Topic: Examination System in Pakistan -a Legal & Policy Aspect (Paper Setting, Practical Examination, Oral Examination)

Course Title: Test Theories and Design (EduMP – 707)

Submitted by (Saira Kazim1, Maria Siraj2, Arooj Fatima3, Shazia Tabasam4)

Submitted to Dr. Mumtaz Ahmad

Programme M.Phil Education (2nd Semester)

Session 2014-2016

DEPARTMENT OF EDUCATION

RIPHAH INTERNATIONAL UNIVERSITY FAISALABAD

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INTRODUCTION

The process of educating and examining the growing human child is as old as man

himself. Only its form and method have changed from time to time, the primitive man

was taught by example and tested through confrontation with the actual life situations. In

the early civilized societies formal instruction was limited to a gifted and selected few:

The sage, the philosopher and the religious preceptor taught and tested orally by

questioning the disciple.

For purposes of appraisal usually two terms are used, namely; examination and

evaluation. The term examination aims at ensuring that the matter learnt is adequately

fixed and properly recalled. This is a narrow significance and usually relates to class

room situations in which emphasis is laid on the learning of a few facts and skills. But the

term evaluation has a wider connotation.

It relates to finding out the mental, moral and social changes that have come about in the

personality pattern of a student and are directly affecting his behavior. Evaluation has a

direct reference to the goals of education and therefore, must take into consideration

broader implications which have ramifications into the growth and development of the

personalities of the students.

http://www.nwfpuet.edu.pk

Concept of Examination

“It is He who hath made you (His) agents, inheritors of the earth; He hath raised you in

ranks, some above others; that He may try you in the gifts He hath given you; For thy

Lord is quick in punishment; yet He is indeed oft-forgiving, most Merciful”. (Al-Quran.

vi: 165). Be sure we shall test you with something of fear and hunger, some loss in goods

or lives or fruits (of you toil). But give glad tidings to those who patiently persevere (Al-

Quran.ii:155).

Examination is a measuring instrument intended to verify both a candidates’ value and

value of teaching he has received. It is an indicator of the training given and received. It is

to measure what has been accomplished during the period of study to weigh each

candidate’s sum of knowledge and appraise his ability. It looks like target, incentive,

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motive or stimulant. “It provides motives for the teacher and a spur for the pupils.

Examination conditions and orientates the entire teaching process” (UNESCO 1961)

The aim of our examination system is to judge the achievement of students in different

areas such as personality development, creative thinking, and love for Islamic values

examinations are the only tools for measuring these aspects. Examinations are frequently

employed in order to keep the students constantly stimulated to high level of

achievement. Examination system may be internal or external. The success of which

depends on the reliability and the validity of the system.

Page and Thomas (1978) explain the concept of examination as “(1) Assessment of

ability, achievement or present performance in a subject (2) instrument of assessment can

be log essay or mixed form of assessment may be used for qualifying for entrance to

professions and higher education.”

REVIEW OF EDUCATION POLICIES AND FIVE-YEAR PLANS

SINCE 1947

The National Education Policies, Reports and Five Year Plans about the examination

system of Pakistan are reviewed as under:

In the Pakistan Educational Conference (Govt. of Pakistan, 1947) “it has been felt for a

long time that the system of university education comprising the syllabuses, curricula,

examinations and teaching method is unsatisfactory and require a thorough review in

order to bring it into line with our educational ideals and needs”.

The Educational Conference, (Govt. of Pakistan, 1951) noted “Closely related to the

problem of curricular reorganization is the problem of examinations. It is matter of

common knowledge that our existing system of education is dominated by examination,

which bears little relation to the requirements of life. They have in fact come to be

regarded as the be-all of education”.

In the First Five Year Plan 1955-60 (Govt. of Pakistan. 1955) highlighted, “The

examination has come to serve other than education process chiefly as measure of

qualification entitling students to admission to a higher level of education i.e. for

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government or other employment. Placing the external examination in its proper

perspective could make great intellectual and economic savings”.

Commission on National Education (Govt. of Pakistan, 1959) envisaged, “Internal

examinations have at present no value, the external examination is the exclusive

preoccupation of the student and he does not feel under strange immediate pressure to

attend lectures or to ensure teacher’s guidance personally or in the tutorial group”.

“The examination system reflects the prevalent methods of teaching and learning. The

value and appropriateness of the current examination system has already been questioned.

Unfair practices have been mounting during the last two-decade. This archaic system is

conducive to laziness of the pupils over lengthy periods of time, is expensive and is

known to encourage memorization (Govt. of Pakistan, 1965)

It is revealed in New Education Policy (Govt. of Pakistan, 1970),” The existing system of

education fails to serve as a measure of achievement or an incentive to learning. It

recommended that a committee of experts should be appointed to look into various facets

of examination system at different stages of education and to suggest suitable reforms”.

The Education Policy 1972-80 (Govt. of Pakistan, 1972) laid emphasis on the change in

curriculum should be accompanied by necessary reforms examination system. The

existing system of examination is one the root causes of the general malaise in our

education system. To make the education system fruitful, it is essential to alter radically

the present examination system.

The Fifth Five Year Plan 1978-83 (Govt. of Pakistan, 1978) recommended “To reform

examination and evaluation system necessary training shall be provided to the teachers.

To encourage the school teachers to use new type of tests, the contents of various

textbooks, shall be converted into test items designed to measure different educational

objectives. An allocation of Rs. 5.00 million has been made for programs relating to

examination reforms”.

In the National Education Policy and Implementation Program (Govt. of Pakistan, 1979)

states “It has constantly been observed that one of the fundamental reasons for the

deterioration of educational standards is the perpetual continuation of an obsolete system

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of external examination which encourages learning by root and subjects the students to

various stress and strains”.

In order to improve examination system of Pakistan it was observed in the Seventh Five

Year Plan 1988-92 (Govt. of Pakistan, 1988) “Too much importance is given to scores

academic examination. As a result, there is enormous corruption in examination system;

students, teachers, parents and heads of institutions are equally responsible for this

situation. The Seventh Plan provides of the establishment of Educational and Testing and

Measurement Services, which will develop standardized test of intelligence, aptitude,

scholastic ability, etc. These test scores will be used in conjunction with the traditional

examination scores and cumulative record of the students’ achievements. By a legislation

to be enacted the admission to professional institutions will be selective and strictly on

merit. At the same time measures will be taken to improve the conduct of examination

and evaluation of scripts. Severe penalties will be prescribed for cheating.

The National Education Policy (Govt. of Pakistan, 1992) after analyzing the previous

reports and taking into consideration the persistence of the examination, has proceeded to

solve the problems in two ways: (a) by recommending that National Testing Services be

established and (b) by highlighting the reforms which must be introduced immediately for

streamlining the annual examination system and restoring public confidence in the results

of annual examination.

The decisions taken in the Seventh Five Year Plan and National Education Policy 1972

were repeated in the Eighth Five Year Plan 1993-98 (Govt. of Pakistan, 1993) as under:

Neither the semester system nor the annual system have been able to overcome the wide

spread corruption in the examinations. During Eight Plan period concerted effort will be

made to establish a National Education Testing Service on sound footing, preferable

through a private sector or non-government organization. National Education Testing

Service will carry out the work of test development and research in collaboration with

agencies and individual experts available within or outside Pakistan. Gradually, the

admission to higher education institutes will be made on the basis of performance of

students on educational tests developed and standardized by the National Education

Testing Service. Other steps for reforming the examination system and elimination

malpractices in the examination will also be taken.

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National Education Policy 1998-2010 (Govt. of Pakistan, 1998) gives the directions that

mechanism shall be developed to integrate internal and external assessment. Internal

assessment shall be reported separately either on the certificate or a part of a composite

assessment. Autonomy will be given to the Examination Boards and Research and

Development (R & D) cell will be established in each Board to improve the system.

VIEWS OF NATIONAL EXPERTS ABOUT EXAMINATION

Examination system has been one of the burning issues with the large number of

Committees, Commissions and Conferences. The recommendations of these were

reviewed under the following headings to suggest ways and means to improve the system

of examination.

Schedule of Examination

1. All Boards, by regulation should fix the dates of their respective examination and

announce them soon after the commencement of the new academic year. In the case of

natural calamities and other extraordinary circumstances, special examination be held for

them in prevented from taking regular examination (Govt. of Pakistan, 1966, 1978).

2. The grouping of subject in the date sheets should be so revised as to reduce the number of

examination days (Govt. of Pakistan, 1973).

Conduct of Examination

1. Supervisory staff should be carefully selected in consultation with or on the

recommendation of the employing agencies (Govt. of West Pakistan, 1969. Govt. of

Pakistan, 1973)

2. Only these centers, where necessary facilities are provided should be approved the Board

for holding examination (Govt. of West Pakistan, 1969, Govt. of Pakistan, 1971).

3. Heads of institutions where examination centers are located should be the principal

supervisors of the centers. They may be allowed recruit invigilation staff from amongst

trusted teachers and should be solely responsible for proper conduct of examination

(Govt. of Pakistan, 1971, 1978).

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4. To ensure effective invigilation, the number of invigilators should be increased to

maintain a ratio of 1:20 (Govt. of Pakistan, 1971).

5. Examination agencies should compensate the supervisory staff for any damages they

might suffer in performing their examination duties. In view of the personal danger to

invigilators in the honest discharge of their function, the Board should consider framing

rules, which would enable them to take action on the basis of confidential reports from

invigilators (Govt. of Pakistan, 1971).

6. Action should be prescribed against persons who create disturbance in or outside the

examination hall (Govt. of Pakistan, 1971).

7. Instead of paying D.A. to the supervisory staff, the rate of their remuneration be increased

by 50% and they should be paid only T.A (Govt. of Pakistan, 1971).

8. Examination should be held during holidays from the 2nd week of March to 2nd week of

April every year (Govt. of Pakistan, 1978).

9. Cases of unfair means should be dealt with seriously. If any teacher is found to be

assisting in the use of unfair means, he should be proceeded against for removal from

services and declared unqualified to act as a teacher in any institution (Govt. of West

Pakistan, 1969)

10. The conduct of examination at centers where conditions for holding examinations are not

conducive may be entrusted to a senior administrative officer who should be given

adequate authority and power to deal with the situation properly (Govt. of Pakistan, 1971,

1988).

Question Paper/ Model Paper

1. Training courses for paper setters and examination for setting the question paper and

making the answer books should be organized (Govt. of Pakistan, 1978).

2. Model papers, containing objective type and improved essay type question should be

prepared and supplied to educational institution (Govt. of West Pakistan, 1969, Govt. of

Pakistan, 1973).

3. The language of the question paper should be made as simple, precise and clear as

possible (Govt. of West Pakistan, 1969).

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4. The paper-setters should prepared an answer key to all items set in the question papers for

onward transmission to the examiners for maintaining a uniform assessment standard

(Govt. of West Pakistan, 1969).

5. Boards should appoint a committee of moderators. This committee should be made

responsible for checking the content-validity and other questions of question paper before

they are used in the examination (Govt. of West Pakistan, 1969).

6. Question papers should contain essay type question, short answer question and multiple-

choice items with appropriate proportion. Specific item for objective type questions

should be given and answer hooks retrieved after the expiry of the fixed time. The

remaining time could be allocated the easy type questions (Govt. of West of Pakistan,

1969, Govt. of Pakistan, 1971, 1978).

7. Teachers who teach the subject should set question papers, external paper setters may be

eliminated gradually (Govt. of Pakistan, 1975).

8. A committee of subject specialists should evaluate the question papers after examination

and pin-point its defects (Govt. of Pakistan, 1975).

9. Teachers of a particulars class should not be paper setters in that subject. Thus teachers of

intermediate colleges should not set papers of the intermediate examination but may set

papers for the matriculation Examination. In the same way teacher of degree classes

should set papers for the intermediate examinations (Govt. of West Pakistan, 1969).

10. For a 100 marks paper, there should be 20 questions, all compulsory and carrying 5 marks

each. Short answer not exceeding 200 words to each question should be required expected

in Mathematics for which this requirement should not apply (Govt. of Pakistan, 1975).

11. The teachers of the subjects may be associated with the framing of question papers.

Model sets of question from several experienced teachers may be obtained and

moderators may be appointed. They should make the final choice of questions included in

particular papers of any examination (Govt. of Pakistan, 1971, 1973).

Assessment of Answer Scripts

1. Up to intermediate level, school teachers should also be considered to be qualified to act

as examiners (Govt. of West Pakistan, 1969).

2. No examiner should get more than 200/250 answer books to examine or be an in more

than two subject or be an examiner of the same subject at the same examination for more

than 3 consecutive years (Govt. of West Pakistan, 1969, Govt. of Pakistan, 1973, 1978).

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3. A teacher should not be appointed an examiner of the scripts of his own college or school

(Govt. of West Pakistan, 1969, Govt. of Pakistan, 1978).

4. Before marking of answer books, a meeting of all the heads examiners, sub-examiners

and moderator may be converted by the examining bodies. They may draw out detailed

instructions for marking the scripts (Govt. of West Pakistan, 1969, Govt. of Pakistan,

1975, 1978).

5. Head Examiners should be required to check at least 10% of the total scripts. If the work

of sub-examiner is erratic, the whole lot should be returned to him revising the award

(Govt. of West Pakistan, 1969, Govt. of Pakistan, 1978).

6. All Boards, as invoke in Karachi and Hyderabad Board, May adopt scheme of

Centralized marking of answer books (Govt. of West Pakistan, 1969, Govt. of Pakistan,

1978).

Tabulation of Results

1. Tabulation of Results should be done by the internal tabulators (Board’s permanent

employees) as well as by the external, tabulators (teachers possessing unimpeachable

integrity) (Govt. of Pakistan, 1978).

2. Tabulation work should not be entrusted to clerks, as far as possible. Teachers High

Schools and Intermediated Colleges should be utilized for this work (Govt. of West

Pakistan, 1969).

3. Tabulation should be mechanized as early as possible.

4. Boards should award divisions on the basis of the following percentage marks (Govt. of

West Pakistan, 1969).

5. 33-1/3 in each paper and 40% in the aggregate for 3rd division 50% or above for 2nd

division, 60% or above for 1st division (Govt. of Pakistan, 1966).

6. Divisions and I, II, III, classes should be abolished. The certificates, diplomas and degrees

may show the marks and grades obtained in each subject (Govt. of West Pakistan, 1969).

7. The terminal certificates should indicate the percentage of marks obtained by the

successful candidates in each subject (Govt. of Pakistan, 1971).

Private/ Ex-Students

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1. For candidates who do not attend regulars courses in recognized institutions, separates

examinations (called external examinations), should be held (Govt. of West Pakistan,

1969, Govt. of Pakistan, 1978).

2. A student who fails in the examination should not be allowed to join educational

institutions but to take the examination privately so that limited place in institution should

not be given to the failed (Govt. of Pakistan, 1975).

3. Failed student should take the normal examination meant for regular student (Govt. of

Pakistan, 1978)

4. Allama Iqbal Open University may prepare a phase program for providing instructions to

external (private) students and arrange their examinations at the matriculation and other

levels (Govt. of Pakistan, 1977).

Supplementary Examination

1. Supplementary/compartmental examination should be available only for those students

who fail in on e subject should appear in the next regular examination (Govt. of Pakistan,

1966).

2. Those who fail in the terminal examination should be allowed to appear as external

students. After three attempts, they should be declared to have passed and marks obtained

be shown on the certificates, diplomas or degrees (Govt. of Pakistan, 1973).

3. if a student does not score satisfactory marks in a subject or subjects in public

examination in the subject or subjects any number o f times. However, if the performance

of a student in not satisfactory in the, internal assessment, as considered by the head of

the institution, he should not be allowed to take public examination (Govt. of Pakistan,

1977).

Internal Examination / External Examination

1. To make the completion of the main secondary school courses, examination should be

conducted by teachers themselves who know the pupils and conditions of work

Certificates should be issued under the authority of the school. These schools should give

a full and comprehensive picture of pupils’ achievements in various phases of school life

(Govt. of Pakistan, 1959).

2. The system of examination should be reorganized and the award of certificates be bases

on the performance of the students in the public examination conducted by the

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Universities/ Board of Secondary Education (seventy five percent of the total marks) and

school records, including the results of periodic test and also appraisal of his habits and

general behavior (twenty five percent) (Govt. of Pakistan, 1959).

3. The teacher on the notice board as well as in the pupils, progress report, should record

result of periodic tests in the school (Govt. of Pakistan, 1959).

4. The importance of public examination at the secondary stage should reduce. But to

abolish these examinations at the secondary stage of our educational history will not serve

the purpose (Govt. of West Pakistan, 1969).

5. Boards’ of secondary education may consider the desirability of permitting some selected

school to hold their own examination and these be recognized of corticated issued by the

Boards (Govt. of Pakistan, 1971).

6. The sessional or internal evaluation marks should not be taken into account in a public

examination (Govt. of Pakistan, 1966).

7. The Secondary School Certificate and Higher Secondary School Certificate Examination

should be combination of internal evaluation and public examination. The scores obtained

in both should be recorded side by side on the certificate (Govt. of Pakistan, 1971).

Test Item Construction

1. In order to ascertain whether standards are being maintained throughout the country, the

provisional and central government should collaborate in devising a scheme for holding

National Test at eh matriculation level. These should be purely tests of the intelligence of

students and should be held every third or fourth year (Govt. of Pakistan, 1966).

2. A bureau of Testing and Measurement should be established for coordinating and the

work of Boards and to provide advisory service to them as well as to schools and colleges

(Govt. of West Pakistan, 1969).

3. Pre-service training of teachers should include necessary courses on testing and

measurement (Govt. of Pakistan, 1973).

Cumulative Record Card

All schools should maintain cumulative records cards in respect of each student contain a

complete record of student’s scholastic achievements. This card and certificate/ diploma/

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degree issued by the examining agencies will help to the true picture of a student’s

capability (Govt. of West Pakistan, 1969, Govt. of Pakistan, 1979).

Examination for Special Purpose

A system of general and special aptitude examination for the specific purpose of selecting

persons for admission to professional institute for awarding scholarships and for

recruitment to all cadres of service should be introduced (Govt. of Pakistan, 1979)

Establishment of Bureau of Examination

All Pakistan Commission be appointed to survey the prevailing practices of examinations

at various levels and its recommendations should be implemented. The Central Govt. set

up the Bureau of Examination. This Bureau should have a branch in each province (Govt.

of West Pakistan, 1969, Govt. of Pakistan, 1975).

Admission

Admission to the post secondary institutes should be based on (a) S.S.C Certificate (b)

cumulative record up to class X and (c) entrance test and interview by the institution

concerned. Requirement for admission to different types of courses should also be

specified by them (Govt. of West Pakistan, 1969).

REPORT OF COMMISSION FOR EVALUATION OF

EXAMINATION SYSTEM AND ERADICATION OF

MALPRACTICES 1992

The main recommendations of Commission for Evaluation of Examination System and

Eradication of Malpractices 1992 are summarized as under:

1. The credibility of examination results has been grossly eroded due to large scale

unhampered cheating.

2. The basic purpose of most students to pass the examination is to obtain high marks by fair

means or foul.

3. Te current system defeats basic target of education which are acquisition.

4. Question banks should be developed.

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5. Question papers should not only contain objective type questions but also interpretative,

creative and evaluative questions relevant to the entire prescribed syllabus.

6. Central marking system should be adopted and answer sheets of one board should be sent

to another board.

7. Law enforcing agencies should be revitalized to provide effective protection to the

supervisory staff in the examination centers.

PAPER SETTING AND MARKING

As per Board calendar of Pakistan followings are qualifications for the appointment of

examiners.

Appointment of Examiners and their Qualifications

Examiner means a paper setter, head examiner/ deputy examiner and co-examiner/ sub-

examiner.

The committees of Courses shall in accordance with rules recommend a panel of names

for appointment as examiners in their respective subjects. The Committee while

recommending the panels of examiners should give due consideration to seniority, fitness

and integrity of the teachers.

The recommendations of the Committee of Courses shall be scrutinized in regard to

eligibility of the person(s) recommended for appointment by the office of Controller of

Examination for placing the same before the Committee for appointment of head

examiners and paper setters.

In case of emergency when there is no time to place the appointment of head examiners

and paper setters before the Committee of courses, the Chairman shall have the power to

make such appointment or appointments himself.

The Board may frame rules from time to time governing the appointment, removal or

control of examiners and the manner in which they shall be required to do their work. The

examiners shall receive such remuneration as the Board may fix from time to time.

Eligibility of Examiners

No person shall be recommended for appointment as paper setter/ head examiners and

sub examiners against whom at a previous examination. There has been an adverse report

an inquiry is pending or a decision has been taken by the chairman on some genuine

grounds.

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No person can claim examiner-ship as a matter of right and shall approach the Controller

of Examinations of the Chairman for this purpose.

No person shall be appointed as paper setter or examiner whose relative (wife, husband,

son, daughter, grandson, granddaughter, brother, sister, nephew, niece, grand nephew,

uncle aunt, first cousin, son-in-law, daughter-in-law, brother-in-law and sister-in-law) is

appearing at the examination and each examiner shall be required to submit a declaration

that he/she has not coached any student or students for the examination nor shall he/she

engage himself/herself in the work during the period of his/her appointment as an

examiner provided that the Chairman may relax this rule under exceptional circumstance.

Paper setter,

Head & Sub-

Examiner

PUNJAB NWFP BALOCHISTAN SINDH ISLAMABAD

Academic

Qualification

Post graduate

in the

relevant

subject

Post

graduate in

the relevant

subject

Post graduate in

the relevant

subject

Post graduate

in the

relevant

subject

Post graduate

in the relevant

subject

Teaching

Experience

10 years for

paper setters

7 years of

paper setters

10 years of paper

setters

15 years of

paper setters

10 years of

paper setters

7 years of

Head

Examiners

5 years of

Head

Examiners

7 years of Head

Examiners

10 years of

Head

Examiners

7 years of

Head

Examiners

2 years of

Sub

Examiners

3 years of

Sub

Examiners

2 years of Sub

Examiners

3 years of

Sub

Examiners

2 years of Sub

Examiners

Qualifications and experience for appointment of paper setters, head and sub-examiners for

Secondary School Examination

Guidance for Paper Setting

As per Board calendar of BISEs following are the guidelines for paper setting:

1. Questions should aim at testing the ability of candidate:

a) To understand a topic

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b) To apply his/her ability to reproduce the answers which have been given to him/her in

notes or learnt by him/her from a book.

2. The question papers on languages direct questions involving work of memory rather than

of intelligence should be discouraged.

3. Every part of every question shall confirm to the prescribed course of study, objectives

and short questions be introduced in all groups and in all subjects including languages

indicating breakup of marks.

4. Each portion of every question shall be clear and definite in language as well as in regard

to the nature of the answer required from the candidate. The question paper shall be fairly

distributed over the whole range of the subject.

5. The standard or pattern of question papers as a whole shall not substantially vary from

year to year. If the standard or pattern is desired to be altered such change or variation

shall be brought about over a number of years and it shall not exceed 40 percent on a

particular year. Similarly, a few questions of the last year can be repeated in the current

examination in the original or modified from as the situation may demand.

6. The paper setter shall invariably mention the portion of the syllabus and give reference to

pages of the book from which he/she has set the question paper.

7. In setting a question paper, abbreviations of all kinds accepts those in special subjects

shall be avoided.

8. Each paper setter shall, at the time of setting a question paper, also give the Urdu version

of the paper, which should be equally good and should correspond to the English version.

He/she should also, at the appropriate time, draw instructions to sub-examiners for

marking the scripts. He/she shall do so even if there is no sub-examiner in that particular

paper.

9. The instructions to sub-examiners shall be short and clear. Every question shall be

properly analyzed and marks allotted to various part.

10. In written papers containing mathematical questions, the paper setter shall send solutions

along with the question papers.

11. Each paper setter shall be required to certify that

The question paper was kept under lock and key while in his possession

None of the questions has been set by him for any examination of any other

examination body

The paper has been set and typed by him without any external help.

None of the relative appearing in the paper set by him in the examination

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H has not written or revised any Text Book or helping book for the particular

branch of knowledge for which h has set the paper.

He has not written any book as guide for students, annotations, digests with

deference to the examinations at which he has been invited to set the paper

12. Each paper setter shall submit his paper in a sealed cover to the Controller of

Examination or any other Authorized Officer in this behalf personally or forward his

paper by Registered Post/Insured Parcel to the Controller of Examination by name in a

prescribed cover which shall also be properly selected. The Controller of Examinations is

authorized to reject or return any paper to the Examiner, which is not forwarded in the

prescribed manner or by the due date.

INSTRUCTIONS FOR PAPER SETTERS

These are the general instructions for the paper setters.

1. Typewritten or Manuscript

a) The question paper should be clearly written or typed by the paper setter himself on one

side of the paper so as to ensure accuracy in printing.

b) Care should be taken to see that no mistake (spelling or technical) is left unchecked. The

Paper Setter himself shall be responsible for any mistake.

2.  Diagram or Map

If a diagram or map is included in any question it should be on a separate chart of paper

and attached to the question paper, and reference of the diagram should be given under

the respective question, and at the top of the diagram also reference to the question should

be given.

3.  Graph Paper, Log Table etc.

Whenever any Material e.g. Graph Paper, Drawing Paper, Log Table is to be supplied to

the candidates with the Question paper, clear written instructions should be given to the

Controller of Examinations separately and on the question paper also.

4.  Time to Solve Question

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The time which the Paper Setter takes to solve a question or the time which he estimates

as necessary for answering the prescribed questions in general be given as a schedule and

appended (Question wise) separately to the Question Paper.

5. Solutions

The paper setter in Mathematics, Accountancy, Auditing, Statistics and Science subjects

should send solutions of mathematical questions or problems along with the question

paper, which should be strictly within the prescribed syllabus.

6.  Length and Nature of Question Paper

The Question Paper should be set such that which an average candidate can reasonably be

expected to answer within the time allotted. The questions in each subject shall be fairly

distributed over the whole course in that subject and shall conform to the regulations laid

down for the particular examination.

7. Instructions for Examiners

Paper Setter is required to send detailed Marking Scheme for Examiners along with

Question paper.

8. Same type of Question Paper

Examiners shall, as far as practicable, should maintain the standard (degree of difficulty)

conforming to the previous years, but may not repeat the questions set during the previous

years.

9. English and Urdu Version of Question Paper

The Language of questions should be simple, precise yet chaste. The Urdu version should

be equally good and it must correspond with the English version.

10. Other Important Instructions

The Paper Setter should also comply with the following instructions particularly:

a) To give at the bottom of the OFFICE COPY of the question paper in case of questions

and extracts full reference to the books from which they are taken, indicating the edition

used and the page on which they occur.

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b) To enclose the question paper in the special envelopes (inner covers) provided for the

purpose and the inner covers should be properly sealed and the particulars on the covers

duly completed and then both the covers, the OFFICE COPY and PRESS COPIES,

should be put in cloth lined envelope which should also be seated.

c) To destroy any extra copy of the question paper framed by him and all rough drafts and

memoranda connected therewith.

d) To initial all corrections without exception.

e) To sign at the bottom of each sheet of the OFFICE COPY of the question paper.

f) NOT TO SIGN or mention their names at any place in the PRESS COPY of the Question

Papers or on the inner cover.

g) Finally the OFFICE COPY and PRESS COPY of each paper be tallied with each others

as to see that there is no difference of any sort, between them, left unchecked.

11. Distribution and Allocation of Marks

The marks assigned to each question are to be shown in the margin and these marks

should total up to the maximum marks allotted for that paper.

12. Secrecy

Paper Setter should keep secret the fact of his appointment as a paper setter. Care should

be taken that no indication of any kind is given to any person, directly or indirectly.

13. Powers of the Board

The Board reserves the right to modify or not to list paper without disclosing reasons to

the Paper Setter. However, decision will be taken on merit of the case by the Chairman.

14. Syllabus Oriented Question Paper

The question paper should cover the entire syllabus.

15.  Weightage of Questions

The type of objective questions should be in the form of Multiple Choice, and Short

Answer type questions. Each paper must consist of the following three types of questions:

MCQs with weightage of 20%

Short answers with weightage of 50%

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Essay type with weightage of 30%.

http://pakmed.net/college/forum

PRACTICAL EXAMINATIONS

What is Practical Examination?

Practical Examination is the part of exam or series of exams in which the candidate has to

demonstrate their practical ability. It is based on practice or action rather than theory or

hypothesis. The conventional type of practical examination used to assess the

performance of same procedures at length and oral examinations. Such method lacks

objectivity and standardized conditions allowing extraneous variables to action and makes

it difficult to arrange teaches to observe the procedure throughout.

According to Merriam Webster Dictionary, the definition of practical examination “an

examination in which students have to do or make something to show what they have

learned”.

http://www.merriam-webster.com

A Practical examination is one where candidates are required to undertake practical tasks

which are assessed by observation. As with other types of examination, candidates

attempt the tasks without recourse to assistance or to some or all other resources, and

within restricted conditions and a time limit.  Note, however, that some practical

examinations may require the presence of specialist staff such as those responsible for

health and safety that, while not guiding the candidates, may be required to intervene in

certain circumstances. Where a candidate undertakes a practical task but is assessed on a

report (e.g., laboratory report or field notebook), this is a form of coursework and

procedures for coursework apply.

http://insight.glos.ac.uk

METHODS OF PRACTICAL EXAMINATION

There are two types of practical examinations;

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1-OSPE

2-OSCE

1-OSPE;

The term OSPE is derived from OSCE in 1975 which was later extended to practical

examinations and modified by Harden and Gleeson. On the basis of defect observe in the

conventional practical exam several attempts have been made. It is an assessment tool in

which the competency of a student is evaluated and a well organized OSPE would test the

student’s competence in the communication skills, psychomotor skills and knowledge

competency. OSPE stands for;

O = Objective

S = Structured

P = Practical

E = Examination

Objective;

Examiners use a check list for evaluating students.

Structured;

Every trainee sees the same problem and performs the same tasks in the same time frame.

Practical;

The tasks are representative of those faced in real situations.

Examination;

The skills are assessed in the form of examinations.

Methodology;

It consists of two stages of methodology;

1. Procedures stations

2. Response stations

1-Procedures Stations;

Its objective is to observe and identify a prepared slide under microscope.

20

CECKLISTS;

1- Places the slides correctly at the stage of microscope.

2- Adjust the binocular eye piece to his eyes for viewing the objects.

3- Focus the slide first in law magnification.

4- Uses oil immersion at high magnification.

5- Uses both the course and fine adjustments to focus the objects given in the slide.

2-Response Stations;

It asks the questions e.g;

1- Write the name of the part of microscope on which slide was placed.

2- Write down the types of cells that you have observed from the section of tissues under

microscope.

Advantages of OSPE;

Following are the advantages of OSPE;

1- It is fair and reliable.

2- Multiple psychomotor skills and their related knowledge may be assessed at one point

within limited time.

3- Scaring is done more objectively as the evaluation tool is structured.

4-Students take more interest due to variety and keep themselves alert during the whole

process.

4- Exam is modified easily as per institutional circumstances.

5- Large number of students can be tested with in the short time.

Disadvantages of OSPE;

It has following disadvantages;

1- Costly.

2- Time consuming to construct and administer.

3- Needs space.

4- Training needed to achieve reliability.

OSCE;

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It was developed as an evaluation tool in the Dundee and Glasgow in the early 1970’s by

Dr. Harden and Colleagues. This method was gradually picked up widely first by USA

and UK. It is now used in over 50 countries worldwide.

“It is an approach to the assessment of clinical competence in which the components of

competence are assessed in a planned or structured way with attention being paid to the

objectivity of examination.” (Harden, 1988)

OSCE stands for;

O = Objective

S = Structured

C = Clinical

E = Examination

Objectives of OSCE;

All candidates are presented with same test. Specific skills modalities are tested at each

station

METHODOLOGY;

22

History Taking

Explanation

Clinical examinatio

ns

Procedures

Skill modalities

1. It consists of about 15-20 stations.

2. Each of which requires about 4-5 minutes of time.

3. All stations should be capable of being completed in the same time.

4. The students are rotated through all stations and moved to next station at the

signal.

5. Each station has a different examiner.

6. Marking them by the examiner on standardize mark sheet.

Advantages of OSCE;

It has following advantages;

1. Every candidate does same examination.

2. OSCE stations are re-useable.

3. Greater opportunities for objectivity.

4. Better psychometrics than traditional methods.

5. Variety maintains student’s interest.

6. There is increased faculty of student’s interaction.

Disadvantages of OSCE;

Following are the disadvantages of OSCE;

1. Costly

2. Needs space.

3. Experience to administer.

4. Time consuming.

5. If students not familiar with OSCE, must be oriented to this assessment format.

6. Training needed to achieve reliability.

Tips for OSPE/OSCE;

Assessment;

What is to be tested during exams?

Duration of stations;

Within the time constraints included as many stations as possible

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Use of examiner;

Make sure that examiners are fully briefed prior exams.

Resource requirements;

Produce a checklist for each station in exam.

Signals;

Before examinations check that the audible sound can be heard clearly.

Records;

Keep a file into which all resources required such as station, numbers etc......

ORAL EXAMINATION

The oral exam is an opportunity for you to demonstrate your

knowledge, your presentation & speaking skills, as well as your ability

to communicate.

The oral exam (also oral test or viva voce) is a practice in many schools and disciplines,

where an examiner poses questions to the student in spoken form. The student has to

answer the question in such a way as to demonstrate sufficient knowledge of the subject

in order to pass the exam.

The exam can be formal, or informal, but you should consider all exams

formal exchanges in order to make a good impression. For both types, you

must listen carefully to the question, and answer directly.

Formal exams follow a list of questions in a prepared format. The

criterion for evaluation is usually set in a right/wrong format, and can

be competitive. For this type of exam, if you wish to add "related" or

qualified information, ask permission first as a courtesy.

Informal exams are more open, your responses are usually longer,

and evaluations can be more subjective. Answers are often less exact

(right/wrong), and value is added for problem solving analysis and

method, as well as interpersonal communication and presentation

(Jhon, 2011).

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When evaluating an exam type it is important to include the

fundamental competencies that it is based on and which it seeks to

develop. Oral and written exams alike require a certain aptitude for

structure and communication, and an examinee’s performance can Be

enhanced by good

Language skills. Both Oral and written exams require the ability to

present, communicate, discuss and argue; at the oral exam, however,

the examinee’s performance takes place in the exam room

immediately prior to the assessment. Involvement and commitment

are important factors. In that respect, the oral exam is comparable to a

lot of real, working‐life situations, and thus it may from the outset be

regarded as an authentic type of exam. An oral exam is a particularly

condensed event. To all the involved parties, students and examiners

alike, the time limit plays significant role.Oral exams do not form a

limited genre within the existing Exam types. An exam may or may not

involve drawing a question or topic, it may or may not include

preparation time, it may consist mainly of a student presentation,

involve much or little dialogue, have one or more participants and it

may or may not include material (text, picture or other).

Oral exams may be part of or serve as the conclusion of a long process

that Also includes a written product prepared by the student, for

example in the Case of an oral exam that follows the preparation of a

project or a dissertation. However, the oral exam can also be an

isolated event, making. The student’s performance at the exam the

only basis of assessment. The oral Exam may contain an element of

luck and coincidence exceeding that of other types of exam. That is the

case when students at an oral exam draw. The question or the topic

they are to discuss, with or without preparation time. It is, however, not

to the same extent the case at oral exams based on a product that the

students have prepared either individually or in groups. In such cases,

only the questions asked by examiners give rise to spontaneous

situations. Different types of student tackle such situations in different

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ways, and exam nerves, level of self‐confidence as well as personal

appearance may have an impact at the oral exam (westat, 1992).

Once you leave, they each rate you independently and then discuss

their findings. There are three categories, and for each category the

following rating system is used:

Satisfactory Range Unsatisfactory Range

Outstanding 10 Somewhat inadequate 6

Very Good 9 Markedly Inadequate 4

Good 8 Wholly inadequate 2

Passable 7

The three categories are:

I. The ability to comprehend administrative and managerial

problems and propose reasonable solutions (or the ability to

reason clearly and make sound judgments).

II. The ability to present ideas clearly and effectively.

III. The ability to establish satisfactory relationships with others.

In order to pass you must get a combined raw score for the three categories of 21. Since

there are three examiners, you'll need a combined score of 21 x 3 = 63, in order to pass.

This is usually then converted to a percentage basis, and you need a percentage score of

70 to pass. You have a perfect score when you walk in.

They subtract points based on your performance. For a competitive oral, the final score is

averaged with your written score, to obtain your score for your place on the promotional

list. For the qualifying oral, all you have to do is pass. Most entry level orals are

qualifying orals.

A numerical score has already been obtained from the written exam, and people are called

to orals on the basis of those scores. Depending on their performance on the oral exam,

they are then either kept on the list, or eliminated from the list. (Crest, 2012).

While the oral exam process is designed to be as objective as possible an appeals process

exists for those cases where a decision may have been erroneous. While one should

26

definitely think positively about these things, it's still a good ~a to know about the appeals

process. If a candidate fails, he or she can ask to review the comments of the board. The

examiners are required to make extensive notes detailing objective evidence of a

candidate's performance which has influenced their rating. This means the candidate will

be sent only the negative comments of the board. (Keep this in mind if you have a friend

with a very poor self concept who didn't really want the job anyway, but is thinking of

sending for the comments.) If a candidate has a score between 60 and 70, he or she can

appeal directly to the Civil Service Commission (NYS Department of Civil

Service, Building 1, State Campus, Albany, New York 12239). If a candidate receives a

score below 60, he or she will need to first prove to the Civil Service Commission that

"Manifest Error" has occurred. During an appeal, the candidate is allowed to review the

tape recording of the oral, accompanied, if he or she wishes, by an advocate,

representative, friend, or just someone the candidate trusts, who can help review the tape

in a logical and systematic manner. The candidate is allowed to review certain sections of

the tape several times if he or she wishes, and to take notes.

Oral exams usually take place at various State office buildings throughout the State,

although they are sometimes given at college or other institutional settings

(Taufiqun,2013).

THE CRITERIA

The first criterion is THE ABILITY TO COMPREHEND ADMINISTRATIVE AND

MANAGERIAL PROBLEMS AND PROPOSE REASONABLE SOLUTIONS

(sometimes called the ability to reason clearly and make sound judgments). For this

category the candidate should be able to show the panel that he or she:

Is realistic, practical and resourceful.

Is analytical and thoughtful.

Can develop and evaluate alternatives.

Is aware and sensitive to implications of the problems presented, and the solutions

suggested.

Is perceptive and consistent.

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The second criterion is THE ABILITY TO PRESENT IDEAS CLEARLY AND

EFFECTIVELY.

This means that the candidate:

Can present ideas in a clear and persuasive manner.

Can organize his or her thoughts.

Is clear, logical, articulate and enthusiastic.

Thinks before speaking.

The third criteria is THE ABILITY TO ESTABLISH SATISFACTORY

RELATIONSHIPS WITH OTHERS. This means that the candidate:

Demonstrates the ability to work well with others.

Is sensitive to the needs of others, and can enlist their cooperation.

Is self confident, and can inspire confidence in others.

Displays poise, tactfulness, decisiveness and objectivity.

The Examination Process

The candidate randomly selects on card from each box and

answer.

The examiner reads the question, repeat if necessary or the

candidate reads the question if allowed.

No cues or clues are provided.

After the candidate answer the questions the examiners place a

tick in an appropriate box on a prepared rating scale.

There is a scoring related to the boxes.

If failure answers the first question, no further chance in that

area.

The examiners should not indicate whether the student answers

correctly or not.

Each examiner should have equal time, each marking individually

and scores are averaged.

Each question may be marked individually and summing up at

the end.

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Questions, answers and scores are noted concurrently by the

examiners for each candidate-this will help in the feedback

session (Mohsin, 1999).

Purpose of an oral examination

The oral exam allows you to show that you understand your research, the

literature and the subject as a whole.

It provides you with an opportunity to demonstrate that you can talk about your

work in a professional manner.

It gives your examiners the chance to question you on any areas that are not clear

to them, and evaluate whether the work is your own.

This process helps them to determine if you should pass your degree and consider

what, if any, corrections need to be made.

The first thing you need to do is translate the situation into "real life." All it's describing is

a recommendation to create a centralized word processing center rather than continue

allowing each unit to have its own typing and stenographic pool.

A possible reply:

I. You'd want to survey the organization first, to determine the amount and timing of

the work, where it's being done, who's doing it, and what equipment is being used.

II. You'd want to then consult with the people involved to get their input -- heads of

units, workers, planning bureau people. This will also make them more interested

and vested in the success of the project. You might want to find out if other

agencies have done this successfully, and get their advice on how to proceed.

(This is a particularly good point to mention -- it shows resourcefulness).

III. You'd want to cost out the present operation. How much does it now cost? You’d

also want to see exactly how much space is currently being used.

IV. After careful analysis, you'd want to develop a plan of operations to create this

centralized word processing center, using timetables, based on all considerations,

including location and equipment.

V. .Cost the new system before you go any further. Sometimes an idea sounds great,

but could actually end up costing a lot more money. And the purpose of doing this

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is to avoid a large expenditure of money. It's also critical, of course, to make sure

that the new space for the pool will actually take up less space than the old

arrangement.

VI. If the cost and space savings are beneficial, obtain approval and assist in

implementation. People often overlook this step. Avoid the temptation to play

governor or commissioner -- don't neglect going through "the proper channels."

VII. To allay possible antagonism, explain potential advantages to all concerned before

the program is implemented. Changes can be difficult. In this case unit heads may

object to losing their pools, and people may like where they are presently

working. You'll have to make it very clear that this is being done because of

financial reasons. It's important in oral exams that you not neglect the needs of

people in discussing your possible solutions. That's a common mistake – both in

oral exams and "real life" – and be sure you don't get so caught up in your

solutions that you neglect the most important component – other workers, clients,

and the public.

VIII. Finally, it's important to evaluate the project once it's in place, to make sure it’s

working the way it should.

How can the oral exam be improved?

Possibly, the answer is, by organizing the oral examination in a structured manner

By structuring the oral exam, it is possible to elicit from the students their

cognitive, Problem solving, interpretative and decision making skills.

And ensuring higher degree of validity, reliability and objectivity.

How can the oral exam be structured?

Various elements of oral exam may be organized taking in to accounts the rules

The Examiner

Careful selection of examiners

Paring a new examiner with a more experience person.

Briefing sessions for the examiners

Providing the examiners with written instructions regarding the content area to be

covered and the nature of competence to be measured.

Advantages of Oral examination

Allows direct, dialogic feedback: Oral exams provide instructors with an excellent

opportunity to immediately diagnose and correct any major misconceptions. The face to

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face dialogue, through which this occurs, as well as the high- level , holistic nature of well

written oral questions, creates an intense experience conducive to breakthroughs in

student understanding of material. For this reason, oral exams are well suited for final

exams, giving instructors one last chance to greatly affect student knowledge.

 

Encourages in-depth preparation: The unique anxiety associated with both public

speaking and testing can provide a powerful impetus for student preparation, especially

because good oral examination questions will center on synthesis and overall evaluation

of material.

 

Demands different skills: Students are tested frequently, yet those tests are almost

exclusively either written essay exams or standardized tests. Rarely do those students

more skilled at making an oral argument than a written one get a chance to display their

mastery of course content in the format where they display the most acumen.

 

Valuable practice for future professional activity: Whether they apply to graduate

schools or try the job market, most students will find their futures heavily influenced by

brief, stress-filled oral interviews for which they have received little preparation. Oral

exams can help students to develop the necessary ability to remain collected while

cogently answering difficult questions.

 

Reduced grading stress: Oral examinations can require severe schedule juggling and the

sacrifice of some additional time by the instructor so that each student has an available

time to take the test. However, as long as time is taken beforehand to carefully choose

grading criteria and design a rubric, these exams offer many of the advantages associated

with essay exams, such as developing skill in organization, synthesis, evaluation, and

critical thinking , with much less grading hassle.

Conducted properly, oral examinations are a useful component of assessment. It

inculcates in the students, the faculties of thinking fast, clear expression and intellectual

honestly It has a special place in medical education because the competence of a doctor is

judge by his patients so frequently from the way he talks.

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DECFECTS AND IMPROVEMENT IN EXAMINATION SYSTEM

Examinations are inevitable despite the fact that no one has ever expressed an unqualified

liking for them. Examinations being a test of ability provide tangible proof of fitness of a

student for higher classes. Sir Winston Churchill calls examination “the inhospitable

regions” through which every learner is destined to journey during the course of his

academic career. Examinations based on clarity, brevity and transparency guard the

students against wasting time and being verbose. But the present examination system is a

stumbling to genuine learning of the youth. Examinations require “cram and dump”

engagement which according to Meyer obviously involves short-term memory and

inhibits creativity. If education guarantees enlightenment then ill-conducted examination,

sub-standard evaluation and cheating sap the vitality and potential of examinees.

Educationists believe that nothing can be learned which is not attained by a slow and

systematic assimilation. Students waste their precious time in non-academic activities and

when exams are imminent there begins an unnatural excitement and feverish haste for

their preparation. Students burn midnight oil to memorize only important questions. The

rest is left for devil to learn. They spoil their health and appetite by under-eating and

over-working. And finally when exams are over they conveniently forget everything they

have feverishly memorized in order to pass the exam.

The questions asked in examination are mostly stereotype which do not check the

intelligence or reasoning of student but the capability to memorize and reproduce.

In so doing our examiners encourage mugging of books. They are misled by the false

expression displayed by dunce crammer. An honest effort to master the subject

thoroughly is usually looked down upon. Moreover, the method of evaluating scripts is

faulty. Even the atmosphere affects the moods of examiners and the evaluation is

arbitrary, subjective and inaccurate.

The centralized marking at Matriculation and Intermediate levels is also replete with

faults. The education boards in their pursuit of preparing result in a short span with cheap

labour do not put a limit on maximum number of papers to be checked per day. And

32

examiners mark maximum number of papers in order to make money. This practice has

opened flood gates of reckless marking which certainly affects the quality of evaluation.

Equally unsatisfactory is exam-calendar. The universities and education boards hold

exams in the scorching heat of May, June or July. Candidates drenched in perspiration are

put to prolonged torture for three hours. Frequent power failures add insult to injury.

The improvement in the examination system is the crying need of hour. Some of the

suggestions in this regard are as follows:

Some sort of internal evaluation system should be evolved instead of annual exams. Class

room lectures should be supplemented by student-centred activities such as presentations,

group discussions, simulations and role playing. A complete record of student’s activities

and aptitude should be kept to judge his sustained intellectual development. The system

of prescribing text books should be revised in such a manner that students are obliged to

read more than mere text books.

To sum up examination can be the index of ability if they are conducted in the words of

Burke on the principles of ‘restraint and discipline’. As far as so long the present system

of education continues, the present system of examination is inevitable. Any change in

one involves the change in other. This is the real point. So the change should come from

the top. The exams will always horrify the students but if conducted in a right manner

they can produce a talented generation of such people who could lift their heads with

pride that they are no cheats and know what their degrees symbolize.

http://sociopak.blogspot.com

Remedies

Good governance is a first pre-requisite factor to embark on the very essence of policy to

build up society through key education. The Quaid-e- Azam rightly emphasized the

acquirement of education on addressing in” All educational Conference at Karachi, Nov,

27,1947, said,” The importance of education and the right type of education cannot be

over emphasized. If we are to make any real, speedy and substantial progress, we must

earnestly tackle this question ad bring our educational policy and programme on the lines

33

suited to the genius of our people, consonant with our history and culture, and having

regard to the modern conditions and vast developments that have taken place all over the

World.”

Good governance leads ruling class or chosen representatives to take very steps that have

far reaching impact on the socio- economic position. In Pakistan, there have been gaps

towards attainment of qualitative education in account of weak administration. Hence it is

necessary to re-shape administrative machinery as to rightly deliver the founding

education to its people.

The second very step after good governance is to increase education budget from 2.5 % of

GDP to 8% of GDP. To increase education budget it means the government will have no

constraint of financing but, instead of, government will be able to meet cope education

matters according to its need. The third required step to improve education, a sound and

unanimous education policy is indispensable. Though, after passing of 18th Amendment

Bill in the Constitution of Pakistan, education ministry ultimately became a provincial

subject. The province needs to call on joint meeting of MoE to draft and agree upon one

education policy as to bring all systems of education under strict check. 

The forth needed step of implementation is of government’s regulation in education.

Through administrative strictness it could be ensure that the writ of state is accessible,

therefore no compromised can be tolerated in case of inefficiencies in regard to

implementation.

The fifth element is to implementation of education Policy 2009. According to the

education Policy 2009, the Government of Pakistan declares that it will ensure education

for all and will increase literacy rate from 67 to 87% till the end of 2015. Further says that

university enrollment will be brought to 1.5 million from 01 million.

http://www.cssforum.com.pk

Conclusion

All constraints in education system in Pakistan require sincere efforts to resolve

administrative and management problems by the effectiveness of the government of

34

Pakistan. Pakistan experiences a country of religious intolerance and much more multi-

crisis land. War on terror since 2001; have revealed the administrative flaws in the

administrative machinery of Pakistan. It is time that the current Government of Pakistan

must tackle education problem because illiteracy is even threat to democracy.

References

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2. Govt. of Pakistan, 1947. The Pakistan Educational Conference. Education Division, Karachi.p.19.

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4. Govt. of Pakistan, 1955. The First Five Year Plan 1955-60. Pakistan Planning Board, Karachi. P. 573.

5. Govt. of Pakistan, 1959. Commission on National Education. Ministry of Education, Karachi. p. 23.

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16. Instructions for Paper Setters retrieved from http://pakmed.net/college/forum/?p=2683 on 18th June, 2015

17. Page, G.T. and J.B. Thomas. 1978. International Directory of Education. Kegan Page. London. UK. P.26.

18. UNESCO. 1961. The Value of Examination, Paris, France. P.7.19. Remedies for defects of Education System in Pakistan retrieved from

http://www.cssforum.com.pk/css-compulsory-subjects/essay/essays/65445-critical-analysis-education-system-pakistan.html on 18th June, 2015.

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