Sindh Education SESLOAF

Students Learning Science

Outcome Assessment Grade
Framework VI-VIII

Developed by
Provincial Education Assessment Centre (PEACe)
Bureau of Curriculum and Extension Wing Sindh Jamshoro

In Collaboration with
European Union & British Council
Karachi
1
 Acknowledgements

We wish to thank the members of Sindh Education Students Learning Outcome

Assessment Framework (SESLOAF) capacity building, design and expert review workshop
for their active participation and assistance in designing, development and review of the
SESLOAF for their specific school subjects and grade levels.

Also the generous and continuing collaboration of EU is highly appreciated, as this

capacity building workshop for the design and expert review of (SESLOAF) would not have
been possible without this support. The contribution of the Team Leader Sindh Education
Sector Support Programme (SESSP) Doran Bernard and Ms. Rana Hussian, Sr. Advisor,
Quality Education SESSP for conceptualizing and taking the desired target to completion, are
highly acknowledged.
The RSU unit and particularly the leadership, Chief Programme Manager Ms. Saba
Mahmood is highly acknowledged for their support in designing the SESLOAF framework.
Furthermore, the support of Director, Bureau of Curriculum Mr. Shahani, the
Coordinator PEACE, Mr. Aftab Ali and the entire PEACE team is acknowledged.

Unaeza Alvi
The Consultant

DOCUMENT DEVELOPED OCTOBER 30TH, 2014.

Acronym

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 BC British Council
BoC Bureau of Curriculum
CRQ Constructed Response Question
EU European Union
GECE Government Elementary College of Education
GoS Government of Sindh
MCQ Multiple Choice Question

NC National Curriculum Framework

PEACe Provincial Education Assessment Centre
PITE Provincial Institute of Teacher Education
RSU Reforms Support Unit
SEMIS Sindh Education Management Information System
SESSP Sindh Education Sector Support Programme
SESLOAF Sindh Education Student Learning Outcome Assessment and Feedback Framework
SLO Student Learning Outcome
STBB Sindh Textbook Board

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 Preface
The educational quality is determined by many aspects but the key indicator associated with
quality is the learning achievements and outcomes. The core to the learning achievement and
outcomes are the curriculum and assessment frameworks.

Former Ministry of Education through a revision of the existing National Curriculum

Framework 2000 and 2002 has initiated the Standards-based education reform in Pakistan. The
revision was carried out to improve and align the Pakistan National Curriculum with national
and international developments in educational standards.

This revision has resulted into the development of the National Curriculum Framework
2006, based on the Standards-Based Education Reform. The Standards-Based Education
Reform that has been implemented by a number of countries in the world is largely driven by
the approach of setting of academic standards for what students know and can perform.

This educational reform necessitates the use of the Standards as a reference to plan, teach
and assess students on the basis of the set standards. In addition, to this it requires an alignment
of the curriculum with the assessment system and a rethinking and broadening of the current
approaches to assessment.

The complete implementation requires the development of an assessment framework

aligned with the curriculum standards, benchmarks and students learning outcomes. It also
requires the adoption of a balanced approach to assessment including benchmark, formative,
summative, performance and authentic assessments for improved students learning outcomes.

Therefore, to implement the Standards-based curriculum reform the Sindh Education

Student’s Learning Outcomes Based Assessment & Feedback Framework“SESLOAF”, is
designed to apply a comprehensive approach to students learning outcome based
assessment. The SESLOAF for the eight subjects presents an alignment of the curriculum
standards with assessment schemes, specifications, items, tasks, marking schemes and
rubrics for effective assessment and feedback based on the students learning outcomes.

The overall purpose of SESLOAF framework is to provide a comprehensive assessment

framework aligned with the NCF to guide the overall assessment and feedback processes for
improved assessment systems and learning outcomes.

Rana Hussain

Sr. Advisor, Quality Education SESSP

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Table of Contents

Acknowledgements ............................................................................................................................ 2
Preface .................................................................................................................................................... 4
1. Rationale for SESLOAF:................................................................................................................... 9
2. SESLOAF SCIENCE VI-VIII .............................................................................................................. 10
2.1 The Science Curriculum 2006:..................................................................................................... 10
2.1.1 The Strands and Standards of the Science Curriculum ................................................. 10
Strand 1: Life Science .................................................................................................................... 10
Strand 2: Physical Science ............................................................................................................. 11
Strand 3: Earth & Space Science ................................................................................................... 11
Strand 4: Skills in Science .............................................................................................................. 11
Strand 5: Attitudes toward Science ............................................................................................. 11
Strand 6: Science, Technology, Society, and Environment ........................................................... 11
2.1.2 The Benchmarks of the Science Curriculum ................................................................. 12
3. Student Learning Outcomes Cognitive Categorization ............................................................... 13
4. Scheme of Assessment ................................................................................................................. 33
5. Specification for Summative Assessment ................................................................................... 36
6. SLO Based Items ........................................................................................................................... 39
GLOSSARY ............................................................................................................................................. 44
Appendix I ............................................................................................................................................. 47
Appendix II ............................................................................................................................................ 48
Appendix III ........................................................................................................................................... 50

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.............................................................................................................................................................. 50

.............................................................................................................................................................. 50

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Introduction
The Sindh Education Student’s Learning Outcomes Based Assessment& Feedback
Framework“SESLOAF”, is developed inalignment with the new standards based curriculum
reform for systems improvement. The SESLOAF aims at providing a model for a standardized
approach to formative, benchmark, performance and summative assessments of students
learning outcomes and improvement.

The SESLOF is developed through a standardized policy development process that

involves multiple consultationswith multi-stakeholders. The multi-stakeholders included
in the process are policy makers, education experts, managers and advisors, education
and assessment experts, public and private sector institutions, key assessment specialists,
subject based experts, curriculum reviewers and developers, textbook developers,
teachers and teacher educators.

The following processes were adopted in the development of the Assessment Framework

Development of
SLO Mapping and Development of Specification for
Cognitive Scheme of Summatve/Benchmark/
Categorization Assessment
Performance Assessment

Expert Review and Development of SLO

Development of
Validation of Based Test Items and
Marking Scheme and
Specification for Performace
Rubric
Assessment Assessment

Figure 1.1.Process of Developing Assessment Framework

The key stage of the development of the assessment framework was SLO categorization
and expert review and validation session for content validity of assessment specification in
alignment with the National Curriculum 2006 and revised curriculum 2011. This stage also
included the development of the slo based item, review of the items, agreement on key learning
targets for cognitive and skill/performance assessments.

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 The conceptual map below provides the design of the students learning outcome
based assessment & feedback framework. This conceptual framework forms the basis of the
SESLOAF, assessment specification, performance and authentic tasks, benchmark,
formative, summative assessments, items and tests for grade level VI-VIII. The SESLOAF
provides a comprehensive framework that allows for multiples forms of assessments to
provide varied opportunities to assess,demonstrate learning, feedback and improve learning
outcomes.
National Science Curriculum Framework

Key Learning Strands and Standards

Key Stage Benchmarks and Students Learning Outcomes

Students Learning Outcome Based Assessment Framework

SLO Mapping, Cognitive and Topic Distribution of Students

Learning Outcome

Students Learning Outcome Based Summative, Formative and

Authentic Assessment Specifications.

Students Learning Outcome Assessment Items, authentic/performance tasks, tools and

Rubrics.Guideline/samples for Implementation, Marking, Reporting and Feedback.

Figure 1.2. The Conceptual Map of the Assessment Framework

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 1. Rationale for SESLOAF:
The SESLOAF Science (VI-VIII) is designed to achieve the outcome of science literacy in
alignment with the New Curriculum 2006 and Reviewed Curriculum 2011.

1.1 The SESLOAF Framework as a standardized approach to assessments outlines a

comprehensive framework for assessments using multiples forms of assessments, in
order to provide varied opportunities to the learner to demonstrate learning and
assessor to assess learning outcomes.
1.2 The assessment framework includes all those students learning outcomes that could be reliably
and validly assessed through summative, benchmark and authentic assessments.

1.3 The assessment items are designed to ascertain the important cognitive learning targets in
science, according to the Content standards of Life Sciences, Physical Sciences and Earth and
Space Science.

1.4 The overall framework also takes into consideration the Skills, Attitude, Values and STSE
Standardsthroughperformance and authentic assessments.

1.5 Also, the International standards of assessments are considered in thedesign of theassessment
framework, specification, items, tasks and tools.

1.6 In the design a reference is made to the contemporary literature learning and assessment of
science literacy, science learning and learning in general.

1.7 The test is also aligned with agreed code of practice on fair testing and also aligned with the
current assessment and grading policy.

1.8 The current policy on assessment in Pakistan that recommends the assessment of 30 %
Knowledge, Understanding and Application in summative assessments is also taken into
consideration.

This Assessment framework provides the standards, benchmarks,

categorization of SLO as per cognitive levels, Overall Scheme of Assessment for VI-VII,
Assessment specification for summative and continuous assessment, a sample of SLO
based items, marking scheme, rubrics.

Additionally, a glossary is also enclosed that includes description of student learning

outcomes, objectives, cognitive processes dimensions, authentic, formative,
continuous, summative, performance assessment, rubric, validity, reliability. The
Appendix includes the list of multi-stakeholders involved in the process, the difference
between traditional and authentic assessments, Document for Item Development,
check list for identification of learning target, checklist for assessment development
and review.

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 2. SESLOAF SCIENCE VI-VIII

2.1 The Science Curriculum 2006:

The National Science Curriculum 2006 and revised curriculum 2011 is based on the goal
to develop scientific literacy among students. The entire curriculum is divided into six
strands, Life Science, Physical Science, Earth and Space Science, Skills, Attitude and
Science-Technology-Society and environment (STSE). Curriculum is based on standard
and benchmarks. Students’ learning outcomes are matched with the content and topics
and aligned with the standards. The learning outcomes emphasize the development of
knowledge, conceptual understanding and the application of knowledge.

The National Curriculum for General Science 2006 for IV-VIII has the following six strands
and numerous topics and learning outcomes:
 Life Science
 Physical Sciences
 Earth Sciences
 Skills
 Attitude
 STSE

The Benchmarks in the Science Curriculum are placed at Five Developmental Levels;
I-III, IV-V, VI-VIII, IX-X, and XI-XII
In grades I-III, Science is integrated with Humanities and Social Studies. The Science
Curriculum for grade IV-VIII is multidisciplinary and comprises three main Sciences namely;
Life Sciences, Physical Sciences, and Earth Sciences, whereas, for grades IX-XII, a
disciplinary approach is undertaken, and Sciences are presented as Biological, Physical and
Chemical Sciences.
The six standards and benchmarks for grade cluster VI-VIII by the Science Curriculum are
presented below:

2.1.1 The Strands and Standards of the Science Curriculum

Strand 1: Life Science

Standard 1:

Students will understand, explain and differentiate between the structure, characteristics and basic
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needs of living things, the process of life, and will also investigate the diversity of life and how living

things interact with each other and their environment.

Strand 2: Physical Science

Standard 2:

Students will describe and explain common properties, forms, and interactions of energy and
matter,

their transformations and applications in chemical, physical and biological systems.

Strand 3: Earth & Space Science

Standard 3:

Students will be knowledgeable of the composition, structure, processes, and interactions among
the

Earth’s systems; they will compare and contrast our planet and sun to other planets and star
systems; and explain how we learn about the universe.

Strand 4: Skills in Science

Standard 4:

Students will develop the skills required for science and technology inquiry, for solving problems, for

communicating scientific ideas and results, for working collaboratively, and for making informed

decisions.

Strand 5: Attitudes toward Science

Standard 5:

Students will display a sense of curiosity and wonder about the natural world; they will be
encouraged to develop attitudes that support the reasonable acquisition and application of scientific
and technological knowledge for the mutual benefit of self, society, and the environment.

Strand 6: Science, Technology, Society, and Environment

Standard 6:

Students will develop an understanding of the natureof science and technology, of the relationship
betweenscience and technology, and of the social andenvironmental context of science and
technology.

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 2.1.2 The Benchmarks of the Science Curriculum
The Standards for Life Science are further sub-divided into the following Benchmarks for Grade
Level-VI-VIII:

Benchmark 1
Show that living things have different levels of organization.

Benchmark 2
Describe the basic processes and functions of plants and human body systems
and their importance to life.

Benchmark 3
Explain the interaction and interdependence of nonliving and living components
within ecosystems.

The Standards for Physical Science are further sub-divided into the following Benchmarks for Grade
Level-VI-VIII:

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 Benchmark 1
Observe and describe the interactions of light and matter.

Benchmark 2
Describe the formulas, chemical equations, symbols and their relationship to
molecules, atoms, and ions.

Benchmark 3
Identify characteristic properties of matter such as density, solubility and boiling
point and understand that elements are the basic components of matter.

Benchmark 4
Recognise different forces and pressure and describe their effects and how different
structures overcome the effect of force and pressure.

Benchmark 5
Describe the types of energy that can be involved, converted or released in electrical
circuits.

The Standards for Earth and Space Science are further sub-divided into the following Benchmarks for
Grade Level-VI-VIII:

Benchmark 1
Observe and describe the characteristics of objects in the sky.

3. Student Learning Outcomes Cognitive

Categorization
The Benchmarkshave a cluster of Student Learning Outcomes. The Categorization of these
Students Learning Outcomes for Grade level VI-VIII, at 3 Cognitive Levels ispresented
below:
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 COGNITIVE LEVEL SLO CATEGORIZATION SCIENCE VI
Topics and sub-Topics Student Learning Outcomes K U A
Unit-1: Cellular Organization of Plants and Animals
Cell  Define cell. √
Microscope  Describe the different parts √
of a light microscope and its
working.
Animal cell and plant  Identify different kinds of √
cell cells using a microscope.
 Compare and contrast an √
animal cell with a plant cell.
Unicellular and  Differentiate between √
multicellular organism unicellular and multicellular
Tissues  Draw, label and describe the √
basic structure of an animal
cell and a plant cell.
Plant and animal tissues  State the function of each √
part of the cell to indicate
how the cell supports life.
Organs  Distinguish between tissues √
and organs.
Plant (leaf and flower) Describe the cellular hierarchy √
and human organs from cell to organ systems in
(Liver, Lungs and Heart) animals and plants

Introduction to plant  Recognize root and shoot √

system (Root and Shoot
system) and major systems in plants.
human system 
(Digestive, Respiratory,  State the functions of the √
Circulatory, excretory, major systems of the
Nervous Systems) human body.

Unit-2 SENSE ORGANS

Nose, tongue, ear, eyes, Explain the structure and √
skin function of nose, tongue,
ear, eye and skin.

Unit-3 Photosynthesis and Respiration in Plants

Internal structure of leaf  Describe the internal √
structure of a leaf.
 Define photosynthesis. √

Photosynthesis  Explain the importance of √

photosynthesis in plants.
Benefits of  Describe the effects of √
Photosynthesis different factors on the
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 process of photosynthesis.
Factors necessary for  Explain that the structure of √
Photosynthesis (Water, leaves facilitates
Carbon dioxide, light, photosynthesis.
temperature and
chlorophyll
 Prove with the help of an √
experiment that
photosynthesis takes place
in a leaf.
Respiration in plants  Explain the importance and √
(Process and its process of respiration
importance) in plants.
 Compare and contrast the √
processes of
photosynthesis and
respiration in plants.
Unit 4: Environment and Interaction
Biotic components  Identify the components of √
producers, consumers environment.
and decomposers
Abiotic components  Compare the physical √
(Light, air, soil, factors, which make up the
temperature and water) environment of a desert and
a rain forest.
 Describe the relationship √
between biotic and
abiotic components of the
environment.
Relationship in  Explain how abiotic factors √
organism( Predators- affect the ability of
prey, parasitism, plants to create their own
Mutualism) food.
 Describe that living things √
depend on one another
for food, shelter and
protection.
 Explain the different √
relationships between
organisms.
Give examples of how √
organisms interact with
each other and with nonliving
parts of their
environment.

Unit-5 Atoms, Molecule, Mixtures and Compound

 Differentiate between an √
atom and a molecule.
 Recognize the symbols of √
some common

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 elements.
 Classify elements into √
metals and non-metals.
 Relate the physical √
properties of elements to
their
uses.
 Differentiate between √
elements and compounds
and compounds and
mixtures.
 Identify examples of √
compounds and mixtures
from their surroundings.
 Explain uses of common √
mixtures in daily life.
 Explain why air is √
considered as a mixture of
gases.
 Identify the sources of √
carbon dioxide and how its
level can be maintained in
nature.

 Separate mixtures using a √

variety of techniques.
 Choose a technique to √
separate and identify
different components in
dyes.
 Demonstrate with an √
experiment to separate
soluble solids from mixtures.
Use safety measures to conduct √
science
6:Unit Air
 Recognize the importance of √
air.
 Identify the composition of √
air.
 Relate the properties and √
uses of gases in air with the
composition of air.
Unit-7 Solution and Suspension
 Differentiate between √
solute, solvent and solution.
 Identify solute and solvent √
in a solution.
 Explain the formation of √
solution by the particle
model.
 Distinguish between √

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 aqueous dilute and
concentrated solution
 Demonstrate the use of √
water as a universal
solvent.
 Prepare saturated and √
unsaturated solutions.
 Define solubility. √

 Investigate the effect of √

temperature on solubility
using a variety of
compounds.
 Differentiate between √
solutions and suspensions.
 Identify uses of solutions √
and suspensions in daily life.
Unit 8: Energy and its Forms
 Explain that energy provides √
the ability to do work and
can exist in different forms.
 Identify different forms of √
energy with examples.
 Differentiate between √
kinetic and potential energy.
 Demonstrate how one form √
of energy is converted into
other form of energy.
 Identify that energy is √
dissipated in atmosphere.
 Explain that energy is √
conserved during conversion
of different forms of energy.
 Explain the importance of √
energy in improving the
quality of life.
 Identify energy converters in √
their surroundings.
 Illustrate energy conversion √
to other forms using an
energy converter.
 Explain the term renewable. √

 Describe the advantages of √

using renewable
energy sources.
 Describe the form of energy √
stored in the human body.
 Identify energy transfer in √
an environment.
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 Unit 9: Force and Machines
 Recognize wheel and axle √
and identify their uses.
 Describe pulleys and their √
kinds.
 Identify the uses of pulleys √
in daily life.
 Describe the functions of √
pulley systems and gear
systems.
 Describe how motion in a √
system of pulleys of
different sizes is transferred
to motion in another system
of various gears in the same
structure.
 Investigate with the help of √
an experiment the
effort required by different
gear systems to lift the same
load.
 Find out how the action of a √
pulley system is
altered by changing the
tension of the band
connecting two pulleys.
 Design and make a system √
of pulleys and/or
gears for a structure that
moves in a prescribed
and controlled way and
performs a specific
function.
 Identify and make √
modifications to their own
pulley and gear systems to
improve the way they
move a load.
Describe how a bicycle √
functions.
Identify common devices and √
systems that incorporate pulleys
and/or gears.
Unit 10: Properties of Light
 Differentiate between √
transmission, absorption
and reflection of light.
 Demonstrate the law of √
reflection.
 Demonstrate the difference √
between smooth,
shiny, and rough surfaces.
 Compare the regular and √
diffused reflection.
 Identify everyday √
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 applications, which involve
regular reflection and
diffused reflection.
 Draw ray diagrams for light √
reflected from a plane
mirror at different angles of
incidence.
 Describe image formation by √
a plane mirror.
 Compare characteristics of √
the images formed by a
plane mirror and a Pinhole
camera.
 Explain the use of reflecting √
surfaces in different
devices.
 Design an experiment to √
make an optical instrument
using mirrors.
 Explain the principle of √
reflection in a
kaleidoscope.
 Describe the relationship of √
angles between two
mirrors and the number of
images they can see in
a kaleidoscope.
 Explain types of mirror and √
their uses in our daily
life.
 Investigate the image √
formation by convex and
concave mirrors.
Unit 11: Investigating Sound
 Describe sound as a form of √
energy.
 Compare the speed of sound √
in solids, liquids and
gaseous mediums.
 Identify a variety of √
materials through which
sound can travel.
Explain that how does a human √
ear receive sound
waves.
Unit 12: Space and Satellite
 Define the term satellite. √

 Compare the physical √

characteristics of comets,
asteroids and meteors.
 Describe the different kinds √

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 of meteors.
 Inquire into the sighting of √
Halley's Comet;
describe what would they
feel if they saw it.
 Define the terms artificial √
satellites and
geostationary.
 Explain the key milestones in √
space technology.
 Describe the uses of various √
satellites in space.
 Investigate how artificial √
satellites have improved our
knowledge about space and
are used for space research.
Explain that how do satellites √
tell us where we are.

COGNITIVE LEVEL SLO CATEGORIZATION SCIENCE VII

Topics and sub-Topics Student Learning Outcomes K U A

Unit-1: Human Organs Systems
 Describe various √
components of human
digestive
system.
 Describe digestion and its √
importance.
 Describe how digestive √
system helps in the
digestion of various kinds of
foods.
 Identify common disorders √
of the digestive
system.
 List the factors that lead to √
constipation and diarrhea
and the measures that can
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 be taken to prevent them.
 Describe the mechanism of √
respiration in humans.
 Differentiate between √
breathing and burning
processes.
Identify the common diseases of √
respiratory
system and discuss their causes
and preventive
measures.
Unit-2: Transport in Human and Plants
 Explain the transport √
system in humans.
 Describe the structure and √
function of heart and
blood vessels.
 Explain the working of the √
circulatory system.
 Identify scientific √
developments that
provide
alternatives for
dysfunctional body parts
such as
artificial tissues and
organs, and their
transplantation.
 Find out that some √
disorders in human
transport system can be
affected by diet.
 Describe absorption of √
water in plants through
roots.
 Explain how the structure √
of the roots, stem, and
leaves of a plant permit
the movement of food,
water, and gases.
Unit-3: Introduction in Plants
 Define pollination. √
 Compare self and cross √
pollinations in plants.
 List various factors √
involved in cross-
pollination.
 Investigate plants, which √
are cross-pollinated.
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  Differentiate between √
sexual and asexual
reproduction
 Describe fertilization. √
Describe seed and fruit √
formation.
Unit-4: Environment and Feeding Relationship
 Explain the ecosystem √
 Define the term habitat. √
 Compare the different √
kinds of habitats.
 Investigate the various √
features that allow
animals and plants to live
in a particular habitat.
 Identify the factors that √
cause daily and yearly
changes in a habitat.
 Explain how living things √
adapt to daily and yearly
changes in their habitat.
 Explain the ways in which √
living things respond to
changes in daily
environmental conditions
such as light intensity,
temperature and rainfall.
 Explain why food chains √
always begin with a
producer.
 Illustrate the relationship √
between producers and
consumers.
 Describe two food chains √
in the environment
around them.
Explain a web food. √
Unit-5: Water
 Describe the ways in √
which clean water are vital
for meeting the needs of
humans and other living
things.
 Identify the sources of √
water.
 Recognize the substances √
present in water that
makes the water impure.
 Suggest different ways to √
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 clean the impure water .
 Describe the various uses √
of water in our country.
 Investigate the √
consumption of water in
our daily life and suggest
ways to reduce wastage of
water.
Unit-6: Structure of an Atom
 Describe the structure of √
an atom.
 Differentiate between √
atomic number and mass
number.
 Draw diagrams of the √
atomic structure of the
first eighteen elements in
the periodic table.
 Define valency. √
 Explain formation of ions. √
 Differentiate between √
cations and anions.
 Describe isotopes and √
their uses in medicines
&agriculture.
 Identify the types and √
number of elements
present in simple
molecules and
compounds.
 Make chemical formulae √
from list of anions and
cations.
State the law of constant √
composition and give examples.
Unit-7: Physical and Chemical Changes and Processes
 Differentiate between √
physical and chemical
changes.
 Identify the physical and √
chemical changes taking
place in environment.
 Explain the use of √
hydrocarbons as fuels.
 Explain the physical and √
chemical properties of
fertilizers, which make
them useful in agriculture.
 Discuss harmful effects of √
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 improper use of
fertilizers.
 Describe the chemical √
process in which vegetable
oil changes into fat.
Describe the simple process for √
the manufacture of plastics.
 Distinguish between √
reversible and non-
reversible changes in
materials.
Identify a variety of reversible √
and non-reversible changes in
materials in their surroundings.

Unit-8: Transmission of Heat

 Explain the flow of heat √
from hot body to cold
body.
√
 Explain conduction,
convection and radiation
through experimentation.
√
 Recognize the three
modes of transfer of heat
from environment.
 Suggest how birds can √
glide in the air for hours.
√
 Identify examples of
appliances that make use
of different modes of
transfer of heat.
List heat conducting material in √
their surrounding
Describe the working and √
principle of a vacuum flask
Explain how a vacuum flask √
reduces the transfer of heat
Unit-9: Dispersion of Light
 Explain refraction of light √
and its causes.
 Discuss the effects of √
refraction with examples.
 List the colors of light √
using a prism.
 Describe the dispersion of √
light by a prism.
√
 Identify different uses of
24 | P a g e
 lights of different colors at
home, school and country
and explain the
relationship of choice of
colors to their purpose.
 Define spectrum of light. √
 Identify primary colors √
and show how they are
combined to form
secondary colors.
 Identify a device in their √
surroundings that uses
different combinations of
colors.
 Demonstrate how √
spinning of a rainbow
results in the appearance
of white disc.
 Explain why an opaque or √
non-luminous object
appears to be of certain
color.
Unit-10: Sound Waves
 Explain the wavelength, √
frequency and amplitude
of sound and give their
units.
 State factors on which √
sound depends.
 Investigate objects in √
home and surroundings
that are designed and
made to produce different
sounds.
 Compare audible √
frequency range of
humans and different
animals.
 Design a musical √
instrument to explain the
relation between its
sound and shape.
 Identify the applications √
of different sounds in
daily life.
Unit-11: Circuit and Electric Current
 Define current. √
 Make parallel and series √
circuits.
 Investigate about types √

25 | P a g e
 of circuits used for
different purposes.
 Identify a disadvantage √
of a series circuit.
 Differentiate between √
current and energy.
 Explain the effects of √
electric current in daily
use appliances.
Describe voltage. √

 Explain the resistance as √

an opposition to the flow
of current.
 Describe the relationship √
between voltage and
resistance.
 Measure current by using √
different devices.
 List the major uses of √
electricity in homes.
 List electrical hazards and √
precautionary measures
to ensure the safe use of
electricity at home.

 Describe why electricity √

is dangerous to humans.
Unit-12:INVESTIGATING THE SPACE
.
 Explain the Big Bang √
Theory of the origin of the
Universe
 Describe a star using √
properties such as
brightness and colour.
 Identify bodies in space √
that emit and reflect light.
 Suggest safety methods to √
use when observing the
sun.
 Define the terms star, √
galaxy, Milky Way and the
black holes.
 Explain the types of √
galaxies.

26 | P a g e
  Explain the birth and √
death of our sun.
 Evaluate the evidence that √
support scientific
theories of the origin of
the universe.
 Identify major √
constellations visible at
night in the
sky.
 Describe the formation of √
back holes.
Explain the working of a √
telescope.
COGNITIVE LEVEL SLO CATEGORIZATION SCIENCE VIII

Topics and sub- Student Learning Outcomes K U A

Topics
Unit-1: Human Organ System
 Describe the structure and √
functions of the nervous system.
 Describe the working of the √
nervous system
through a model.
 Explain reflex action with an √
example.

 Differentiate between voluntary √

and involuntary actions they have
experienced.
 Define excretion. √
 Draw and label human excretory √
system.
 Describe the role of kidney in √
excretion of waste.
 Investigate the possible causes of √
the malfunctioning of kidneys.
Suggest techniques to cure problems of √
kidneys.
Unit 2: Heredity in Organism
 Differentiate between mitoses √
and meiosis.
 Identify DNA and chromosomes √
in the cell
diagram.
√
 Define heredity and recognize its
importance in transferring of
characteristics from parents to off

27 | P a g e
 springs.
√
 Identify the characteristics that
can be transferred from parents
to off springs.
Compare characteristics related to ear √
and eye colour.
Unit 3: Biotechnology
 Define biotechnology. √
 Explain how DNA is copied and √
made.
Describe the relationship between DNA, √
genes
and chromosomes.
 Define bacterium. √
√
 Explain how genes are introduced
into a
bacterium.
√
 List some biotechnological products
used in daily life.
√
 Explain that genetic modification in
different foods can increase the
amounts of essential nutrients.
√
 List general applications of
biotechnology in
various fields.
√
 Explain how biotechnology allows
meeting the nutritional needs of
growing populations
Unit 4: Pollutant and their Effects on Environment
 Explain the sources, properties and √
harmful effects of air pollutants.
 List problems in human organ √
systems caused by air pollutants.
 Plan and conduct a campaign that √
can help to reduce air pollution in
their local environment.
 Explain the Greenhouse effect. √
 Describe the causes and effects of √
ozone depletion
 Carry out a research to explain √
global warming and its likely effects
on life on earth.
 Design a model to explain the √
Greenhouse effect.
 Explain the formation of acid rain √
and identify its consequences on
living and nonliving things.
 Define deforestation. √
 State the effects of deforestation on √
28 | P a g e
 the
environment.
 Identify human activities that have √
long-term
adverse consequences on the
environment.
 Explain the importance of local and √
global
conservation of natural resources.
Suggest ways in which individuals, √
organizations and government can help
to make earth a better place to live.
Unit 5: Chemical Reactions
 Define chemical reactions and √
give examples.
 Explain the rearrangement of √
atoms in chemical reactions.
 Explain the balancing of a √
chemical reaction.
 Define the law of conservation of √
mass.
 Identify the nature of a chemical √
change in
various reactions.
 Describe changes in the states of √
matter in a
chemical reaction.
 Explain the types of chemical √
reactions with
examples.
 Explain the energy changes in √
chemical reactions.
Describe the importance of exothermic √
reactions in daily life.
Unit 6: Acids, Alkalis and Salts
 Define the terms acid, alkali and √
salt.
 Describe the properties of acids, √
alkalis and salts.
 Explain the uses of acid, alkali and √
salt in daily
life.
 Define indicators. √
 Use indicators to identify acids, √
alkalis and neutral substances.
 Investigate the color changes in √
the extracts of various flowers
and vegetables by adding acids
and alkalis.
29 | P a g e
 Unit 7: Force and Pressure
 Define the term Pressure. √
 Identify the units of pressure. √
 Explain hydraulics and hydraulic √
system by giving examples.
 Explain how gases behave under √
pressure.
 Describe the causes of gas √
pressure in a
container.
Explain the working of aerosols. √
 Identify the application of gas √
pressure.

Describe the term atmospheric pressure. √


Unit 8: Measurement of Physical Quantities
 Define a physical quantity with √
examples.
 Apply the prefixes milli-, kilo-, √
centi-, and interpret the units.
 Interconvert smaller units and √
bigger units.
 Select and use measuring √
instruments.
 Interpret SI units in the daily life. √
 Investigate why it is desirable for √
a scientist to
use the SI units in their work.
Measure the volume of liquid by reading √
correct
meniscus.
Unit 9: Source and Effect of Heat Energy
 Describe the sources and effects √
of heat.
 Explain thermal expansion of √
solids, liquids and
gases.
 Explore the effects and √
applications of expansion and
contraction of solids.
 Describe the uses of expansion √
and contraction of
liquids.
 Explain the peculiar behaviour of √
water during contraction and
expansion.
 Investigate the processes making √
use of thermal
expansion of substance.
 Identify the damages caused by √
expansion and contraction in
30 | P a g e
 their surroundings and suggest
ways to reduce these damages.
 Investigate the means used by √
scientist and engineers to
overcome the problems of
expansion and contraction in
everyday life
Describe the working of a Thermometer. √
Unit 10: Lenses
 Define Lens √
 Differentiate between the √
different types of lenses
 Describe the image formation √
using a lens by ray diagram
 Compare and contrast the √
working of a human eye with the
lens camera.
 Explain how eye focuses by √
altering the thickness of the eye
lens.
 Investigate how eyes get used to √
darkness after some time.
 Explain how lenses are used to √
correct short sightedness and
long sightedness.
Identify the types of lenses used for √
various purposes in daily life.
Unit 11: Electricity in Action
√
 Design an experiment to generate
electricity.
 Explain the working of the model √
generator.
 Identify the simple devices that √
generate
electricity in daily life.
 Design and demonstrate the √
working of a power station.
 List types of energy being used in √
power stations.
 Relate problems involved in √
generating electricity.
 Describe basic component of an √
electronic system.
 List components that would be √
needed to turn
A.C. to D.C.

31 | P a g e
  State how output component in √
various devices
could be used in their schools and
surroundings.
Unit 12: Exploring Space
Describe development of tools and √
technologies
used in space exploration.
 Analyze the benefits generated by √
the technology
of the space exploration.
 Explain that how do astronauts √
survive and
research in space.
 Suggest the ways to solve the √
problems that have
resulted from space exploration.
 Identify the technological tools √
used in space
exploration.
 Identify new technologies used on √
earth that have
developed as a result of the
development of space
technology.
Design a spacecraft and explain the key √
features
of design to show its suitability as a
spacecraft.
.

32 | P a g e
 4. Scheme of Assessment
Number of SLO Per Topic and Cognitive Level for Class VI
Number Number Total
Number of of Number
Name of the Number
Topic # of sub SLOs SLOs of
topic of
topics SLOs A
K U SLOs
Cellular
Organization
11 9 8 3 0 11
of Plants and
Animals
SENSE
22 1 0 1 0 1
ORGANS
Photosynthesis
and
33 5 2 6 0 8
Respiration in
Plants
Environment
44 4 1 5 1 7
and Interaction
27
Atoms,
Molecule,
55 8 3 7 3 13
Mixtures and
Compound

66 Air 3 2 0 1 3

Solution and
77 8 3 4 3 10
Suspension
Energy and its
88 7 4 7 2 13
Forms
Force and
99 5 4 5 2 11
Machines
Properties of
110 9 2 5 7 14
Light
Investigating
111 3 1 2 1 4
Sound 68
Space and
112 4 2 5 2 9 9
Satellite
Total 32 50 22 104

Number of SLO Per Topic and Cognitive Level for Class VII
33 | P a g e
 Number Number Total
Number of of Number
Number
Topic # Name of the topic of sub SLOs SLOs of
of
topics SLOs A
K U SLOs

11 Human Organ System 4 2 5 1 8

Transport in Human
22 4 1 6 0 7
and Plant

33 Reproduction in Plant 6 2 2 3 7

Environment and
44 4 2 7 2 11 33
feeding

55 Water 5 1 3 2 6

66 Structure of an atom 7 2 6 2 10

Physical and
77 Chemical Changes 3 2 5 2 9
and Processes

Transformation of
88 12 3 4 1 8
Heat

99 Dispersion of Light 10 5 5 0 10

110 Sound Waves 5 2 2 2 6

Circuits and Electric

111 8 5 5 3 13 62
Current
Investigating the
112 5 3 6 2 11 11
Space
Total 30 56 20 106

Number of SLO Per Topic and Cognitive Level for Class VIII

34 | P a g e
 Number Number Total
Number of of Number
Name of the Number
Topic # of sub SLOs SLOs of
topic of
topics SLOs A
K U SLOs
Human Organs
11 3 1 6 2 9
Systems
Heredity in
22 3 2 2 1 5
Organism

33 Biotechnology 6 4 5 0 9

Pollutants and
44 their Effect on 5 4 6 3 13 36
Environment
Chemical
55 5 3 6 0 9
Reactions
Acids, Alkalis
66 5 2 2 2 6
and Salts
Force and
77 8 3 5 0 8
Pressure
Measurements
88 of Physical 3 1 3 3 7
Quantities
Source and
99 Effects of Heat 6 1 6 2 9
Energy

10 Lenses 5 2 4 2 8

Electricity in
111 7 3 3 3 9 56
Action
Exploring
112 2 2 2 3 7 7
Space
Total 28 50 21 99 99

35 | P a g e
 Class VI - Science MCQ’s = 50 Marks
CRQ’s = 50 Marks (1 = 5 Marks x 10 = 50)
5. Specification for Summative Assessment
Topic Sub-Topics Number of Total Number of Number of CRQs/visual
K = 31 / 100 x 60 = 19 Items SLO Per Level Number of Selected Response Organizers
U = 44 /100 x 60 = 26 Items SLOs /MCQs in the Paper.

A = 25 / 100 x 60 = 15 Items in the Paper. Number of Marks.

Number of Marks (5 marks each)
K U A (1 mark each)
Unit # 01 Cellular Organization of Plants and 1 Question
Animals 4 2 0 6 5

Unit # 02 SENSE ORGANS 0 1 0 1 2 Nil

Unit # 03 Photosynthesis and Respiration in Plants 1 3 0 4 5 1 Question

Unit # 04 Environment and Interaction 1 3 1 5 4 1 Question

Unit # 05 Atoms, Molecule, Mixtures and 7 6 1 Question

Compound 2 3 2

Unit # 06 Air 1 1 0 2 4 Nil

Unit # 07 Solution and Suspension 2 2 2 6 4 1 Question

Unit # 08 Energy and its Forms 3 3 1 7 4 1 Question

Unit # 09 Force and Machines 2 2 1 5 4 1 Question

Unit # 10 Properties of Light 1 2 3 6 4 1 Question

Unit # 11 Investigating Sound 1 2 1 4 4 1 Question

Unit # 12 Space and Satellite 1 2 2 5 4 1 Question

19 26 13 58 50 10

36
Specification for Summative Assessment Class VII - Science 40 Marks 60 Marks

Topic Sub-Topics Number of Total Number of Number of CRQs/visual

K = 28 /100 x 52= 15 Items SLO Per Level Number Selected Organizers
U = 54 /100 x 52= 28 Items of SLOs Response in the Paper.

A = 18 / 100 x 52= 09 Items /MCQs (5 Marks Each)

in the Paper.
(1 Mark Each)
K U A

Unit # 01 Human Organ System 2 3 0 5 3 1 Question

Unit # 02 Transport in Human and Plant 0 4 0 4 3 1 Question

Unit # 03 Reproduction in Plant 1 1 2 4 3 1 Question

Unit # 04 Environment and feeding 1 2 1 4 4 1 Question

Unit # 05 Water 1 2 1 4 4 1 Question

Unit # 06 Structure of an atom 2 1 1 5 4 1 Question

Unit # 07 Physical and Chemical Changes and 4 4 1 Question

Processes 1 3 1

Unit # 08 Transformation of Heat 2 2 0 4 3 1 Question

Unit # 09 Dispersion of Light 2 3 0 5 3 1 Question

Unit # 10 Sound Waves 1 1 1 3 3 1 Question

Unit # 11 Circuits and Electric Current 2 2 2 6 3 1 Question

Unit # 12 Investigating the Space 1 3 1 4 3 1 Question

16 27 10 53 40 Items 12 Questions

37 | P a g e
Specification for Summative Assessment Class VIII - Science 40 Marks 60 Marks

Topic Sub-Topics Number of Total Number of Selected Number of CRQs/visual

K = 28 /100 x 60 = 17 Items SLO Per Level Response /MCQs Organizers
U = 52 /100 x 60 = 31 Items Number in the Paper. Number in the Paper.

A = 20 /100 x 60 = 12 Items of SLOs of Marks. Number of Marks.

(1 Mark Each) (5 Marks Each)

K U A
Unit # 01 Human Organs Systems 0 4 1 5 4 1 Question

Unit # 02 Heredity in Organism 2 1 0 3 3 1 Question

Unit # 03 Biotechnology 2 3 0 5 3 1 Question

Unit # 04 Pollutants and their Effect on Environment 2 3 2 7 4 1 Question

Unit # 05 Chemical Reactions 2 3 0 5 2 1 Question

Unit # 06 Acids, Alkalis and Salts 1 1 1 3 4 1 Question

Unit # 07 Force and Pressure 2 2 0 4 3 1 Question

Unit # 08 Measurements of Physical Quantities 0 2 2 4 3 1 Question

Unit # 09 Source and Effects of Heat Energy 1 3 1 4 4 1 Question

Unit # 10 Lenses 1 2 1 4 3 1 Question

Unit # 11 Electricity in Action 1 2 1 4 4 1 Question

Unit # 12 Exploring Space 1 1 2 4 3 1 Question

15 27 11 53 40 Items 12 Questions

38 | P a g e
 6. SLO Based Items

Strand

Life Science
Standard

Students will understand, explain and differentiatebetween the structure, characteristics and basicneeds of living things, the process of life, and will also investigate
the diversity of life and how living thingsinteract with each other and their environment.

Benchmark SLO Cognitiv Difficulty Item SLO Grade VII Cognitiv Difficulty Item
e Level Level e Level
Grade VI Level

Describe the basic Compare A .6 1.What is one major feature Describe U .7 Which of the following statements
processes and and that plant cells have and animal digestion describes the main purpose of
functions of contrast an cells do not? and its digestion in the human body?
plants and human animal cell importance. A.Digestion adds oxygen that can
A Lysosome yield energy when food reaches
body systems and with a B Cell Membrane body cells.
their importance plant cell. C Cell Wall B.Digestion supplies free oxygen
to life. and carbon atoms from
2. Which of the following food molecules for body cells.
organelles do plants and C.Digestion removes all bacteria
animals have in common? and toxins before food is absorbed
Circle all correct responses. into the blood and body cells.
D.Digestion changes food molecules
A. Endoplasmic Reticulum into smaller molecules that can pass
B. Mitochondria into the blood and be used by body
C. Chloroplast cells.
D. Golgi Bodies

39 | P a g e
 Strand

Life Science
Standard

Students will understand, explain and differentiate between the structure, characteristics and basic needs of living things, the process of life, and will also investigate
the diversity of life and how living things interact with each other and their environment.
Standard/ Topic/Sub-topic Grade Level SLO: Cognitive Difficulty
Strand/Competency/Benchmark Process Level1
(K/U/A)
Benchmark: Excretory System VIII Draw and label excretory system U .40
Describe the basic process and function of plant
and human body system and their importance to
life
Place a tick on type of Item: Label the excretory system with given words
MC /CRQ/Essay type Kidney, Ureter, Urethra, Bladder
CRQ

1
What % of the Class will be able to correctly attempt this item?

10-100%
40 | P a g e
 Strand

Life Science
Standard

Students will understand, explain and differentiate between the structure, characteristics and basic needs of living things, the process of life, and will also investigate
the diversity of life and how living things interact with each other and their environment.
Standard/ Topic/Sub-topic Grade Level SLO: Cognitive Difficulty
Strand/Competency/Benchmark Process Level2
(K/U/A)
Benchmark: Excretory System VIII Differentiate between voluntary and involuntary A .7
Describe the basic process and function of plant actions they have experienced.
and human body system and their importance to
life
Place a tick on type of Item: Sort the following actions into voluntary and involuntary.
MC /CRQ/Essay type
CRQ A) Raising your hand to answer a question in class.
B) Hiccups.
C) Pedaling your bicycle fast to increase its speed
D) Chewing a chewing gums

2
What % of the Class will be able to correctly attempt this item?

10-100%
41
 Strand

Life Science
Standard

Students will understand, explain and differentiate between the structure, characteristics and basic needs of living things, the process of life, and will also investigate
the diversity of life and how living things interact with each other and their environment.
Standard/ Topic/Sub-topic Grade Level SLO: Cognitive Difficulty
Strand/Competency/Benchmark Process Level3
(K/U/A)
Benchmark: VIII  State the function of each part of the cell to A .7
Describe the basic process and function of plant
and human body system and their importance to indicate how the cell supports life.
life  Recognize root and shoot systems in plants.

3
What % of the Class will be able to correctly attempt this item?

10-100%
42 | P a g e
 Short Answers
Match the words of column ‘A’ with column ‘B’ and then write the words of column ‘A’ in column ‘C’

Column’ A’ Column ‘B’ Column ‘C’

Chlorophyll Power house of cell

Stamens The cells which are

responsible for the
transport of prepared food
in plants
Phloem Green color pigments

mitochondria A kind of plastid which is

responsible for
photosynthesis
xylem Male reproductive part of
the plant

The cells which are

responsible for the
transport of water and
nutrients in plants

43 | P a g e
 GLOSSARY

Assessment: This is a process of the collection and synthesis of data and evidences on
students’ learning, by using a variety of methods.
Cognitive Processes: The cognitive processes also referred to as ‘cognition’ encompasses all
information processing at the conscious and sub-conscious levels. The Latin root of cognition is
cognoscene, which translates into "to conceptualize," "to recognize," and "to know." According to
Bloom’s taxonomy this processing of information may be at six level from simple recall, retrieval of
knowledge to understanding, application, analysis, evaluation and create. In SESLOAF Framework
three cognitive processes will be considered.
Knowledge:Information processing that requires remembering, recognition, retrieval and
recall of knowledge.
Understanding: Information processing that requires construction of meaning from oral,
written or graphic text/communication. It involves Interpreting, exemplifying, summarizing,
inferring, explaining
Application: Carrying out a procedure, comparing, executing, implementing, evaluating, and
creating.
Summative Assessment:Summative Assessment (Assessment of learning) is assessment
for accountability purposes and for determining a student's level of performance after a
certain period of time, on a specific task or at the conclusion of a unit of teaching and
learning. This is formal way of testing students in order to find out what they have learnt.
The information gained from this kind of assessment is used for giving marks, reporting
the grades, awarding certificates, promoting to the next classes, evaluating teachers’
performance, making school accountable, selection of students for further studies and
professions and helping policy makers to take certain decisions for future educational
planning and improvement.
Formative Assessment: Formative Assessment (also called assessment for learning) is an
integral part of day- to- day teaching and learning processes. The information gained from
formative assessment activities can be used for shaping the teaching and learning processes.
This information helps the teachers know how students are progressing and where they are
having trouble, which leads toward making the necessary instructional adjustments, such as
teaching the concept again, trying alternative instructional approaches, or offering more
44
 opportunities for practice. Hence formative assessment can lead to more opportunities for
learning and improved student achievements.
Continuous Assessment:Continuous assessments are regular assessment conducted at the
classroom level to assess student learning outcomes frequently and regularly as opposed to one
time annual examination. The results could be used for immediate improvement of the
teaching and learning process and also accountability purposes.
Benchmark Assessment:These are continuous and regular assessment conducted to assess the
achievement of benchmarks and standards.
Performance Assessment: Performance assessment is a form of assessment that comprises
of the application and assessment of knowledge, skills, attitudes, values and work habits
through the performance of tasks in a given situation that are both meaningful and engaging
to students.
Authentic Assessment:

Task, Problem, or Project is Authentic if it:

1. Is realistic: The task or tasks replicate the ways in which a person’s knowledge and
abilities are “tested” in real –world situations.
2. Requires Judgment and Innovation: The student has to use knowledge and skills
wisely and effectively to solve unstructured problems, such as when a plan must be
designed, and the solution involves more than following a set routine or procedure
or plugging in knowledge.
3. Ask the students to “do” the subject: Instead of reciting, restating, or replicating
through demonstration what he or she was taught or what is already known, the
student has to carry out exploration and work within the discipline of science,
history, or any other subject.

Validity:Validity is the extent to which a test measures what it claims to measure.

Reliability:Reliability refers to the consistency of a measure. A test is considered reliable if
we get the same result repeatedly.
Specification: An Assessment Specification is a two-waychart which illustrates the topics to
be assessed in the tests, the cognitive levels for each of the topics and the number of test items.
It has the topics on one axis and the SLOs on the other axis. The specification table gives the
outlines the complete content areas and also the learning outcome at each level of the
cognitive domain. Hence, it is recommended that a Table of Specifications be developed
before the test is developed to guide complete content converge and to ensure test validity.

45 | P a g e
 Benchmark:Components of the standards. These are statements that identify what students
know and can do at the end of a particular developmental and grade levels. These may also
represent students’ learning outcomes for a particular grade cluster or course.

Content Standard: Content standards are general statements that describe what students are
expected to know and be able to do. It is a statement of the knowledge or understanding we
would expect students to have.

Curriculum Mapping: These are strategies to interpret the curriculum and develop an
alignment of SLOs, teaching and learning and planning and evaluation with standards.

Evaluation : Evaluation is the process of judging the quality of students’ work on the basis of
established criteria, by using collected information (assessment) for making informed decisions
about continued instruction, programs, and activities.

Performance Standard: Performance Standards are descriptions via tasks of what it is

students should know and be able to do to demonstrate competence. It is a description of
specific use of knowledge.

Rubric: It is a set of scoring guideline for evaluating students’ work. It explicitly describes
different levels of the quality of a work.

SLO: The Student Learning Outcomes are detailed statements describing what students are
supposed to learn, know and able to do at each grade level in order to achieve the specified
benchmarks.

Objective: The teaching objective is detailed statements of what teachers wants to do in the
teaching lesson in order to accomplish the specified teaching goal.

Standard: General statements that describe what students are expected to know and be able to
do.

Strand: A key learning area or competency.

46 | P a g e
 Appendix I
MULTI- STAKEHOLDERS INVOLVED IN THE SESLOAF DESING,
DEVELOPMENT AND EXPERT REVIEW &VALIDATION PROCESSES AND
WORKSHOPS

Policy Makers, Education Advisers and Educational Managers

1. Ms. Saba Mehmood CPM RSU.
2. Mr. Mushtaq Ahmed Shahani, Director Bureau of Curriculum.
3. Mr. Asghar Memon Additional Director Bureau of Curriculum.
4. Mr. Syed Saleh Muhammad Deputy Director Bureau
5. Mr. Aftab Ali Co-ordinatorPEACe.
6. Mr.Zameer Khan PM-SAT RSU.
7. Ms. Rana Hussain. Educational Adviser SESP EU
8. Mr.Bernard Doran. Team Leader British Council
9. Mr. John Payne Team Leaders British Council.

PEACe Institution:
10. Mr. Tanweer Ahmad Khan Subject Specialist, PEACe
11. Mr. Ajeeb Nonari Subject Specialist, PEACe.
12. Ms. Majida Soomro Subject Specialist, PEACe.
13. Mr. Ajeeb Nonari Subject Specialist, PEACe.
14. Ms. Tahseen Kousar Ansari Subject Specialist, PEACe.

Government Institution:

15. Mr. Muhammad Waseem Mughal Assistant Professor GECE (M) Mirpurkhas.
16. Dr. Khalil Ahmed Koria Principal GECE(M) Qasimabad, Karachi.
17. Mr. Khalid Mehmood Assistant Professor. Government National Agro-Tech TTI,
Hyderabad.
18. Mr. Sher Nawaz Assistant Professor GCE F.B Area, Karachi.
19. Mr. Imdad Ali Lakho Assistant Professor GECE(M) Qasimabad, Karachi
20. Ms. AttiaTabasum Bhutto. Assistant Professor Govt. Zubeda Girls College,
Hyderabad.

Private Institutions and Professional Associations:

21. Ms. Fatima Shahabuddin SPELT

22. Dr. Fozia Ahsan Consultant Oxford University Press Karachi
23. Ms. Maria Talha ERDC.
24. Dr Huma Ghaffer Chair ASSET Faculty AKU and KITE.
25. Ms. Kiran Hashmi Faculty NDIE.
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 26. Mr Nadeem Kirmani Mathematic Consultant Mathematics Association of Pakistan.
27. Ms. Unaeza Alvi Founding Chair Science Association of Pakistan. Faculty AKU.

Appendix II

Current : Desired:

Emphasizing on outcomes after learning
Assessing disconnected and; Isolated facts
and skills
Assessing with de-contextualized tasks
Assessing learning outcome during the learning
process.
Assessing Integrated and Interconnected skills.
Assessing with contextualized tasks

One correct answer Multiple correct answers

Providing little feedback to students Providing considerable amount of feedback to
students
Sporadic assessment Continual assessment
Used for power, control and documentation Used for motivation, empowerment and
engagement
Unauthentic tasks Authentic tasks

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 Assessing knowledge and simple Assessing Deeper understanding, reasoning and
understanding application
Promoting memorization Promoting thinking
Adapted from McMillan, H. (2001). Essential
Assessment Concepts for Teachers and
Administrators. United States: Corwin Press

Figure 1: Recent Trends in the Purpose of Classroom Assessment

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 Appendix III

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