favor of separate examination system, in relation to the
pressure of examination. 6 % respondents cannot reply in this respect.
6. In relation to the provision of adequate feedback to the teachers, 76% of

teachers were in favor of separate examination system, whereas 24 % of
teachers were in favor of combined examination system.
7. 64 % teachers and 69 % students favored separate examination system,

whereas 34 % teachers and 30 % students favored combined examination
41
system, in relation to the better performance of students. 2 % teachers and 1 %
students could not decide regarding this aspect.
8. In the area of management of homework by the students, 69 % teachers and 67

% students were in favor of separate examination system, where as 31 %
teachers and 30 % students were in favor of combined examination system. 3
% students could not decide in this respect.

system, where as 47 % teachers and 52 % students were in favor of combined
examination system, in relation to the encouragement of rote learning. 3 %
students remained undecided in this area of study.
10. 68 % students were in favor of separate examination system as the

performance of teacher increased in this system, whereas 32 % of students
were in favor of combined examination system, in relation to the better
performance of teachers.
11. 59 % teachers were in favor of separate examination system, where as 40 %

teachers were in favor of combined examination system, in relation to the
achievement of educational objectives.

system, whereas 34 % teachers and 26 % students were in favor of combined
examination system, in relation to the overall suitability of examination
system.
42
CONCLUSIONS
In the light of findings following conclusions are drawn.
1. The majority of teachers and students were in favor of separate examination

system, in relation to the provision of more conceptual clarity, encouragement
of creativity, easy completion of syllabus, performance of students and
teachers, management of homework and standards of teaching.
2. The majority of teachers and students were generally in favor of separate

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

encouraged rote learning; while most of the students viewed that combined
system encouraged rote learning.
4. Most of the teachers were of the view that separate examination system
provided more feedback to them.
5. The majority of the student viewed that teacher, have teached better in
separate examination system.
6. Most of the teachers were of the view that separate examination system was
more helpful in achievement of educational objectives.
7. Negligible % of the respondents was unable to decide about various aspects of

the examination system at SSC level.
43
DISCUSSION
The study was designed to explore teachers’ and students’ perceptions towards
the separate and combined examination system at SSC level. Examinations are an
integral part of teaching and learning process, which determines the destiny of
students and their life career. There is a general impression that examination system in
Pakistan is not up to the desired standard. There are many flaws in its conduct,
marking and result process. So study was conducted to know the perception of
teachers and students on combined versus separate examination system of SSC level.
Therefore the views of teachers and students were known and investigated. In
the light of their views, it was found that majority of teachers and students are in favor
of separate examination system. Most of the teachers are in favor of separate
examination system at SSC level, with the views that it provides more conceptual
clarity, encourages creativity; syllabus can easily be completed, provides adequate
feedback to them, students perform better, volume of homework is manageable and is
more helpful in the achievement of educational objectives. Majority of students liked
the separate examination system at SSC level, with the views that it discourages rote
learning, teachers teach better, examination pressure is less and syllabus can easily be
completed.
44
RECOMMENDATIONS
Based upon the findings and conclusion following recommendations are made.
1. Separate examination system at SSC level may be implemented.
2. Consistency must be observed in examination system.
3. Examination system may not be changed again and again.
4. Such kind of study with broader population may be carried out at provincial
level in order to have clear picture of the situation.
5. Inter Board Chairmen Committee (IBCC) may be encouraged to conduct

separate examination system at Federal and Provincial level.
45
BIBLIOGRAPHY
Govt of Pakistan, (1959). Commission on National Education. Islamabad: Ministry of

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

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

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

Macmillan Publishing Company.
Hoodbhoy, Pervez. (1998). Education and the State, Fifty Years of Pakistan.
Karachi: Oxford University Press. Howard, W. (1963). Construction of
Achievement Test. London: Telly Publishers.
Mohiyuddin, S.M. (1959). School Organization and Management. Islamabad:

National Book Foundation.
46
Questionnaire for Students Annexure - A
Topic: Perceptions about separate and combined examination system at

SSC level
Note: please fill in the particulars
Name: -----------------------------------
Class: -----------------------------------
Age: -------------------------------------
Note: please tick the appropriate option
1. Which examination system provides more conceptual clarity?
A. Separate
B. Combine
C. Don’t know
2. Which examination system encourages creativity?
A. Separate
B. Combine
C. Don’t know
3. Which examination system provides encourage selective study?
A. Separate
B. Combine
C. Don’t know
4. Which examination system, syllabus can easily be completed?
A. Separate
B. Combine
C. Don’t know
47
5. Which examination system provides adequate feedback?
A. Separate
B. Combine
C. Don’t know
6. What do you think that in which examination system students perform

better?
A. Separate
B. Combine
C. Don’t know
7. What do you think that in which examination system teachers teach well?
A. Separate
B. Combine
C. Don’t know
8. Which examination system’s homework is manageable?
A. Separate
B. Combine
C. Don’t know
9. Which examination system encourages rote learning?
A. Separate
B. Combine
C. Don’t know
10. Which examination system is more helpful in educational objectives?
A. Separate
B. Combine
C. Don’t know
48
Questionnaire for Teachers Annexure - B
Topic: Perceptions about separate and combined examination system at

SSC level
Note: please fill in the particulars
Name: -----------------------------------
Designation: -----------------------------------
Professional qualification: -------------------------------------
Note: please tick the appropriate option
1. Which examination system provides more conceptual clarity?
A. Separate
B. Combine
C. Don’t know
2. Which examination system encourages creativity?
A. Separate
B. Combine
C. Don’t know
3. Which examination system provides encourage selective study?
A. Separate
B. Combine
C. Don’t know
4. Which examination system, syllabus can easily be completed?
A. Separate
B. Combine
C. Don’t know
49
5. Which examination system provides adequate feedback?
A. Separate
B. Combine
C. Don’t know
6. What do you think that in which examination system students perform

better?
A. Separate
B. Combine
C. Don’t know
7. What do you think that in which examination system teachers teach well?
A. Separate
B. Combine
C. Don’t know
8. Which examination system’s homework is manageable?
A. Separate
B. Combine
C. Don’t know
9. Which examination system encourages rote learning?
A. Separate
B. Combine
C. Don’t know
10. Which examination system is more helpful in educational objectives?
A. Separate
B. Combine
C. Don’t know
50

Exam System

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Exam System

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TABLE OF CONTENTS

TABLE OF CONTENTS ...................................................................................1

STATEMENT OF THE PROBLEM.....................................................................................................3

OBJECTIVES OF THE STUDY............................................................................................................3

Limitations of the study: ........................................................................................................................3

Significance of the Study.........................................................................................................................3

REVIEW OF RELATED LITERATURE.............................................................6

Review of the Related Literature............................................................................................................6

METHOD AND PROCEDURE........................................................................26

INTERPRETATION AND ANALYSIS OF DATA............................................28

SUMMAY, FINDINGS, CONCLUSIONS, DISCUSSION AND

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

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

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

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

Examinations not only serve the purpose of certification of educational

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

STATEMENT OF THE PROBLEM

The study aimed at exploring the teachers and students perception on

OBJECTIVES OF THE STUDY

The objectives of the study:

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

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

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

Limitations of the study:

Significance of the Study

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

UPS University Public School

UMS University Model School

I.C.S Islamia Collegiate School

APS&C Agriculture Public School & College

PPS&C Police Public School & College

GGHS Government Girls High School

SSC Secondary School Certificate

BISE Board of Intermediate and

IAEA International Association for

Definitions of Major Terms

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

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

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

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

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

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

Examination In this study examination means an examination conducted

Marking Marking of answer scripts by teachers

REVIEW OF RELATED LITERATURE

Review of the Related Literature

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

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

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

Structure of Secondary Education in Pakistan

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

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

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

First period 2200 B.C.

Second period 2200-1945 B.C.

Third period 1945-1900 B.C.

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

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

Western European examination system spread as the French, British and

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

A Brief History of Examinations in Pakistan

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

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

Group A: Compulsory Subject

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

iii. History and Geography.

Group B: Elective Subject

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

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

iii. Physics and chemistry.

According to the statement of the Board of Secondary Education Karachi

Existing Situation of Examination in Country

Khushk and Christie (2004) described emphasis on memorization;

This practice has overlooked the testing of higher objectives like

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