Ms. SajjdaLodhiNotes Based on Teaching Of Pak.Std (B.Ed)Chapter#9 in English.docx

Ms.SajjdaLodhi Notes
B.Ed 4 Years
TEACHING OF PAKISTAN STUDIES
Course Code 8640
Unit–9 Evaluation in Pakistan Studies
CONTENTS
Introduction
Objectives.
Objectives of Evaluation in Pakistan Studies
1.1 Basic Consideration needed to be taken in View in Evaluation Programme.
2. Types of Tests in Teaching of Pakistan Studies
2.1 Essay Type Tests
2.2 Types of Objective Items/Questions
2.3 Techniques of Evaluation in Teaching of Pakistan Studies
2.4 Types of Evaluation Recommended in Curriculum of Pakistan
Studies for Secondary School Students
3. Self Assessment Questions
4. References
INTRODUCTION
• Evaluation is a continuous process that shows what is happening in teaching and learning.
• It helps in improving goals, teaching methods, and use of resources effectively.
• Without evaluation, objectives, content, and learning activities are meaningless because their results cannot be measured.
• This unit explains the evaluation of Pakistan Studies, including:
o The objectives of evaluation.
o Types of tests and techniques of evaluation.
o The types of evaluation suggested in the curriculum.
• Examples of essay-type and objective-type tests (from the prescribed book) are given to support theory.
• Teachers are also guided on how to prepare good objective-type tests.
• The unit also introduces techniques to assess students’ qualitative aspects such as behavior and overall development.
OBJECTIVES
After studying this unit, Student will be able to:
a. Understand the objectives of evaluation in Pakistan Studies.
b. Identify different types of tests used in teaching Pakistan Studies.
c. Explain various evaluation techniques in Pakistan Studies.
d. Recognize the relevance and effectiveness of each evaluation technique.
e. Describe the types of evaluation recommended in the Pakistan Studies curriculum.
1Objectives of Evaluation in Pakistan Studies
Evaluation has a clear purpose: to improve teaching, curriculum, and learning.
• It helps to:
o Find out students’ learning problems.
o Guide teachers in preparing study material.
o Check if a lesson or method is effective.
o See if teaching materials are suitable and relevant.
o Judge the performance of students and teachers.
o Identify problems faced by both students and teachers.
o Motivate students, create interest, and build healthy competition.
o Provide proof for future performance and justify changes in curriculum.
1.1Basic Points to Remember in Evaluation
• It should be a continuous process (not one-time).
• It should focus on student growth and progress.
• It must show how much a student has improved.
• Students should also take part in planning evaluation.
2. Types of Tests in Teaching of Pakistan Studies
For evaluation, teachers use different tests to measure students’ learning and progress. The most important are achievement tests, which check what students have learned from instruction. Achievement tests can be:
• Standardized tests
• Teacher-made tests (Essay type & Objective type)
2.1 Essay Type T

1. Ms.SajjdaLodhi Notes
B.Ed 4 Years
TEACHING OF PAKISTAN STUDIES
Course Code 8640
Unit–9 Evaluation in Pakistan Studies
CONTENTS
Introduction
Objectives.
Objectives of Evaluation in Pakistan Studies
1.1Basic Consideration needed to be taken in
View in Evaluation Programme.

2. 2. Types of Tests in Teaching of Pakistan
Studies
2.1 Essay Type Tests
2.2 Types of Objective Items/Questions
2.3 Techniques of Evaluation in Teaching of
Pakistan Studies
2.4 Types of Evaluation Recommended in
Curriculum of Pakistan
Studies for Secondary School Students
3. Self Assessment Questions
4. References
INTRODUCTION
Evaluation is a continuous process that shows what is happening in
teaching and learning.
It helps in improving goals, teaching methods, and use of resources
effectively.
Without evaluation, objectives, content, and learning activities are
meaningless because their results cannot be measured.
This unit explains the evaluation of Pakistan Studies, including:
oThe objectives of evaluation.
oTypes of tests and techniques of evaluation.
oThe types of evaluation suggested in the curriculum.

3. Examples of essay-type and objective-type tests (from the
prescribed book) are given to support theory.
Teachers are also guided on how to prepare good objective-type
tests.
The unit also introduces techniques to assess students’ qualitative
aspects such as behavior and overall development.
OBJECTIVES
After studying this unit, Student will be able to:
a. Understand the objectives of evaluation in Pakistan Studies.
b. Identify different types of tests used in teaching Pakistan Studies.
c. Explain various evaluation techniques in Pakistan Studies.
d. Recognize the relevance and effectiveness of each evaluation
technique.
e. Describe the types of evaluation recommended in the Pakistan
Studies curriculum.
1Objectives of Evaluation in Pakistan Studies
Evaluation has a clear purpose: to improve teaching, curriculum, and
learning.
It helps to:
oFind out students’ learning problems.
oGuide teachers in preparing study material.
oCheck if a lesson or method is effective.
oSee if teaching materials are suitable and relevant.
oJudge the performance of students and teachers.
oIdentify problems faced by both students and teachers.
oMotivate students, create interest, and build healthy
competition.
oProvide proof for future performance and justify changes in
curriculum.
1.1Basic Points to Remember in Evaluation

4. It should be a continuous process (not one-time).
It should focus on student growth and progress.
It must show how much a student has improved.
Students should also take part in planning evaluation.
2. Types of Tests in Teaching of Pakistan Studies
For evaluation, teachers use different tests to measure students’ learning
and progress. The most important are achievement tests, which check
what students have learned from instruction. Achievement tests can be:
Standardized tests
Teacher-made tests (Essay type & Objective type)
2.1 Essay Type Tests
Used to measure learning outcomes that cannot be checked by
short/objective tests.
Test skills like remembering, organizing, analyzing, and critical
thinking.
Advantages:
Measure simple to complex reasoning.
Allow students to express and organize ideas.
Hard to guess answers.
Easy to prepare.
Encourage originality and critical thinking.
Disadvantages:
Scoring can be subjective and unreliable.
Time-consuming to check.
Cover fewer topics.
Suggestions for Improvement:
Focus on main ideas, not small details.
Write questions clearly.

5. Use them only when objective questions are not enough.
Should test higher-level thinking and specific learning goals.
Examples:
What factors led to the creation of Pakistan?
Why did the Cripps Mission fail?
What are the goals of an Islamic state?
2.2 Objective Type Tests
Solve problems of essay tests like subjectivity and limited coverage.
Easy to score, reduce guessing, and can cover more topics.
Require short and clear answers.
Types of Objective Tests:
1.Short Answer Questions – Direct, brief answers.
Example: What were the features of the Lahore Resolution
(1940)?
2.True/False Questions – Quick to answer but must be carefully
written.
oExample: The war of independence 1857 was an organized
struggle. (T/F)
3.Multiple Choice Questions (MCQs) – One correct answer among
options.
oExample: The future capital of Pakistan (1962 Constitution)
was — (Karachi, Lahore, Rawalpindi, Islamabad).
4.Matching Questions – Match events, dates, people, or causes with
effects.
oExample: Match Pakistan Resolution → 1940.
5.Completion Questions – Fill in blanks with specific information.
oExample: The central bank of Pakistan is _______.

??????
In short:
Essay tests → Good for critical thinking but hard to mark.

6. Objective tests → Easy to mark, cover more content, but require
skill to prepare.
2. Types of Tests in Teaching of Pakistan Studies
For evaluation, teachers use different tests to measure students’ learning
and progress. The most important are achievement tests, which check
what students have learned from instruction. Achievement tests can be:
Standardized tests
Teacher-made tests (Essay type & Objective type)
2.1 Essay Type Tests
Used to measure learning outcomes that cannot be checked by
short/objective tests.
Test skills like remembering, organizing, analyzing, and critical
thinking.
Advantages:
Measure simple to complex reasoning.
Allow students to express and organize ideas.
Hard to guess answers.
Easy to prepare.
Encourage originality and critical thinking.
Disadvantages:
Scoring can be subjective and unreliable.
Time-consuming to check.
Cover fewer topics.
Suggestions for Improvement:
Focus on main ideas, not small details.
Write questions clearly.
Use them only when objective questions are not enough.
Should test higher-level thinking and specific learning goals.

7. Examples:
What factors led to the creation of Pakistan?
Why did the Cripps Mission fail?
What are the goals of an Islamic state?
2.2 Objective Type Tests
Solve problems of essay tests like subjectivity and limited
coverage.
Easy to score, reduce guessing and can cover more topics.
Require short and clear answers.
Types of Objective Tests:
1.Short Answer Questions – Direct, brief answers.
oExample: What were the features of the Lahore Resolution
(1940)?
2.True/False Questions – Quick to answer but must be carefully
written.
oExample: The war of independence 1857 was an organized
struggle. (T/F)
3.Multiple Choice Questions (MCQs) – One correct answer among
options.
oExample: The future capital of Pakistan (1962 Constitution)
was — (Karachi, Lahore, Rawalpindi, Islamabad).
4.Matching Questions – Match events, dates, people, or causes with
effects.
oExample: Match Pakistan Resolution → 1940.
5.Completion Questions – Fill in blanks with specific information.
oExample: The central bank of Pakistan is _______.
?????? In short:
Essay tests → Good for critical thinking but hard to mark.
Objective tests → Easy to mark, cover more content, but require
skill to prepare.

8. 2.3 Techniques of Evaluation in Pakistan Studies
Tests alone cannot measure all aspects of student learning. Teachers
also use different evaluation techniques to understand students’
growth, behavior, and attitudes.
Main Techniques:
1.Observation
oTeacher watches students’ behavior carefully.
oTwo types:
Checklist (count how many times a behavior happens).
Running notes (describe behavior with context).
oMust be objective, record quickly, and avoid wrong
judgments.
2.Anecdotal Records
oShort, factual notes of student behavior.
oHelps track attitudes, interests, and personality over time.
oShould be specific, dated, and free from teacher’s bias.
3.Conferences with Students
oPrivate talks between teacher and student.
oHelp reveal hidden problems, attitudes, and interests.
oBuilds trust and may help students solve their own issues.
4.Case Studies
oA detailed study of one student.
oIncludes background, family, health, school performance, and
behavior.
oTime-consuming, so used for selected cases only.
oHelps teachers deeply understand student problems.
5.Role Playing (Socio-drama)
oStudents act out roles in historical or social situations.
oReveals their understanding, attitudes, and behavior.
oHelps develop personality, interest, and problem-solving.
oTeacher should guide, choose capable students, and allow
discussion afterward.
6.Sociometric Method

9. oStudies relationships in a class (who is liked, who is a leader,
who is isolated).
oResults shown in a sociogram (diagram of relationships).
oUseful for group work, seating, and planning activities.
oTeachers should avoid quick judgments because groups
change over time.
7.Cumulative Record
oA permanent record of each student’s progress.
oIncludes attendance, family background, health, marks, test
results, activities, and talents.
oHelps identify strengths, weaknesses, and problems.
oUseful for teachers, counselors, and parents to understand
student’s past and future performance.
?????? In short:
Tests measure knowledge, but techniques (like observation,
records, conferences, role play, etc.) help understand students’
behavior, attitudes, and overall development.
Types of Evaluation Recommended in
Pakistan Studies Curriculum (Secondary
Level IX–X):
2.4 Types of Evaluation
The curriculum suggests using different methods to check students’
knowledge, skills, and attitudes in Pakistan Studies.
(i) Tests:
Simple objective tests (short answers, MCQs, true/false).
Objective + essay type tests (mix of both).
(ii) Assessment (Practical Skills):
Filling details in outline maps.
Drawing maps and charts.

10. Playing roles (role play, drama).
Doing projects with good skill and attitude.
Preparing population charts.
Collecting data.
Completing group and individual assignments.
(iii) Observation (Behavior & Attitude):
Interest in preparing chronological charts.
Performance in debates and dramas.
Attitude while giving speeches.
Care for plants and trees.
Interest in discussing national issues.
Behavior during field visits.
Enthusiasm in cultural shows.
Voluntary service for the community.
In short:
??????
Teachers should evaluate students in three ways:
1.Tests → knowledge.
2.Assessment → practical skills.
3.Observation → attitudes and behavior.
3. SELF ASSESSMENT QUESTION
1. What are the objectives of evaluation in Pakistan Studies?
2. What basic considerations are needed to be taken in view in
evaluation?
3. What are merits and limitations of essay type tests?
4. What are different types of objectives tests? Support your answer
with examples.
5. What are the merits and limitations of objective type tests?
6. What are different types of techniques in teaching of Pakistan
Studies?

11. 7. What types of evaluation have been suggested in the curriculum of
Pakistan Studies?
8. Write comprehensive notes on the following:
a. Observation
b. Case studies
c. Conference with student
d. Cumulative record
3. SELF ASSESSMENT QUESTION/Answers
1. What are the objectives of evaluation in Pakistan Studies?
To find out students’ learning problems.
To guide teachers in preparing useful study material.
To check if teaching methods and lessons are effective.
To see if study materials are suitable and relevant.
To judge the performance of both students and teachers.
To identify problems faced by students and teachers.
To motivate students, create interest, and develop competition.
To provide proof for future performance and support curriculum
changes.
2. What basic considerations are needed to be taken in view in
evaluation?
Evaluation should be a continuous process.
It should focus on student growth and progress.
It must show how much a student has improved.
Students should also be involved in planning evaluation.
3. What are merits and limitations of essay type tests?
Merits (advantages):
Good for testing deep knowledge and understanding.

12. Helps check expression, reasoning, and creativity.
Encourages students to organize and present ideas.
Limitations (disadvantages):
Takes more time to check.
Marking may not be fair (depends on examiner’s mood).
Covers only a small part of the syllabus.
4. What are different types of objective tests? Support your answer with
examples.
1.Multiple Choice Questions (MCQs): Choose the correct answer
from options.
Example: Pakistan got independence in (a) 1940 (b) 1945 (c) 1947
(d) 1950 → Answer: 1947.
2.True/False: Decide whether a statement is correct or not.
Example: Quaid-e-Azam was the first Prime Minister of Pakistan.
(True/False)
3.Matching Items: Match two related columns.
Example: Match leaders with their role.
4.Fill in the Blanks: Complete the sentence with the correct word.
Example: The capital of Pakistan is _______.
5.Short Answer Type: Answer in one word or a short phrase.
Example: Who presented the Lahore Resolution? → A.K. Fazlul
Haq.
5. What are the merits and limitations of objective type tests?
Merits:
Easy to check and more reliable.
Covers large part of the syllabus.
Removes examiner’s bias.
Saves time for both teacher and student.
Limitations:
Cannot test deep knowledge or creativity.
Students may guess answers.

13. Preparing good objective questions takes time.
6. What are different types of techniques in teaching of Pakistan
Studies?
Tests: Essay type, objective type, or mixed.
Observation: Watching students’ interest, participation, and
behavior.
Assignments/Projects: Individual and group work like making
charts, maps, or reports.
Case Studies: Studying real-life examples or problems.
Conferences/Interviews: Talking with students to understand their
views.
Cumulative Record: Keeping a record of overall student progress.
7. What types of evaluation have been suggested in the curriculum of
Pakistan Studies?
1.Tests:
oSimple objective type tests.
oObjective + essay type tests.
2.Assessment:
oSkills in maps, charts, projects, population charts, data
collection, assignments.
oRole plays and cultural activities.
3.Observation:
oStudents’ interest in debates, dramas, speeches, field visits,
national issues, and voluntary work.
8. Write comprehensive notes on the following:
a. Observation
A technique where teachers watch students’ activities, interest, and
behavior.
Helps to understand students’ attitudes, teamwork, and
participation.
Example: Observing students in debates, dramas, or social service.

14. b. Case Studies
Detailed study of a particular student, problem, or event.
Helps to understand difficulties faced by students in learning.
Useful for finding solutions to specific problems.
c. Conference with Student
A personal meeting between teacher and student.
Helps to discuss problems, give guidance, and motivate the
student.
Builds trust and improves teacher-student relationship.
d. Cumulative Record
A complete record of student’s progress in studies, activities, and
behavior over time.
Includes test results, assignments, interests, attitudes, and social
behavior.
Helps in understanding the overall growth of the student.