Presentation on PEC and APF about PECs.pptx

Presentation PEC APF

1. Punjab Examination Commission (PEC) Introduction of PEC and Assessment Policy Framework (APF)

2. OUTLINE OF PRESENTATION PUNJAB EXAMINATION COMMISSION (PEC) EVOLUTION EVOLUTION MANDATE ORGANOGRAM PUNJAB EDUCATION SECTOR PLAN 2019-24 EDUCATION REFORMS IN PUNJAB ASSESSMENT PROCESS AT PEC DEVELOPMENT OF ASSESSMENT SPECIFICATIONS SCHOOL-BASED ASSESSMENT LARGE-SCALE ASSESSMENT FORMATIVE ASSESSMENT 2

3. 2005 Established in December 2005 (through administrative order) 2006 Organized first 5th grade population-based examination in the Province in 2006 . 2010 Established as an autonomous body through PEC Act (XI) 2010 . Till 2019 conducted 5th & 8th grade population-based exams . 2019 Assessment Policy Framework (APF) approved by the Commission in its 17th meeting held on September 20, 2019. 2020 APF approved by the Cabinet in its 22nd meeting held on December 24, 2019, and notified by the SED on February 3, 2020. EVOLUTION

4. PEC derives its mandate from its ACT and Assessment Policy Framework. The major functions are: D esign , develop , implement , maintain , monitor and evaluate a system of examination/ assessment for Elementary Education (EE); F ormulate policy and programme for the conduct of examinations/assessments; collect data for research to improve curricula and teaching methodology; approve annual research programme and annual budget; conduct and outsource research in the sphere of an examination/ assessment; C apacity building of the teachers and educationists for improving the system of assessment of students; Identify the areas where improvement in training of the teachers or educationists is required; P romote public discussions on issues related to EE; issue instructions to a local govt. for data collection and conduct of an examination/ assessment; A dvice the Govt. on all policy matters relating to the objectives of the Commission. MANDATE

5. Commission CEO Director (Research and Communication) Director (Monitoring) School Based Assessment (SBA) Formative Assessment Capacity Building Large Scale Assessment (LSA) Annual Report Research and Development Director (Admin & Finance) Director (Assessment & Framework) Procurement Hiring Administration Coordination Monitoring & Feedback ORGANOGRAM

6. 6 PUNJAB EDUCATION SECTOR PLAN 2019-24

7. 7 New Deal redefines assessment as a whole-system process through which feedback is obtained on student and teacher performance . Specifically, formative assessments will be in-class , low-stake techniques that can be adjusted in response to student comprehension during the learning process. APF approved by Government of Punjab in 2020 have three types of assessments: EDUCATION REFORMS IN PUNJAB

8. ASSESSMENT PROCESS AT PEC

9. DEVELOPMENT OF ASSESSMENT SPECIFICATIONS Curriculum Based Assessment Subject Committees involving all stakeholders PCTB, QAED, PEC, University Professors and Practicing Teachers (Public and Private) Checking alignment of curriculum, textbooks and classroom practices Development of blueprints by mapping SLOs Items are prepared as per Table of Specification (TOS) given in framework Composition of Papers; weightage is 50 : 50 (MCQs : CRQs). Proportion of cognitive skills in a general ratio of 30:50:20 for Knowledge: Understanding : Application Plus (Analysis, Synthesis and Evaluation)

10. SCHOOL BASED ASSESSMENT (SBA) 1 Technical Support of PEC Framework Development involving all stakeholders Item Writers’ Pool Selection and Item Development Piloting and Psychometric Analysis Provision of SOPs for conduct Provision of Rubrics and Keys Model papers 2 WEB Based Item Bank System (IBS) Online Item Development and review Pilot papers generation Analysis of items Item bank development with statistically equated items Complete profile of item writers and reviewers Internal and External item review system Test Summaries and Auto paper generation at School level Stakeholders: Public and Private Sector Schools 3 Capacity Building Training on utilization of Item Bank System (IBS) Item Writing and Rubrics Development Item Analysis and Interpretation Conduct of Assessments Marking and Rubrics trainings

11. Key steps taken SCHOOL-BASED A SSESSMENT (SBA) SBA-2023 conducted from Grades 1 to 8 Development of web-based Item Bank System: Remote access for all qualified Item Writers and Reviewers Standardized Item Development Process Piloting of Question Items One Click standardized papers generation b ased upon Table of Specification Cognitive Skills: 25% Knowledge, 50% Understanding and 25% Application and Higher All Public schools including SED, PEF, PEIMA, DAANISH, BECS, Literacy and worker welfare have accessed IBS for paper generation Lead Master trainers have been trained at District level to cascade SBA training at School Level. Conduct and facilitation for quality assurance. Report declaration ceremony held across all Districts Sr No. Department Name Total Schools 1 DANISH 23 2 FEDERAL 6 3 LITERACY 13000 4 Others 28 5 PEF 7306 6 PSSP 4276 7 SED 48359 8 WORKERSWELFARE 69 Grand Total 73067

12. TEST DESIGN SBA 2023 Grade 3-5 6-8 1-2 Subject MCQs Marks CRQs Marks MCQs Marks CRQs Marks Five sections include Fill in the blanks, True False, MCQs, Column Matching and Short QAs Each section with five Questions. Each student to answer 2 questions from each section and 10 in total. Total 100 marks for all subjects except Teaching of Quran Majeed Nazra which will be of 50 marks. Six Subjects: English, Maths , GK/Science, Islamiyat , Urdu, Ethics and Teaching of Quran Majeed Nazra . English 25 50 5 50 32 48 5 52 Maths 25 50 5 50 32 48 5 52 GK/Science 25 50 5 50 32 48 5 52 Urdu 25 50 5 50 32 48 5 52 Computer Education _____ 32 48 5 52 Ethics/RE 25 50 5 50 32 48 5 52 S.St./H&G 25 50 5 50 32 48 5 52 Islamiyat 25 50 5 50 32 48 5 52 Teaching of Quran Majeed 50 Marks Nazra Quran Majeed 50 Marks Paper Note: Marks for ethics will be scaled to 150 in lieu of Islamiyat and Teaching of Quran Majeed .

13. Training of School-Based Assessment School Based Assessment was conducted across all 36 districts of Punjab 13

14. Conduct and Marking of School Based Assessment School Based Assessment was conducted in all 36 districts of Punjab. Every School prepared its own date sheet Papers were conducted and marked by schools Report Cards issued 14

15. Issuance of Report Cards Report cards were issued by schools. 15

16. SAMPLE BASED LARGE-SCALE ASSESSMENT 16

17. SAMPLE BASED LARGE SCALE ASSESSMENT (LSA) 1 System Level Diagnostic Phased wise benchmarking of all grades Instrument development Representative sample selection Conduct of Assessment Benchmarking for progression of learning outcomes Collection of students background information on factors affecting student performance i.e. Teacher Questionnaire Parent and student Questionnaire Head Teacher Questionnaire School Council member 2 Digitalization process Developments of instruments on IBS Item analysis E-Marking (on screen marking) of tests forms 3 Feedback & Reforms Analysis of data and Report writing Dissemination of results with key stakeholders Provision of feedback to SED and other stakeholders (PCTB, QAED, DEAs, Schools and Teachers etc.) Policy adjustment, tweaking and improvement

18. Large-Scale A ssessment (LSA) Two rounds of LSA have been conducted This year LSA of Grade 5 & 8 conducted and pilot of Grade 4 School sample consisted on SED, PIEMA and PEF All assessment instruments, background questionnaires were finalized through series of workshops Training of Lead Master Trainers (LMTs) at District level to cascade training of all Test Administrators across Punjab. Manual, training material, SOPs for conduct and marking developed Monitoring and facilitation for quality assurance Digital Printing and Online on-screen marking adopted for CRQs Bubble sheet scanned for MCQs and Background questionnaires Hiring of paper markers from school education department for e-marking of CRQs Hiring for Consultancy services for the analysis and report writing of LSA Grade 5 & 8 LSA results will be used for Benchmarking Grade Schools Students Teachers 4 144 1440 576 5 4363 43630 17456 8 3300 66000 13200

19. Sample Size of Schools for LSA 2023

20. LSA Grade 4 Conducted Sample: 5,000 Schools, 50,000 Students and 1 teacher per subject per school. Subjects: English, Maths , Urdu, Science Background Questionnaires: Student-Parents, Teachers, Head Teachers and Parent Council Member Piloting of instruments Grades 2, 3 & 7 Oral (Grade 2) and Written Subjects: English, Maths , Urdu, General Knowledge Sample: 300 Schools, 7500 Students. LSA 2023

21. Large Scale Assessment (LSA) Training for Large Scale Assessment was conducted. Test Administrators were trained by PEC Teams for smooth conduction of LSA, 2023. 21

22. Large Scale Assessment (LSA) 22

23. Large Scale Assessment (LSA) 2023 Data Entry of Large Scale Assessment Papers and Questionnaires was completed and data entry operators were engaged for data entry 23

24. Large Scale Assessment (LSA) 2023 Data Entry of Large Scale Assessment Papers and Questionnaires was completed and data entry operators were engaged for data entry 24

25. Key steps taken Formative Assessment Strategy developed approved by commission and provincial steering committee After approval of the strategy, implementation plan and orientation material has been developed. Orientations workshops conferences conducted in all 36 districts Consultant hired for training manual, training and material development. TA Support-Hiring of international Consultant (Sue Williamson) Commission Meeting Provincial Steering committee Consultative Meeting

26. Consultations conducted TA Support-Hiring of international Consultant (Sue Williamson) A rigorous bottom to top consultative process 45 consultations were held with the following stakeholder s/ groups: Minister Education and advisory team Provincial departments of SED, PEC, QAED, PCTB, PMIU Other provincial education departments of PEF, PEIMA, LNFBE and Daanish Schools DEA officials (CEOs, DEOs, Dy.DEOs and AEOs) Private civil societies and Private and public universities Technical Committee, PEC Commission, and Provincial Steering Committee Madrassas and NGOs Public headteachers and teachers (PSTs, ESTs, SSTs and ECE specialists) Private School teachers and administrators FORMATIVE ASSESSMENT STRATEGY 2021

27. What is formative assessment? Supports children to learn Helps teachers improve teaching Answering questions and completing set work that is at an appropriate level Getting developmental feedback from teachers against the intended learning outcome Identifying where they need help and getting support to progress 27

28. The framework envisioned for formative assessment FORMATIVE ASSESSMENT STRATEGY 2021

29. Formative Assessment Framework 29

30. Formative Assessment District Selection For Formative Assessment Implementation

31. Formative Assessment Implementation in Punjab A Consultative Dialogue on Districts’ Selection Punjab Examination Commission (PEC)

32. Fundamental Consideration - Suggested Prompts for Selection - Geographic Distribution -Subject-Wise Performance -Longitudinal Studies and Future Plans -LSA Results -SIS Data -Allied Departments True Representation District Selection For Formative Assessment Implementation

33. Geographic Distribution: - Ensure that the districts selected for the FA pilot are representative of different regions of Punjab (e.g., South, North, Central)? - Are there specific low-performing districts in these regions that we should focus on? Subject-Wise Performance: - When considering low-performing districts, should we also be looking at performance in specific subjects? If so, how should this factor into our selection of schools for the FA pilot? District Selection For Formative Assessment Implementation

34. Longitudinal Studies and Future Plans: - How feasible would it be to conduct the LSA next year for one of the grade levels for which we have done the FA pilot or to include it in SBA and analyze students’ performance? -Can this include schools selected for the pilot to understand if formative assessment made a significant difference in their scores? District Selection For Formative Assessment Implementation

35. Micro Selection: - How can we apply the principles discussed in point A to select individual schools within these districts? What specific characteristics should we prioritize in this process? - Can we establish a criterion for selecting low-performing schools that have an adequate number of teachers and no multi-grading? How do we ensure these schools are otherwise similar in their profiles within the same district? - Can we identify similar schools, where there is multi-grading and no multi-grading to compare FA usage in these different types of schools? District Selection For Formative Assessment Implementation

36. Planning Supporting students to develop understanding , skills and disposition Reinforcing or planning more activities Sets expectations Revises the entire lesson with the class or plans activity with small group, giving the rest of the class an independent activity to complete Keeps record of student's progress Keeps parents updated about student’s progress at regular intervals A classroom with a teacher who knows what a child understands and can do. Leadership and management of the process District Education Authorities (DEAs) School based CPD: Support from peers, the HT and AEOs in: - Staff meetings - Joint Planning - Classroom observation and feedback - Moderation of students’ work) Monitoring record keeping by teachers of students’ progress Engaging parents Regularly checking for understanding and providing feedback Uses a variety of Assessment tasks related to learning outcome Helps students to conduct self assessment include measure of: conceptual understanding and skills; social and moral values; physical and emotional development. Provides feedback to individual students about activities Identifies progressive learning outcomes and performance indicators which reflect a diverse range of needs within a class Develops tasks and activities related to identified learning outcomes for students Engages students in differentiated activities Encourages high-quality interaction Observes students, has conversations about learning, asks questions, looks at work, then intervenes to challenge and extend thinking or break learning to smaller steps for better understanding 3 1 2 4 Uses developed plans to identify intervention and support points, differentiated activities and assessment tasks. The Focused Instructional Areas are: 36

37. Proposed lead roles of the Institutions Institutions Lead Role PEC Lead the implementation process with all provincial departments and engage in the development of relevant assessment activities and materials, including: Development of rubrics, related to specific learning outcomes (performance indicators) Prepare class wise assessment activity guide for teachers PCTB Develop relevant guides and materials for formative assessment, including: Identification of differentiated learning outcomes and indication of assessment activities into the academic calendar Development of self–assessment worksheet for students based on Academic achievement/skills; Social and moral values; and Physical and emotional development 37

38. Proposed lead roles of the Institutions Institutions Lead Role QAED Develop relevant teaching and training materials for all relevant stakeholders in the system, including: Teachers guide and fortnightly/weekly lesson plans with differentiated learning outcomes and suggested assessment activities Teacher professional development programmes including planning, differentiated learning activities, and feedback AEO professional development programme DEA orientation about role/responsibility Addition of formative assessment in District pre-service training programme 38

39. Proposed lead roles of the Institutions Institutions Lead Role PMIU Develop and manage the quality assurance system for the implementation including: Align COT indicators with the formative assessment strategy Development and dissemination of SIF and COT reports at the provincial level . DEA Ensure the implementation of formative assessment in the schools with provision of necessary support and facilitation by: Supporting schools in the implementation Facilitating schools in resource management Engaging AEOs to support implementation . HED/ Universities Refine and developing the teacher education programme (pre-service and induction) with formative assessment practices : Improve existing teacher education programmes, especially current courses on practicum and assessments Offer specialised formative assessment courses . 39

40. Proposed lead roles of the Institutions Institutions Lead Role SED Provide strategic directions/guidance, including: Continuing the commitment to reducing class sizes in the province to a reasonable student-teacher ratio (STR) of 40:1 Allocate and release budget for the execution of the strategy Supporting school leadership and teachers to implement the strategy Ensuring all teachers receive training, classroom support, and suitable materials to implement the strategy Facilitating inter-department coordination and development of synergies 40

41. FORMATIVE ASSESSMENT – ROLL OVER PLAN 41

42. Comparison of Formative and Summative Assessment Formative Summative Occurs before or during instruction Assessment for learning Descriptive feedback Feedback is the central function Continuous Informal High impact on learning Guides instruction Occurs after instruction Assessment of learning Evaluative feedback Periodic Formal Limited positive impact on learning May be used as diagnostic assessment 42

43. formative sba LSA Tier 1: For policy decisions through provincial assessment on literacy and numeracy Tier 2: For district and school-based decisions from grade-wise assessments Tier 3: For classroom-based decisions from student-level assessments Engaged stakeholders Performing key functions PMIU and DEAs Developing the provincial assessment, conduct in selected sample, finalization of results and feedback to system Quality assurance and supervision of assessment under SED PEC PEF, PCTB, QAED, SED, DPI’s and Private Sector Collaborative decision-making on assessment results for improvement in curriculum, textbooks, teacher training and private-public partnership programs. PEC Developing the test item bank and providing assistance and guidance to districts for implementation DEAs, PEF/PEIMA, Private Sector Implementation of SBA activities in the districts at the school-level Support to PEC and DEAs in district trainings and implementation PMIU, QAED PEC, QAED and PCTB Lead the development of the formative assessment under APF under defined roles PMIU and DEAs Quality assurance and supervision of formative assessment under SED Schools Implementation in classrooms through out the year 43

44. Punjab Examination Commission, Lahore http://www.pec.edu.pk/publications Thank You 44