Implementation Matrix Assessments

Implementation Matrix - Quality of Assessments and Examinations

Goal of Learning: Learners are proficient in reading and numeracy, develop analytical skills and are prepared for life and livelihood

Program 3 – Assessments and Examinations

Program 3 – Assessments and Examinations
Overall Goal 3. Strengthen Assessments and Examination system to have a positive and high impact on learning.

 

Learning
Goal of Learning: Learners are proficient in reading and numeracy, develop analytical skills and are prepared for life and livelihood
Program 3 – Assessments and Examinations
Overall Goal 3. Strengthen Assessments and Examination system to have a positive and high impact on learning.
Target	Strategies	Activities	Timelines					Cost Million in PKR.	Responsibility		Assumptions
			Y1	Y2	Y3	Y4	Y5
Sub Program 3.1 School-level Assessments
Sub-Goal 3.1. Enhance the effectiveness of assessments and examinations in schools
Regular formative and    summative assessments included    in the school accountability framework	3.1.1 Include regular formative and summative assessments and their effectiveness in            school accountability framework	I. Develop a school accountability framework   that includes quality in- school assessments as a regular            feature (strategy under governance) and indicators    on conduct       of formative assessments	X					0.83	DEO		School accountability framework is developed under governance reforms.   Changes in course length/scheme of studies etc. are made to allow timely completion with learning   In the long run quality of assessments in school will be monitored through
		II. Prepare annual report based on the reporting     on assessments through the School Accountability Framework	X	X	X	X	X	0.67
		III      Reports on formative assessments      in schools	X	X	X	X	X	R.C			an inspection or similar function
Capacity      of teachers                and supervisors on assessments and examinations developed	3.1.2 Develop in school capacity in assessments and examinations	I. Train supervisors on assessments and examinations through BAEC and PITE	X	X	X			Cost may be covered under CPD program		PITE/BAEC	BAEC and PITE coordinate on trainings   Trainings include use of assessments to improve learning in the classroom
		II. Train Teachers on assessment and examination through BAEC/PITE	X	X	X	X	X				BAEC and PITE coordinate on trainings Trainings include use of assessments to improve learning in the classroom
		III.    Engage with pre-service teachers education institutions       to improve of quality of    courses    on assessments	X	X	X					Pre-Service teacher Education Institutions	Pre-service teacher education institutions have the relevant capacity

Sub Program 3.2 BBISE Examinations

Sub Program 3.2 BBISE Examinations
Sub Goal 3.2. Improve quality of BBISE examinations to ensure alignment with curriculum that includes testing of critical – analytical ability

 

Sub Program 3.2 BBISE Examinations
Sub Goal 3.2. Improve quality of BBISE examinations to ensure alignment with curriculum that includes testing of critical – analytical ability
Capacity development plan	3.2.1 Review and implement the existing   capacity	I. Review the existing capacity development plan	X					3.43	BBISE
for BBISE revised and implemented	development plan for BBISE	II. Prepare a revised capacity development plan for BBISE based on review	X
		III. Implement the plan phase wise		X	X	X	X	R.C
Teachers                  and students      are prepared for more analytical questions      in examinations	3.2.2               Prepare teachers                  and students for more analytical questions                      in examinations	I.          Balochistan Assessment            and Examinations Commission                 to prepare                      and implement a plan for engagement with teachers and students to help them prepare for more analytical questions	X					R.C	BAEC
		II. BAEC to engage Balochistan Textbook           Board and           BBISE           to review assessment exercises                 in textbooks	X	X	X	X		0.34
		III. Prepare teacher guides                        on assessments	X	X				0.37
BBISE’s approach to examinations is aligned with the curriculum, including analytical questions	3.2.3 Progressively align                 BBISE’s approach             to examinations with the          curriculum including	I. Hold seminars and                 training sessions                       on curriculum with officials and paper setters of BBISE	X	X	X	X	X	0.34	BBISE
		II. Develop model papers   and              field	X					0.49
	analytical questions	test them to review current student capacity
		III.      Develop         a progressive plan to improve coverage of       curriculum        in examination papers             and progressive shift to analytical questions based on the                     baseline derived from model paper testing			X			0.24
BBISE examination conducted   in specialised arrangement in response     to COVID 19	3.2.4           Stagger examinations over months to ensure low       participation at a given point of time with safety arrangements against COVID 19 risk	I.               Prepare specialised                   SOPs in                   close consultation                      with Department                             of Health                for conducting examinations	X					RC	BBISE
		II.                  Make specialised seating and                  safety arrangements	X					RC
		III.              Re-plan examination schedule                     and conduct in line with safety arrangements against COVID 19	X					TBD

 

Sub Program 3.3 BAEC Assessments and Examinations
Sub Goal 3.3. Ensure that BAEC role in assessment benefits the system
BAEC conducts regular diagnostic assessments	3.3.1 Shift BAEC’s role                from examinations  to diagnostic assessment	I. Amend BAEC Act to        remove   the mandatory requirement             of certification        from BAEC        for appearance                        in BBISE examinations	X					0.31	BAEC
		II.     Engage          with policy makers and implementers          to develop        a     need based       diagnostic assessment framework		X	X	X		0.22
		III.              Conduct diagnostic assessments based on needs		X		X		19.55
Mechanism  to utilise results of diagnostic assessments in system improvement developed	3.3.2 Develop a mechanism               to ensure that the results     of               the diagnostic assessment               are utilised in system improvements	I. Make rules for mandatory periodic diagnostic assessments	X					R.C	PPIU
		II.         Disseminate results           of diagnostic assessments to a wide       set              of stakeholders				X		0.29
		III. Each relevant organisation to prepare a plan and make adjustments in all existing plans for improvement of learning  based  on					X	0.13
		the       result           of diagnostic assessments
Capacity development plan of      BAEC is implemented	3.3.3 Review the capacity of BAEC and prepare and implement                  the capacity development plan	I. Review the existing capacity development plan of BAEC	X					3.97	BAEC
		II. Prepare a revised capacity development plan for BBISE based on review		X
		III. Implement the plan phase wise			X	X	X	R.C

Sub Program 3.4 Consistent and Relevant Assessments

Sub Program 3.4 Consistent and Relevant Assessments
Sub Goal 3.4. Ensure congruence and complementarity across various assessments and examinations

 

Sub Program 3.4 Consistent and Relevant Assessments
Sub Goal 3.4. Ensure congruence and complementarity across various assessments and examinations
	3.4.1        Enhance availability of assessment specialists in the market and within the government	I.     Engage     with Universities/HEC to introduce specialisation      in assessments       & Examination        in M.Ed	X	X	X	X	X	R.C	PPIU & BAEC
		II.     Explore    and introduce scholarships    for assessment specialisation	X	X	X	X	X	R.C
		III.              Provide additional incentives          for specialists          in employment		X	X	X	X	R.C
	3.4.2 Review and revise the existing standards of assessments and examination to make them more relevant and applicable to the context     of Balochistan	I. Document gaps in the current standards regime	X					5.20	BOC&EC / BAEC / BBISE / DOE(S)	Standards of assessments are revised as part of an overall assessment review.   Standard development considers the current situation ensure progressive change and does not create unrealistic targets   Standards include preparation of model papers and field testing
		II. Develop new standards for all types                  of assessments and examinations at input and process level including certification of paper setters for BBISE	X	X
		III. Implement the standards			X	X	X	R.C
Provincial assessment framework prepared and implemented	3.4.3          Prepare provincial assessment framework	I.      Review      the current assessments systems in detail for      weaknesses and gaps	X					2.18	BOC&EC / BAEC / BBISE / DOE(S)
		II.      Develop     a provincial assessment framework          to remove the gaps and   align       the various assessments    and examinations		X
		III. Implement the framework periodically			X	X	X	R.C

Sub Program 3.5 Credibility of Examinations

Sub Program 3.5 Credibility of Examinations
Sub Goal 3.5. Enhance credibility of examinations

 

Sub Program 3.5 Credibility of Examinations
Sub Goal 3.5. Enhance credibility of examinations
Processes in the conduct of BBISE examinations improved	3.5.1 Review the current conduct of examinations to propose changes in processes that facilitate cheating	I.      Assess  the current        logistical processes         of BBISE examinations	X					1.24	BBISE
		II. Prepare plan to remove loopholes that           facilitate cheating		X
		III. Implement the plan			X	X	X	R.C
Awareness campaigns against       cheating conducted	3.5.2 Develop and conduct awareness campaigns against cheating	I. Undertake a survey on attitudes in society towards cheating and the causes for the same	X					3.06	BBISE
		II. Based on the survey             include awareness         on negative impacts of cheating     in the communication strategy of SED		X
		III. Implement awareness plan and undertake periodic reviews of impact			X	X	X	R.C