What We Do

Assessment Policy Framework (APF)

Assessment Policy Framework was approved by Government of the Punjab and notified by School Education Department vide Notification No. SO (ER-I)1-19/2018 dated 3rd February, 2020. Following are important points related to the Assessment System in the Punjab district:

  • Discontinuation of Grade grade 5 & 8 population-based exam: exams of over 2.5 million students discontinued.
  • Reform efforts for Educational educational achievement in Punjab: a shift from assessment as an end in itself towards assessments that support and encourage learning at all levels of the system. Under APF, two types of assessments have been approved.
    • Large Scale Assessment (sample based), and
    • School Based Assessment (at elementary school level).
  • Collaborative implementation process led by districts as per Assessment Policy Framework: School Based Assessment to be conducted in collaboration with the 36 DEAs and provincial education departments – PMIU, PEF, PEIMA, Non-Formal Basic Education Department.
  • PEC’s role as a facilitator and guide: Under APF, School Education Department (SED) is custodian of the policy and PEC under its Commission has the responsibility of implement the system in Punjab. 

Large Scale Assessment

The first type is a sample-based Large Scale Assessment (LSA). The APF 2019 extends the participation in Large Scale Assessments (LSA) at national and international assessments.

Population coverage: Representative random sample of schools and students from levels of schooling participating in the assessment.

Format: Multiple Choice Questions (MCQs), Constructed Response Questions (CRQs), Extended Response Questions (ERQs) and any other formats required by the assessment

School Based Assessment

The second type of assessment is a School-Based Assessment (SBA), which shall include a summative form of examination at specific periods in time and formative assessments throughout the year. SBA is a two-pronged approach (summative and formative) for assessment of the student at the school level; the SBA facilitates an increased involvement of teachers and school in supporting the learning of the child.

Population coverage for revised SBAs: All classes, but in phases

Format: MCQs, CRQs, ERQs and/or other formats, such as labwork and/or quizzes, as required by the assessment.

These types of assessments entail a variety of stakes. They place greater demands on teachers, school leaders, and even parents because of the need to develop, administer, grade/score and use assessment data more autonomously for the school unit, such as by preparing report cards and discussing results with parents. Summative assessments create a medium stake for students, their parents and teachers because results shall be reported, but only to those immediately responsible for a student’s learning. Formative assessments are low-stake across the system, and represent that battery of assessments through which the greatest amount of learning support and adjustment to teaching methods occurs in response to student needs. The Formative Assessment approach may be used for all elementary classes by teachers to continuously monitor student performance through the use of formal, and informal techniques like (MCQs, CRQs, ERQs and quizzes etc.) that emphasize, as applicable, all three domains of knowledge: cognitive (academic) competencies, especially higher-order thinking; affective (attitudinal/non-academic) competencies and psychomotor skill