1'OPf

ANALYSM{G ENGLISTI QU.ESTION

PAPIiRS OF BISE SARGODHA AT

INTERMEDIATE I-,EVEL

SAMIA NAZ
Hs8s7697

SUPIRVISED I}Y
MRS. SHIREEN RAHIIIT
DIir)A lt'r'Nr nNT Otr nNGt,rslr puN.rAB

iNrvnttsrrl,

LAI IOITD

subrnitted

l)cg'*c

rf

i,

partiar firrfirtment of the reqrinenrents

for trre
N'1.A. TriFL, r)epartnrcnt.[
Engrisrr I.anguage, flrc

fircult-1''f *tucati'n Aranra IqbaI

operr [Jni'ersity, Isranrahaa.
IVlnr,-2003

Open

Utrt",.r.ft:1,ffi

(AcgursrTl0ii sgrTloN
t
No333.:*:t_..
Aec.
Dare. 2:..-.a8--2o:ul
:tr.:l*.....

k
ACKN0WLEDGI\IET''iT

b'rv ttiv hcad with gratitttdc to Alnrighty

Allah rvho gilvc nrc strcrrgiS.rrcl

ability and corrragc to col.t.lpose this project.

I wish to express my deepest gratitucle

to rny Supervisor, Mrs. Shireen Ilahirn.

Dcpartrnent of Engrish pun jab tJniversity

Lahore, for her cornprehensive and
continuous help torvards corn;rletion

of the thesis.

I sh.trld also like to acknowledge

the professional guidance ancl suggesti.rrs
regarding the choicc .f the topic rnade
by pror. Flareez, chairrnarr, Engrish
Dcparttncttt A'l.o.tJ.. Mrs. Shagufta
Seraj, Lecturer. A.l.o,tj. and Mr.
Urrar Farooq,
l.ectu rerlThesis Coord inator,
A.l.O.U, lslam abad

Sanria Nrrz

DRDICATION
Idctlic.tc rlty tltcsis ttt ttty bclovctl rnothcr wlro praycd
lbr rny succcss. to rrry
husband and lny lather-in-law who rvere
of great help to rne cluring the compositiorr o{this thcsis.

'fhe co-operation
and patience extenclcd to me by all of them
helpecl nre
cornpleting the thesis

Sarnia Naz

irr

b$r
!

APPROVAL SHBET
I\ls'Srtttti:t Nrrz

litrll N.5ll57(r()7 Itits crr'rgrlcterl lrc' rrisscrrati'rr

crrtirlctl ,'Arrirlysirrg

,r

l:rrglislr (.)rrr.sri'rr

l'apcrs at Intermediate le'er (

Sargodha Board) unaer my supervision.

'ljltc ttrtclc'r't't''k tlte rctlttit'ccl research and a'alysis

rcc'tlttttcttthti'tts r.gardirtg

a lllore cft'ectivc

/,?

/l/

\/ " [r))v*v-t

Jlro3

MS, SI {llttiliN lrr\t ltM

.!$(arir ttrn,
)ep:rrtmcnl .a

Llbr

,lnxultr tt Lllnlrn,
, , ,i,, .' .,f the DnrlrL. faL,

very conprehcnsive and pai'-staki'g

nran'cr.

,cr

evaluatio'ol'language skiils at the

Internecriate lever are usefirr.

Sauria rrceds to be conunerrded

fbr her efforts.

I,

i'a

CIONl'lrl,{TS
ril!tc
j\().

(:t tAt,'t'til{

t.

tN'r'trot)tJC.t.toN:

l.t

I)rsition anrl St:rtrrs of Iinglislr llrrrgrrugc

1.2

Ilnghsh Langunge Tcsting situation pakistan

in

t.3

Irlcntificntion of llcsc:rrch prohlcrrr

l..i I

Ilackgrourrcl/r<:st:arch.scttilrg

|.3.1

klc:rrtilrcation/stis1g11ig,.,1

1.i.3

llationale

1.1.4

l{esearcheuestion

1.3..5

De

l..l.rr
|

..\.7

l,-l.l

f)ollulatiorr

{.2

liarnplirrg

L4.I

l)roccclure

1.,\

l)rta anall'sis :rntf

t.5.t

Data collcclion

t.5.?

,\rral.rrsis

l(r

lypothcsis

l{csqrrchnrctlrotlolog;,antll)csign

Sigrrilicarrcc ol.the stucly

l.{

l.' l

finitions ol.liey terms

I)elilnitatiorrs of the study

l)lrliisl:rrr

tll,tlrc prtlblr.rrrr

i .1.8

i'

lir:lill,ilitr

Finrf ings

t{,

lrrrrl Virl:,litv

{'ottt:lusion
,l
ll

c)tAt,'t'tiR

2.

Rtivt|tw oF Lt,t.EllA.l.utili:
Delinition of []valuation

2.1

)')

l?

Iivnluation of thc total progranlntc

IJ

2.J

llr:rrtrinntir:n tcsls

7.4

'f he principal
Educntional uses nf langungc tests

,.t

2.5

Funclamental As;lects ol' Lnnguage .I.esting

2.6

'l'ypcs ol'tcsts

2.7

(.)rtrrlilics ol'rr grxrrl lr.sl.

2.tl

'!Vhat

2.t)

l')v:rlrrnli'rr

t7
2,3

is to llc tcstcrl nntl hot,

itssessnrent

2e

it is to bc lcslctl

'I tirnrrri'uri'n

Rcfrrrnrs

t5

*rrtr

Inr*.rrnl

.16

of the Board of Intermediate anrl Sccondarl.

liclucation Sargodh:r by thc Government

of the pun.iah.

2.t(|

llistory of Sargodha lloartl

2.tl

P:ikistan Etlucation policp. rvith regard

J9

to syllahus antl

d0

llr,aluatiolr at college lcvcl

(l.itical Anarysis of

2.t2

'bjective of llvaruation

(Jivcrr

irr

44

National Curriculunr

2.tl

lrrstructions for trrc

'1
I rr

2.1,1
1.14.

livnru'tio' of tingrish Ansrvcr srrccrs {s

flc:rrl l!,xtlninersisu._lilnminers (Jroup

I & It

at

lcrnrcrli:rlc lcvcl

l)clinition of(..urriculunr

-19

C)b.icctivcs ol'Courscs trrcJ li),llabi

,1.

l,+..1 ( ttr1..,'u..

2'

14.'1

ril. Sr llalrus rcgnr.rling tirrglislr

Lirrrguagc

syllabus .f'r-:rrgrish .r'sargodrr. []oard

at rrrrennecriate lcvcI

?..lr4,'I ('r.iticirl Arxrl1,,;i.s

ol. tlrr_. olr.icc(ivc5 ol.

lhc

Irrrglis:h

courseis),llatrus desigrrecl lirr lrrterrncdiate class (part

|

CIIAPTTiII 3. IIF]SRA IrCrI MET.HODOLO(}Y

J.

& ll)

l{cscarch tlesign

6(l

3-2

Salnpling

J.J

l)rocedure

i.r.r

Ararvsis of the sarnpre test itenrs of

'l 'i':l

6(l
60
-5

years ( r9g7_200r) part r.

Analysis ol'the satnplc tcst itcrns of'-5

.vcnrs ( 1997-2001) ri;rrt
lt

-i.3.3

l:.valuatio' ol.theasscssr.'e't inst.r,re.ts

-1.j.4

Suggestcd testing techrriqucs lbr the test

itcrrrs

3,4

[)atn collection

i.4.

7fr

l)opulatiorr ol.the sturly

1.4.2

lrrslrurncrrt ol- thc

3.4.3

(lrrestionnaires forthe
stuclents/teachcrs

t..1.4

Validitvol.()uct;tion

3.4.-s

Aj,rninistratiorr of.the euestiorrnaircs

J.5

Data analy,sis

stucl,v,

80

(]I.I,4PTBR IV I)AT'A
ANAI,YSIS ANI) FINTIINGS
4'

'{rralysis ol'questiottnaires' result of stuclcnts of Ir.A./l:.sc.

narr

IJI

I lrnrJ critical cr.'rr.lrrcnt:.,.

4"t

Arlalysis 0l' qttcstionttaires' restrlt of'

stuclents Ol' F.,A.il..Sc_

t{ -5

l'art ll and critical c()lntltents.

.1.l

,\ttalvsiri tll'<lucstionrrairc:;' rcsrrll pl.

l:.A.i Ir.Sc. lcycl l:lglislr
I

.tIt,.+

r:irclrcrs

li

()

lrrd critical c(.)nuil(:lrts

i\nalysis ol' tluestionnaires' result ol'

I;.A./li.Sc. lcvel I:rrgli:;6

()_i

lr

xarniners arrd critical c(.,nll.tcnls

Moditled syllabus ol'I:nglish ,-.ornpulson part

4"5

Nlodilled paper of English complllsory part

4.(r

102

l\4otlillctl syllatrus ol- Irnglish cotnpulsorl part

ll

'1."1

-t.tl

lVlotlilicd plpcr ol'l:rrglislr (:\)nlpulsor),

1\i

lle lirnrrctl tcsls. nrukirrg arrtl arralvsis

4.

99

l0

Adrn in istration

ot' thc

que

|07

llart ll

stionnair.cs rnd

ll(!
I l,l

attall'sis

9l'

l-l

rlucstionnaircs' l.csult lbr thc stutlcrrts lr.A./l:.Sc

part I alrd part

ll irlroul nrotlilicrl

,l.ll
4.t

l.t

4.1 |

.2

CI-IAI'1'EIt 5. CONC
5.1

5.2

tcsl:;.

trllys is

t_ts

R.cliabilityand Validitv

(tritical analysis
T,T-ISION:

Sumnrary of the problenrs nnrl findings

Itecont mendations

for frrtu rc

resea rch

129

IJ:

I}IBI,I(X;IIAI'IIY
t"l.i
A ppe rrclix-l
A lrpcrrd

ix-ll

Appcndix-tll
Appcndix-lV
,\ppcrrdix-V

,{ppcrrrlir-VI

CHAPTER - I

C]FIAPI'L]R."I

IN'[RODTiCTION

'\ lattgttagc

teaching cotlrse has certain evalrirtion

rcclrrirements Evtrluati,:n

<ll the lcarners rcl'lect not

.iust the learner's perfornrance but to solne extent rhe
cllbctiveness or otherwise ol the corlrse
too.

l:or teacltcrs ol'Englislt' evaluatiorr includcs

any means of clrecking rvlat
tlre sirrdents can

cr'.r

'vith

the ranguage. Such a test

wiil

have a more positive eficct

tltt tltc lr'rarnittg of'a lattgttage tlran a rrrcchanical

tcst ol'structure. It Icads

t,

lhe

rrnalysis ol' tlrc dcsign ancl

oclrnirrisfration ot-cxerns.

lrr Pakislan' annttal examination system is

in prtrctice. l'he flrst Iiighcr
Acadelntc pr('gralnlne starts with Internrediate
level. lrrternrediate exarninatic.rr::;
arc hekl drrring ilre rnonths of May-.rune
each year ancr are divided

lrrtcrtncdiate [ixamilration papers

i'to two

of llnglish arc tlre rnain

fbcus

parts.

'f-the

tltesis duc [o r,any reosons' Firstr,v,

many irnperfections .avc been observecr
lrrrg''lislr (lu(jsti()ll
l)itl)efs tt lrttcrrrrcdiatc lcvcl. scconclly. siurlcnts rcmain
urralll:

i'
t'

ttsc tirc l;titgttit6lt.'itt practicitl lit-c

cithcr in rvrittcrr lirrrrr or orirl lirrrn c'clr
al.rr
ltassirtg thc
Itard lo

sf

l;'A

cxarttittati'tt. srr rvhcn rhe' got aclnrission

irr Il.A.. thcv llrrd it

ud), the i:n,Jlish c()0t.sc at tl"rr;; lcve

l.

lltt: itlrovt' givclt reas0n lctl lnc to

tlttc:rlitttL Pilp(:r's

anniy;:c aricl c,,,,illuate thc Lrrl:ii.;li

al ltitc:rtttcdiatc levcl. A,d rvurkinq fls ;l

rcnchcr.f- l:nglish rrntlcr

,t

Sat'sorllta lIoard.
;vlla.lrus

r-rf'

th':

dccidcd

til cvaluatc tlrc c;ucstioll papsrs ol'thc

Intcrrrrcdiatc

Siarg<-'dha Board.

l.l

Posifion and Status of English Language in pakistan:

l,attgttagc is an assct. a hcart ancl soul

tole itt ttritkirlg it tratitltt

stattts ol'

rir.rlt

ol a nation

arrd plays an irnpgrtant

ulttl dcvclopcd. llistr"y slrorvs that ttrc prr:;itiorr urtrf

langtrage changes

with the changing of circumstances. trrrglis6

cstablishcd itsell' as the languagc

of

has

Science and 'fechnology. Achninistrltiop.

[]usiness ancl 'rrade, Diplornacy, Advertisernenr ancl thc Armed l.-orccs in

Pakistan.

lt has becorne a strong vehicle of international comnrunication

for

l)ak istarr is.

'l'hc

statistic

of the circulation of English periodicals shgw that t5ere

treen a tretnendous increase in the figures

l)akistart. l{calizing thc itnportance

has

of the nrt,nber ol- readers of Englislr in

ol'[nglish both in tlrc country

world. thc Fedcral (ioverntncnt has dccidecl to start teaching

ancl

in tlc

of linglish

as

cotnpulsory subject right fiorn class I even in [Jrdu nredium schools wherc
it ivas
prcviottsll' bcitte tattgltt liotn class 7th. 'l'his dccision has bccn rnadc
to cnablc tlrc
studerrrlr r.r cr11r',0"t" r'i'ith those

I:ollowing the decision

startccl teaching

of the English mediurn schools.

r.rf

the Federal (i<ivernrnent. thc provinccs lave llstr

oI l:)nglish fiorn class l.

I:rrglish rgnaincd the binding lbrr.:cr

sLtbctlntittctrt

ol'lndia

dtrr"ing the strugglc

ol-thc different parts,ll.tht,

for fieedorn licrni Uritis6 rule antl t{lcr

gctting ittclcpcndenr:e. Ilnglish has becomer lhe forc-e of unity of the diflerent
provinces

of tlte countrv. Though thc study of the witle sprcad use of Englis6

is;

llol a c()lllprc:ltensive ott [rut. horvever. it hclps us irr dcterrnining its status 1pc!
posiliurr irr l)akistlrr.
t

'f 'her

grcal utility ol'lirrglish has cnlranced thc dcnrarrd ol-Unglish educatiolr.

Sociall-v uwaro pcoplc

in

Pakistan havc also rcalizcd that tlrcir progrcss ald

prosperity depends on their skills in the English l...rguage because

it opens nerv
Itorizrttts

ol

ktlorvlcdge and inlorrnrition that is now ncccssary lor rnisirrg t5cir.

stattts attd prcstigc

Sc icrrc:c

in tlre contpctitive worlcl ol'Comrnercc. Aclnrinistration

arrcl

and'l'cclrrrology.

lrt sltort. l:rrglislr language

lras cstatrlishcd its position

in

l)akistarr, Not

only the edtrcated genre of societl'has acceptecl it value. the whole

society takes it
as a ttccd

so

rlf tltc titttc. it scctns to have becorne a part of tlre life style of the pcople.

rcalizrrrg thc seriousncss

of tlrc situation.

rhough

at a lale stagc.

Govr:rnment has taken steps to improve and encourage teaching

of English.

tlrc

1-his

has led to a detnand for contpetent English teachers. Various

Universiries in
Pakistatr. l-hc tligher Education Contnrission. English language
Iaboratories

cslablislrc,l at variotrs insrittitions: nlorcovcr a sor:icLv ol. l)al<istarr

l:rrglir;lr

langttagc'li:ncltcrs kttotvtt ns SI'l:1,'l'1w'hich has Chnptcrs

in vnrious citics)

is

rcgtrlarll' conducting setninars and rvorkshops o!'F,nglish language

tcac6irrg lbr
lcacrhers ot'sccondarl, school, college and university,.

1.2

llnglish l-,anguage'festing Sitnatir"rrr in Pakistan:

l,drr,.:ution

tif lbrrr

cotrsists

in l:nglislr ollbrcd ht, llrc (iovcrnrncrrt scc:tor. in

l)lkistan.

lcvels:

l)rinrary level

\4irltllc school lcvcl

Sccorrrlirry school lcvcl
I l iglrcr sccorrtlirry

sclrool lcvcl

(lhildrerr enter the prirnary school in class

I at age 5 years. '[he prirnar-v

lcvcl consists ol'livc vears of studies.

lre next level is the rniddle school level. l'his includes three )'ears ol'

study in grade Vl.

Vll. Vlll.

Sccondary schr.rol education irrcludes grade

lX

alrci X.

ligher secondarl' school education includes grade Xl and XIl.

Aller that ll.A.

N'|.A" and other prr:rfessiorral cducation is a<lnrinisterecl by

thc [Jnivr:rsitv.

Itttertnctlialc cxantirtations are held on a 1eerrl1, basis. English

cluestir-,rr

lltlpcr ilt this lcvcl consists of a srrh.icclive seu:tion l)4sr:rJ ,:ln lhc text h'rrk:;

;l'ii

attOtltcr scctiott oll L.lrarntlrar" Considcring thc li'cquenc,r,, goal arrd lilnctigns 1f'{h,.:

exarn s)istcln. certain irnpcrlbctions are observccl in thc Intermcdiate Enulislr tcst
ilcrns.

ll

is itl:;o itttltortitttt ltt kltorv llrnt llrclc nrc nulllv lirctors itrvollrtl

irr

learning and teaching a language: learning ob.iectives clf the course. the
text books.
It'itt'ltt't's. sltltlcttl'i. lttrgcl ttccrls, tticlhorlrilr)g)'. f crioprccs atrtl rrsscss.lctl.
1.

litctors arc coltsidcrcd and itirplernented. the outcolne rvould be

llrurr.:

rnore cl'l-cctivc

nrastcry ol' larrguagc skills.

IJrrlbrtunately. this is rtot the case.

lt is therefbre, important to identily

arrd

target a pivotal lactor that can then be addressed in the hopc

of bringing about
irnproverrrent.

1.3

ldentification of Research problem:

1.3.1 llackground/I{esearch Setting:

[]valuation is the systentatic process of collecting and analyzipg data

irr

ortlcr (o cletertltitlc rvhetlrer. attd to rvhat degree. ob.iectives

have been or are 6eing
achicvctl. ob.icctives ol'the syllabus. thc teachei: and thc sturlent
are i'tcr-rclatcd
irr tltc pro,.:css ol'ccltrcati<lrr.

Ittlt-rrlterdiatc

ltlicr

Pilsr,;irrg

lcvcl edttcation is the rnost crucial lcvcl ol'studics

lrccausc

tlrc Sccrurdary Schotli cxnrrrirratiorr. sludcnls crrlcr thc lcrli,rr.r,k:vcl

ol'sttt<lics rvlticlt is VerY denranding as the olr.iectives of'educntiorr

at lhis stlsc arc

dillbrcnt errd this lcvel leads to unother leacling trl'universit;,exarrrination,

(r

lldr.tcatiott

tt

interntecliate lcve! consists

of'two parts. Part-A

corrsist-c o{

l)lrrsiril']c,;l l''r,t lrnokS u,llcrr:ils; I)irrt-[] (()1f;i,;t:i 1f grUnttnar.

.3.2

l-

lrlcntificltion/Stntcnrcnt of thc Problcrn:

lrxatttinations at Intermediate level ernphasize testing memory rather than
larrgrtnge skills. so tlrey crrcourallc r()tc lcarning.

')-1.
tl.

l:.'ialrtittatiotrs test thc use of language ratlrer than tirc usage of larrtrluagc.
'l'hey crrcouragc
linritccl study ol'lhc sl,llabus.
lrslnrirrntiorrs ncglcct lhc lhrcc skills: iistcrring. spcakirrg anrl rcntlirrn,,

1.J.3 ll:rtiolrale:
l,ingtrists attd language teachers in Pakistan believe that langrrage skills.

which are the basic part of'thc language learning piocess. are being nct!ectcr1

irr

the English langttagc cv.atninaLion by the Board of Examination. They think thar
all tlre lbrrr skills arc oIerqual irnportanc:e in re,rnir..g Li'grish ranguage.

'l'lrcre arc a ttttt'ttber ol'reports

on English language testing in l)akistalr:
[{cports havr: bccn prcsetttcd at lbnrrns likc: St,Ul,'l'. K11l,'l'Conlcrcrrcr:.
l.ulrorr...

l'!t'-'ti:pot't"; clctnottstralc tltat nrarry cclrrcatcrs are clissatisircd wit6

[5c r:rrrrcrrt
Intcrrncr.liate cxanrination and suggest-re-rlesigning of the exem test papcrs.

lvlattv rcsr:rrchcrs agrec tltat our rrirrr ol- tcachirrg [nglislr

larrguagc

irr

Pakistarr slloLrld be to teach language prolicicncy ancl our cxarninatiorrs

srrist alstr

lcst larrqrrar:c (jontl)etcncr: ol' thc lc;trrtr:r.

Iixistirrg tcsting fianteworks. concentrating as they do

on

linguistic

colllpctcrlc(: do nttl ttecessarill' asscss pers(in'5 r:ornrnunicativc ability. Thi:; lcads

to the tlucslion lor the research studt.

1.3.4 llesearch ()rrcstion:

'lir

rvltat e,rttcnt do tlrc lJnglish Question I)apcrs at Interrnediatc lcvcl rcllcct

thc lcarnirrlr r"rbicctivcs given in the curriculurn'l

1.3.5 l)clinitions of the Key 'ferms:

I

lloard ol' l ligher Secondary Edur:ation

Pakistan ltas a separate Board

of

Education

lbr its provinces.

SargorJha

boarcl is one ol'the Boards in l'unjab province. u,hich rvill be the contcxt

gf

llrc sturll, ol'tlris tlrcsis.

2.

lnterrnediate Flxarnination:-

Itricrrncdiatc I:rarttittatiotr is dividcd into twu parts. Part-l and pnrl-ll.

Sargodlre board has its Arrnual Examinatioir S1,stenr.
euestion paper of.
each part cottsists of'the Syllabus related to the subjective paper hasc6 on

lext books and srar.nrnar.

l.J,(r

Significtncc/Scope of the Stutly:

r\s the question papers at Intennediatc level do not fulfill the objectives
of.

lllt:

Sr

lLllrrts. Sorttc :'rt!gcsl iot'ts c:itt

cotttliliorr ol'llrr: l.xnlrrirrrtiorr Svstcrrr.

llc

gir,r:rr

to irrrprovc tlrc trrrsirlii;iirctgry

'l'ltc rt:scarch hopes to highlight

tlre ne:akrrcsses and recol111c14 r'uil\,s t1
ittlpr'-rvc tct;ts. lt rvill help in more el]'ective ,Jesigning of'the evaluation proccrss.

.{s a tcacltcr'. it rvould pcrsonally help rnc to dcsign luore effective

class-

roorn testing and guide'students to learn languagc effectively.

1.3.7

I 11'potlrcsis:

'l'he valid tests

or qttestion papers for ihe In"ennecliate stuclents of'l:nglisS

rvill help to ovcrcotne tlrc deficiencies of the teaching/learning situation of

r6c

stttdents ol'Sargoclha lloard at [:.A. level as valitj tests

rvill be basetl on the ruatch

ol'the ob.icctives ol'thc learner. the teacher anrl the Syllabus.

t

1.3.8 Dclinritations of the Study:

'T'o

keep the study feasible and tangible in view of tinre ancl the
limitatiorrs

ol-rctlttirctttcttl ol-the M.A. dissertatiorr proposal, the stucly is Iirnitccl

te

on11. l6c

Irnglish exanr papers of the lloard of Interrnediate examinatiorr.

sarsodha.

1.4

Research Methodology and Design:

l)csigrr of'th,: :;tudv lvill be quantitative

bas.ecl on

expcrinrental researclr.

1.4.1 Populatinn:
-l'ltc
gt1)ul).

rcscarcher

rv!ll sclcct the studcnts of' lntcnncdiate lcvcl in cluslcr

1.4^2. Sanrpling:

'lhe "Satnple" lbr the study is the 'Assessrnent lnstrument'

use,J in

lnterrrccliate lrnglish F,xamination test paper 1997-2001. J'he tenn "Asses;srnenl

Ittslttttttctt(" r'cIcrs lo tlr: tcst itcrrrs irr llrc gxrlrcr; rt itrclrrdcs:

l.

'l'he Key questions.

2.

Sull-clucstiorrs.

-1.

ltcrrrs givcrr in Sutr-questiorr.

Intcrnrcdiatc Part-l ancl Part-ll.

A.

Key questions for the exam paper

of

1997

Key questions fiom the exam paper

of

199g.

Key quesiions fiorn the exarn paper

of

1999.

Kel,questions tiorn the exam paper of 2000.

Kcr,- c111s5116ns

t].

lrom the cxam paper of 200

Sub-qucstiorrs fiorrr thc exarn papcr ol' 1p97.

Srrt'-questiurrs fiorn the cxarn paper cif lggg.

Sub-questions tiorn the exarn paper

of

1999.

\rrb-qucstions liorn tlrc ex;lrn papcr ol'2000.

Sub-questions liorn the exanr paper of 2001.

C.

Iterns fionr the exarn paper

of

1997.

Itr:rns lionr the,txarrr paper ol'1998.

Itcrn:; liorn the cxanr papcr

of 1999.

Itr:rrrs lirrrrr llrc r:xirnt paltct trl',10(X).

Itctns liorn the exarn praper ol'200l.

1.4.3 l'r'ocerlurc:
lrac:h

ol'tltr: tcst ilcrns rvill lrc nrrnlyzcrl irr lcrnrs ol'tlrc lcirrning olr.jcctivcs

of' Ir,lrglislr curriculurn at Intennecliate levcl.

"l

lrc l'irst step will bc to categorize the itenrs according to thc tiili'crent

skills bcing presently assessed measured quantitatively. This rvill shorv

the

balancc givett to dil'fercnt skills.'l'hen thc types of Sub-skills fbcussed fbr each

o[

tlre skills will be analyzed.. This exercise will show if the learners are learrrirrs a
variety ol'skills to become competent.

'['ltc sccond step lvould be

to evaluate the assessnrent instrumrent. 1'hc types

ol'itcttts rvill bc analyzcd in tcrms of tlreir cli-cctivity in mcasuring the particular

laneuagc ability.

1.5

Data Analysis and Findings:

1.5.1 Data Collcction:

r

l.

'l'lrc typc ol"data will hc quantitativc.

l'he c;Lrcstionnaircs rvill hc llrcparc{
atttl rvill be filleci by the sttidents of Interrneiiiate classes

(lst ycar and 2rrd

vcilf) in t:lilstt:r group.

l.

'lhc lr:srrlt
of the questionnaires rvill

-l'hc

qtrr:stionnaires

be anallzed.

lvill be prepared fbr the teachers of English

tcrrchirrg at Inlr:rrrrcdinle lcvcl.

tl.

'l'he result of the questionnaire

rvill be also analyzed.

langunue

ll
.)"

Vnlicl tcstc rvill be prcpured. Stuclurls

'rl'lst

)'car ancl 2rrd year vvill tnkc th,:

valid test.

(r.

'l'lrcsc tcsts
exarl irters

7.

will bc arialyzcd b1,thc

rcse$rchcr arrd tu,o

ol'thc

cxtcr.rrul

,'\rtolher clucstionnairc will be prcparccl for thc studcnts to chcck rvhcthcr

the valid tests were nrore useful and cflbctive assessmerlt or not.

1.5.2
1.5.2.

Arrulysis:

I llclinbility antl V:rlidity:

Validity and reliability of the tcsts will be analyzed by thc analysis ald

.iudgernqrt of the exterrral exarniners ancl the questionnaire results.

1.6

Conclusion:
'['he researcher

will

analyze at the encl. *'hether anotlrer researcher r.vorrlcl

lx'itltlt: lo oblititt it sirttilar rcstrlt rrsirrg thc proccdrrrcs. l'lris rvill bc eurrsirlcrr:tl
while designing the frarnework.

l'lrc researcher u,ill give sonre recornrnendatiorrs rirr luturc research.

CHAPTER -2

t2

CH A tlTttR.2

II.OVI EW OF LI'TEITAT'U
'I itcrc
is it

IIIi

nt:t:tl ttl itsscss slttrlcnl's Jtcrlilrrrancc nl slratcgic p<lirrts i1 thr:

c(ttlrsc. lirr cxarnplc. at tlre bcginrrirrg and at tlre cnrJ. 'l'ests slroulcl bc abic t1

llleasurc the level ol'.competence ol'the students. lrrterrnediate level exanrinaticrns

arc lrclcl ()vcr a year by the Board as they are annual bascd cxalninatiolr

2.1

Defi nitions of Evaluation

't'he problcm of matching

evaluation oi' student's achieverrrerrt to the
ob.icctivcs ol'thc progreltnnlc had been recognized ancl dealt with rnuch carlicr by

'l'ylcr (19491. l'irc u'cll knorvn given

by Ralph Tylcr pcrccivcs cvaluation as "rhc
process o1'dctertnining to wlrat extent the educational objectives are actually
beirrg
rca

lizctl".

I{orvrrtrcc (lc)47) describes cvaluation

'"1'vi1lq1n1i,r't

as:

is the means rvherehl \\,c s).sretr.latically collect

.tttd attalyze inlbrrnation about the results of'stuclcnts cncor.ulter

'uvith

a learning experience. we rvish to know rvlrich ob.icctives

Iravc ht:crr irch"cved arr,l rvhich hal'e rror ancl lvhat unforeseerr
restrlt (lrt:ncllcial or disastrcus) have a!so :rratr:rializcrl."

i3
( iir-v ( I ()85 ) de,scribcs cvaluati0rr as:

"l'hc

svsrerrratic process

ot'collccting and anall,zing clata irr

ortlcr lo rrurkc n dc:cisiorr. 'l'lrc lrrrrposc ol' cvnlrrntiorr is

tletennirre the current status

tp

of the olrject of the evaluation, to

cornpari: tlrat status rvith a set

of stanclarcls. or criteria

sclect an alternative tiorn arnong trvo

ancl to

or nrore to make

decision".

2.2

Evaluation of the Total progralnme:

'l'hc lirnctioning
of the curriculurn as a whole must be evaluatecl. 't'he

cttrricttltttn planttcrs should aim to find out rvhether the goals

ancl objcctivcs ol
the total curriculurn have bcen realizetl.

Siaylor. Alexander and Lervis rccommcnded fornrative evalua(ion

l)r0granlr]lc

of

education as

a totality by means of .jutlgnrent of

persons. rcscarch data on hurnan needs. reconrrnendations

recotntncnded sutttmative evaluation

ol'thc

cornpeterrt

of study groups''. '['6e1,

ol' tlre educational progranrmc

throu96

"stlrvc)'s: lirllorv up sttrdics;

.iudgelrrents of scholars, citizcns. and stuclcnts: test
ciata".

Stttnntative t'valuation is designed to rletennine whether

the curriculunr

eoals and obie:ctives ol'the specific segments have been achieverJ.

Sclrool - r.,irle
tcsl tluta nrr: urral\,;cd frollorv-up strrdir:s rcr,cnl thc sur:ccss
or lack ol. srrccc:rs ol

vourg

pcople aficr leaving the school. Fi'ally, sur\/ey ask

tcacher.s, narenls.

studerrts and others to evaiuate the school.s pr()sramtne.

l4

2.3

fixaminations Tests:
ljxarrrinali<'urs

are hcld to cvaluute thc pcrlbrrnance. capabilitics

(.)r

achieventents of'an individual.'l'hey'evaluate the progress ol'a cantlidate

durirrg

cotlrse

0r problettt

areas before

a course encl. T'he purpose can be aclieyccl

tlrrough appropriatc tests. [,luichinson, "t'

rlil lcr'ctrt

i.

i.\,

1)c:,

&

Water's.

A. ( l9g7)

sumrrrariz,:

\)l'l(:\ts.

l,laccnrcnt Tests:
'l'ltcsc are uscd
to place learners in the English language course nrost suitccl

lo

trecds ancl ob.icclivcs

of the

learners. 1-he placernent test is. thereforc.

irr

tlre

first instattcc a proliciellcy test. lrr its seconcl lirnction, it is diagnostic,

irrclicatipg
how lar and in lvhat ways the rearner falls short of the proficiency
level. Any
placctttcltt lr:st catt orrly bc an approxirrrate guidc
ancl should be trcatctl wirh

t:itttliott' :lttl tllcrc slt<lttltl bc it varicty of'lllaccrncnt tcsts

hccerusc a ra6g., ol
difl'erent activities is more likely to give an accurate overall picture
of stu4enl,s
lcvcl tharr o sirrglc asscsslncnt.

-l'he

good placcntent test shoulcl also revcal positive

lactors.

lt

r;lroultl

show not-lrrst whal the learner lacks. but also rvhat potential
for learninri can 6c
cxploited irr a6 Ent''rh language syllabus.

ii)

Diagnostir: Tesrs:

diagrrostic test is some tirnes called a fornralive

or progress test as it

cltcclis olt slttdctrl's l)r()gress in lcarnirrs plrtir;rrlar clgrrcrrt

-l-irc'
il!^ the cotrr.sc.
eittt Pt'ovitlc irtlirtttt:tliott itbottt progrcss lvlricfr rrir.r'
lrc usuti sr,slclraliclll.r

lirr.

t5

rcrr'lcdiill wr.rp[

-1'1,.

rvill givt:

flsscssrlrenl

wltitrlt r:an ltelp thr: learner

tr"r

inrrueciiatc feecl back

to thc student

approach tlre nert learnirrg tasks. On the olher

harrcJ.

tltc tcst clrt givc tlrc lclrrrcr clcrrr,irrtlicltions ol'rrlrcr',"r lrc lirlls slrort. so tlurt lrc

enrr

irnprovc thc weak arca ol'his learning process.

'lhc rliagnostic

tests are a great help to the tcachcr also. as they guide tlre

tcaclrcr to clesign lirrtlrer course rvork accordingly.

iii)

Achievenrent'l'ests:
'I'hey tcst how well the leaner is keeping
up with the syllabus and can lre"

adrninistered any tirne through the course. lt means to test what the teacher can
rcasonatrly asstttlle

tltc learners lrave learnt.

standarcl which the students lrave

santc slatrlc.

lt covcrs

nou,

a wide rangc

lt

is also irrtendcd to shorv tlrc

reacherd in relation to other students at the

of material and relatcs

t<l long terrn raLher than

short terrn obiectives.

As tlrc lcst tttttst rcl'lcct the contcnt of thc rvlrole coursc one thing rnust lrc
kcpt in nrincl rvltile constructing achievement test that those tests itelns should not

be part of the test rvhich demand specialist subject knowledge or

ctrltural

knorvlcrlgc

iv)

l'roficiencl 'fests:
'lhcsc tcst
asscs u,hctlrcr

a particrrlar siltrirtiorr.

(.rr

rrtlt tltr::;lritlcnts ciltl copc tt,ith thc

clcrnarrc.ls 0l-

l6

l)itvits ittrrl Wc:st (l9tf4) lclcntify tlic prirnary purposc of'languagc tcsting
as'prol'icicrlcv tt:sling designed to

asscss;

Pcl'lirt'ttt tltc lattgttage tasks requircd

ol"tht'nr'.

rvherlie'r candidates rvill be afiltr tri

Such tests. tlrr:y sal,arc prir;aril1,

crilcrion rclcrcnced.,{s thcrc is no pnss-lnil distinction, tlut rathcr a scnlc 6l'

clcsrec

ol proficicncy in thr: task.

T'he proficiency tests

lurrgrragc hc

2.4

lrts

in sorne rvay

assess the student'.s

ability to use llre

[:11111.

The Principat Educational Uses of Language Tests:

David P' !'larris (1969). sutntttarizes thc clricl' olr.iectivcs

tcsting
I

oI

langrragc

ns.

'['he purpose

of

langr"ragc testing is

to clctennine readiness for instructiorral

f,rogralllllres. ljonte scrcening lests are used to separate th6sc

pre pared

w[o

rrt;:

l'ilr academic or training progranrnle from those who are not.

.2. Othcr lests try to distinguish dcgrccs of proficicncl'so tlrat cxarnirrccs lrny
bc assigncd lo specific scctions or activities on thc basis ol'the ir current
Ir'l r:l

i.

il

t otttltr:lCilt:r"..

I)ragnOslic sr.:ret:nittg tests diagnose tlre incliviclual"s specilic strclgtlrs arr,j

rveakttesses

of the learners as they generally consist of short but

sttblests tttcasttring dillbrcnt languag.e skills

1e

or conrponelts ol a

liable
sirrglt:

brond skill.

4.

;\tlothcr kinC of scrc-cnins test is ust:d

tr.r

test ir; crrrpltlved to assess their notential.

predicl lirtrire perfonnancr:.-l'lic.

t'7

Achicvemtrttt tests are usr:cl tc'' irrriicate group or individual

!.w.rtls tlre irrstnrctionaI otljccti'es

6.

'f'a

;rrogress

spccilic stutly.

other achie'errent tests are used exclusivell'to asscss the ilegrcc

strrjcess not

t'f

individrrels btrt

o1'

of the instructiorral programure itself. Su;5

lcsls arc ollcn usctl irr rcscnrch.

2.5

Frrrrtlnnental Aspccts of I nngrrage Tcsting:

Aniurn P. lialeenri (19S8) suggest four lirndarnental aspects ol'lapguaqe

testirrg: cvalttative, practicai, instructional, and theoretical.

These aspccts dellne

lltc

Purposc

ol' tcstitrg and prcscribc thc lorrn a test should takc in a

uivcrr

sitrration thus dcscribc thc lirnctions of testilrs.

) [,valuative asllect of language tcsting:

'l'lris

a)

aspcct can bc brokcn up into lbur cr:rnponclrts:

Mcasurement:

g<tocl

tcsl is reliablc. Gcncrally spcaking, an otrjectivc/tiiscrcte pei'rt

tcst

is likcll'to bc tttore reliable then a subjective/ intcgrativc/corrrmunicativc

test.
'l'ltcrc

itrc lccltttitltlc:r. sttclt as lnultiplc scoring. hy rncarrs ol'whic6

cvcn suhicctivc

tcsts r.!tily

h)

lclriclc

a high clcgrcc

of rcliabilitv.

l)isu'irrrirrnliorr:
{

llosciy rtllatetl to reliatrilit.v rtl'rncasrrrcrncnt is

cli:;crirnination. A good test

shortltl proviilc rrs lcliahle resttli

r-rrr

tl,i: basri of rvhich we can tliscrinrirrat,:

Lretrvet,lr good anc'l had s;tudents i'airl__r otr.jcctivelv.

l8

(i rarling:

c)

Ilelated to lroth
placing

the students in

and b (Discrirnination) is Gratling;

(N4easurernent)

reliable- rank order is one of the valid obiectives of

ti

tcstirrg.

(l)

Corrrpunrbilitv:

A good reliable tcst

Intrst have the

quality that.

il'it

result is corlparccl

rvitlt rcstrlts obtaincd liotn artl' other sirnilar test

antl even il'the test werc tlkcrr

b1,

tlifl'ercnt grotlps at clifferent tirnes. its rcsult nrust

bc accrrralc. consistcnt flrd
corrrparable.

2l

Practical:
'l'his irspcct
is nrc''rc corrlidcntly discusscd undcr. f
our subhcadi'qs.

a)

Administrability:
Aparl liorn being reliable and valid, a goorl text must have
administra6ility

arrd practicrtrility ol'pcnfonnancc rcquirr:d

b)

of tlre pcrson bcirrg tcstcd.

llconomv:
llr tlrc worcls o|cirrrol (r9(rg, rr. r(r) a goocr test
shourcr,,provide as rnucrr

ittlirrrtratiott as is rcqttit'ctl rvitlr thc rninirnrrnr

cxpurcliturc

o( tirnc, cl'li.rrt ari.l

t'csou rr:cs".

c)

'l'esting E,,ni.onr.nt,
'l'he testing
cnvironmenr must be preasant and conseniar.

t9

d)

{r:cc;rtlhilitv:
[]eing a practical educational instrument. a test \vill succeecl betterr

acceptablt: t<l llte lt:anters in nrost respects.

il'it

is

"llorrically". says Porter (193_l.l). lo7)

rvhile spcaking o1'setting authentic conrrnunicarive tasks in tests.

"it

rniglrt be tlie

'atltltctttic' tasks rvlrich lack face validity

in the eves of thc person being lestccl
lhorrglr rr.r in thc tcst devcloper's. because.f thcir novelty..'

3)

Irrstructional

'l'ltc tttost ttttportattt

flspcct ol'thc tcstirrg proccss is thc irrstrrrctiorrll onc.

'fhis is firndamentally about

the relationships of the text to the syllabLrs or
language progralntne. Feedback is the tenn generally used
for this kind of test- to-

course flo*, of inlbrrnation.

cctlback:

'festing is arr essentiar

cornponcnt or'thc educatitr'al
nrili')r sorrrcc ol' ofrjcctivc lcccback availalrlr: to the tcachcr
efl'cctivcness

ol'hrs teaclring and

stuclcnts. irrclividull iis

process. as

with

it is thc

rcgard to [hr:

n'cll as collcctil,t'

progress.

lnl'cnsc l-ear Ol assessment that occasional exalrrinations

so often catrse can
bc dccrcascd by li.cquurt tcstirrg.

'l r:slitrg

attrictv is ottc of' thc ilnportarrt psl,cholclgical causcs 6f" 6r.r

rcliabilitY lltirl c;ttt lrtt rt:rlr.tccd

b',, rrr:rk.ing tcstirrg ancl lcarrring irrscparahkr.

20

h)

'l'cst - (luurse lnterdependence

l'hc tcst

ob^icctivcs attd

lhc corrrse ritr.iectives nrusr, idealll, spcakilg.

corrcsporrd t:loscl\,: irrtlccrJ. tlrc1,shoukl bc llrc snnrc.

l)ositivc backwaslt nlcans that thc elI-cc,t the testing processes

have on thrr
leachitlg leartting activities is a beneficial one. So,he main consideration
on this
(r(')trrll

's tlral

thc

corlrsc. thc syllabus and tlre teaching shoulcl clctcrrlipe tlrc

ctltttcttt and lirrltlat ol' a test. And the lesters shoulcl select items
that are
testable

i' e. Practical

ea.sily

and convenient to scorc i.e. reliable and they shoulcl have

cr.rntcnt laIir.litv.

'[lre teacher in coutttries

like Pakistan is nol

supposecl

to rneddle rvith th,:

syllabtrs

btrt ltc tttttsi tttakc a tcst ivhich tcsts tht: coursc

1'l{)tv can

it tcilchcr.'r,hc, rvants t0 rnakn a c0rnrnrrr.ric:,tivc tcst.

bc able

corrtcrrt. l;or
tO

cxnrrrDh.r.

do so il.hc

Itits gol a !l,l'illlilllar trattslltiorr syllabus on his hands.

Still it can be expcctccl tlr;rt

llte teacher can ittclude at least sonte iterls ol'a more corrrnrunicative
nal.urc everr
rclttailtirtg witlrin thc constraints irnposed b-r,the coursc
coptent. So thc lcvcl

,rf-

tltc crursc. rvlrcthc'it is irrtcrr'ediatc or atlv.rrccd. and the

ilvcragc pr(-\r'icic.c).
lcvcl ol'thc lcarrrcrs on thc c()urlie rnust be kept in nrincl
belbre preparing a tcst.

2l

'I'herirctical:

4)

'l'hr: tcst
liunrat in significrntly dctcrrnincd bt, tlrc thcorl,
or lhcrrr ics trl

ltrrguirgc. languagc lcnrrring. and languagc

tcachirrg cspouscd

by

tlrr,r tcst

rays

greater

corst*rct.r or re f'rected in the syilabus and

text books in use.

A strrcturar -

behaviourar view or'ranguage.

fbr

exarnpre,

erttphasis on langttage forln that

lencls itsell'more reatlily to discrete
-poirrt tcstins.

I'lrc advocate of thc corrrinunicativc

approach believe that cornlrrunication

rlr practicc is rnore irnportant ratlrer

than

the knct,ledge of the langLrage (e.g.

griulnll,tr. voc:abtr Inr.y. clc.

)

l.anguagc' is a very comprex activity.

and neithcr aspcct

of its clperatior,

wltether grfllnlnar or use. can be proved

to tle rnore or less irnportant. Thc testirru

of isolated eletttents

and skills

of

language is by its very nature more

efllcient antl

systernatic. c'rrtrariry. testing cn

the

clozc' itttervierv ctc) is diflicult

t.

basis of integrative items

design and rnark.

lf

(such as essay.

its llrst approach.r rhe'ry

is predotrtitlantly c:oncerrted with

reliabilitv. the other is con,:crned

with

vali<Jit,r,

this is inclic,ative ol-the ba:;ic conllicf

betwecn reliability anC validity inhercnt
Iatrgttagc

in

tcsting' The tnot'e valid a test is. tlrc

lcss rcliablc it is likely to bc as
a

rncasuring irrstrrrrrrent.

I'he tcacher sltotrlcl try to strikc

a balancc lrctrvcc' thc trt,o o'1l.sirrg
lendettcies' lt seettts-iLrdicious
to try to co'struct tcst that assess
bolh fo'rr and rrse.
tlrat arc both discrcte - point ancr
i'tcgrative. and so fbrth Carroil (r9g0)
sa's

lt

"'l'<r extencl l-11'mcs (1974) assertion

that ,,there are rules

rvithout l'hich the rures

o| g.arnrrrar

of

use

u,ourrr rre usercss.'. u,c

rnight add "there are rules of grarnmar rvith<lut

rvhich the rules

ol'use rvould be inoperable."

'l'hc i.rcgri'g
discussi.n or' r.ur ftrndar.cntar aspcc:t .r- larrguagc
tcstirrg c:an lrc transcodcrl inkr the lbllowing
scherne.
Fundanrental A-spects of 'festinq

i-i--

aVAi,tilil\,tr--- l)

l.

ltlcasurc)lllcnl

t'ttrtCt fCnT.--_-*
a) adnrinistr.abi I iti,

b) discrirnination

b) econolny

c) graclirrg

c) testing envirorrrrrr.:lrI

d)cornparability

rl) acceptabilit./

I
I

J.

Ii{STRLJC'fIONAt,
a) lbedhack on
learn ing

b) test-courst:
intcrclcpcndcricc

content lcvcl
back

rr,

uslr

-- I

J,

1'l-llroRET'lCAtTlreory of:
Language
I-anguage lenrning
languagc

z-'t

?,.6

1'ype:r of 'l'ests:
'lcst.t

arrtl cxarninations arc

tcacirirrg arc vcrv closr:lv intcr

part
-

of tlrc cducati<,rnal proccss. .lcsting

rclatcd.

All nsscsslllcrlll

airrrs

arrd

irl knorr,irrs

sorrrctlring lnurc aborrt the lcarrrcrs. 'l'hcrc

arc too typcs ol'tcsts: sutricctivc

arrcJ

ohict:tivr:

i.

Subjcctivc Tcsts:

'{

test in rvhich the questions demand rong

ansrvers is knorv, as

'sub-iective test' becattse of the

element of subjectivity in it. They are
also callcrl
'essa'Y

- type tests' 'l'hey are ntostly unreliatrle.

lraving less degree of unilbrnrity,

and accuracy as colnpared to the

objective test. After an irrterval of a
ferv rnonths.

cvcn rhc sanlc c\anlincr may crirfcr riorn

rris rvorr pr.cvious

.irrcrgnrcrrt.

.r.hc

r;ttcstions in an essay - type test,

being only a,fbw, cannot cover a rvide
ranse el.
lhc ,..[rrsr: nraterial, fhe rnarking
ol'ansrver. :;cripts als. rcquires a lot
ol.tlern.

l:.ssa1'
ttb'ir:r;1ivL'

ti'prr 0r sub.iective test

is

easier

to construct than a conrpara[rrc

test' lt '-zlrr tneasrtl'c higirer mental pr()ccsses

such as ability

t.

tlrink.

r,r

0rgilni;:e knorvledgr. ancr to cxpress

ideas crcarry. conciserl,ancr in go,cr
I:,ngris;h.
sub-icctiv'l tcstirrg arso tr*rralrcrs
a'rore uscfirr .ntr rervardirrg stud_1,arrrr
1tt'cpllirtiorr orr lhc part rll'thc strrtlr,.

I'he drarvbacks of the essay - type

test nray be removed [o a great extcrit
if.
it ittclrrdes rnany questions requiring short
answcrs. Ver5, little cSoice ancl opticrrr
shoulcl b": allowccl 'l'hc exatniner
should prepare nrodcl nnsrvcrs
of'his orv, bcfbrc

'24

cvalttatills iltc iittswcr -scripts,"l'his

wiil help hirn in

nraintaining

a u'ilirr.r.

standarrj ol'nrarkirrg. Moreovcr. the examiner

shoulcl evaluale lhe sanre cruesti.n al
a tirnc liorrr all thc answer-scripts.

First glancc at the qtrestion paper in a sub.iective

type exarninatiolr is .l.rcn

a tt'attlttatic cxllcricttcc lirr any str"rdcnt.'lhc

r;ucstions sccrn cithcr too dil.flcLrlt.r
r:lse diffbrent from the topics revised.

natural reaction is to search clesperately

lirr otlc t;ttcstiotl tltat cart bc attswcrctl irrstcad

ol'rcatlirrg carclirlly tlrr,ug6

t5c

u,holc prper f iorn the first qu*stion to

the last.

lJclbrer glancing

at the qucstion paper as a wholc arrd considerirrg

trrc

topics covered by the questions, the student

should first read the instructions

<lr

rubrics very carelllly indeed. rnaking

a note of u,hat choice is available kr the'r.
lt
is nor"' irnportant t<; select and rnark rvith
a tick those questions which can best
bc
itrt

srvcrctl,

'lltc stttdcttt
should tttakc sure that hc /shc

undcrstarrcls the prccisc r'canirrs

of lltc ttLslrttciiott's. l'hc signilic:rnt rv,orcls

irr tlre question should be consiclercd
cq.

Describe, Slrorv. Explai', Accourrt [:cr,

Give an account ol.
Survcy, Trace. Define:
[r,

('onrparc. C.ontrast. Discuss,

Argue:

(-.

I:nurrrerate. Arraly,se. List. I)ror e;

rl

Asscss" l;valuate. (J<ri1111.,,,, (on),

Ciriticizc.

25

'l irrrirrr.l
i:' :'lrenrerf ir"loortir.nt irr an Erxamirratiorr.

It is ulvisahlc to tlraii a briel-tirrtlirre

plan ol.enclr lrrsn,cr lrclirrc
nctrr;illv
llcgirrrring to rvritc otrt thc iulsrvcr
to thc l.irst (lucstion,

Ncat ancl lcgiblc harrdrvritilrg is

vcrv intportant.

Spcllirrg and pttttctttation arc

also inrportant irr clctcrnripirrg t6c
r,ark
awardcd.

ii.

Ob.iectivc Tests:

Olricctivc lcsts c.vcr a rvitlc

ilrclr ul.krro'lctlgr:, lrr this wily,0'.tr.ir_.r,:li*c
lest catt tnake far greater detnands
on a student then an essay - type
exarrrirratiolr.

l'hr' lirc't tiral a wirlt sarnple ol.thc

stuclcni.s knorvlerlg,: is covered
in a short tir;rc
is .nc reirson tbr the popurarity
or. crbtective tests amclng teachers,
even thcrc is
virtuall.y no crnphasis orr the
rnanipulatiorr ol.lnf,*,,rre ancl
icleas in objectivc test:;.

vcry l'ew ,b.iective tests atow

etto''tglt

l0 acqttaittt tnost

ittslrttc'ti'tt:i' 'lirc ahility

rcrr choice,

A quick grance rvi,

candicjatcs rvith the typcs

t'

generary

of qucsti.ns and

be

diff.crcnt

rcad with carc arrd comprchcrrsion

i.s oflcrr

vc:r),

illlp.rlattl itr .llieclive tesls: an

awareress c;f the rrsc.l'strch
rrrrrclilicrr;rs
s.tttt:litttcs' ttsturlll t'arclv.
flltvltl'5 0rrd rrcvcr'. rirr cxnrrrrrrt:.
'
carr rrukc uil

trrrr

dill'ererrcc betrvectt selecting

a correct answer.nd an incorrect
one. Trrc stLrderrt
sho,ld proceed to work throtrgh
the lcst s1'stenraricallr,. periodically
chcckirru rhe
tirne

ALLAMA iOBAL
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asc. l\loffi,tz-.1.."... .. ....
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2-3. -.+3..:^a.p.li...........

1-;v'pes

of ()ir.jrlr:tive Type T'est:

l.

i\,1ultigrlc - Choicc ltcrns:

Mtrltiple cltoice trr sclcction

iter's

types arc cicvcloped to .vcrcor.rrc

Ittitttber of'the weakltesses of the c,omposition

test. The exarniner can get clirec:tly

nt lt'rany 0l'tlrc speciric skiils and

rcarrrirrgs

hc wisht:s t' llcasurc, and

thc

cxittt'tittct'citlt ttot cvadc dil'ticttlt

llroblcrrrs as hc olicn calr rvith corrrprsiti'ns. As

lltcsc itcttts gcncrally can be ansrvered

lairly

rapi<,11,. Because

ol. these vir.tues,

rnultiplc - choice rests tcnd to havc supcrior

rcriabirity ancr varicrity.

It ts very ditlicult to construct good ancl valid

rnultiple - choice itcrns. Thc
tttain criticisttt ol'tlre rntrltiple - choice
itern is that it does lrot test languarge
as
cotntnunicatiort' correct selection
of one out of lour or five options bears little
t'clatiott to tltc ivay languagc is used
in real lif'c situations. Nevertheless, multiplc _

cltoice itctlts catt provide a rrseiul nrean:;

oI testing grarnrnar and
''cabular!"
particularly at the lorver levels.

2.

'Irrre/Falsc:

lltc sttttlettt is askctl to sa-y rvlrether

t'

a statelnent is truc

or fhlse, or hc

pick tlrc truc statement fiorn a sct

of two or three st:rtcrrrents. This

lras

11'pc 0r.

clttcsti'n can have a subjective element

adtlecl to it by asking the stucrent
to c.rrecl
tlre lalse sta(ernerrt. A variation of
this type of question is correcuirrcorrect.

'fhe drawbacr<
with this type of test is that the sttrdent
has a 50% charrce oI
grressirrg

llrt crlrrecl allswer witlrotrt

l<nolvirrg it.

3.

Vtratchilrg:

'lhc st'dcnt.i are required

to match the gi.,,elr
rt'itlt picttrrCs ()t' livll()tl\/nl()lts sCnlcttcCS.

.t.

senrcnce harves.

or

*,r.)rrr.,

Ctc.

'l'rnnsforrnation:
'l'he stuclent is
asked to express sorncihing in a diflbrerr way,
e. g:., IIc is

5.

Corrrplction:
'l

iiq: stuclent

is rcquired

t'

cornprete

sentence

with a brank or

an

incor'plctc scrrt*rcc.'l'lrus it nray bc totally

an ob.iecrive or partly sulr.iccti'c.

6.

Conrllination:
i lic

st'dent has to comrrine trvc sentencc:i rvith the gil,cn

prornpt. c.g:

..srre:

is crippkrd. She cannot rvalk (so)".

7.

llcarrnngcnrcnt:
'l ltr:
stuclcnt:l ltnve io reassemblc in the c6rrrect
ordcr tlre.iunrblc<.;

w.<lrr1s

rir

scntcrrccs;' kccpirrg ilr vicw trrc cohcsion

and c;oherer:cc of thc r(: - 311n1U.cr tcxt.

('klr.c 'l'cst:
cloze cluestions ca'test many aspccts of
ranguage. In a standarcr crozc test.
the exarniner deletes rvords at regular
inten,als (rna,l lle ever.y severrth or eighl
rv.rd )' attd dccitlcs bclot'ehattd
rvhethcr or rrot lrc il.ill flccept rcas.^ablc

alicrtiit(ivcs to thc

r'vc'rd dcletctl.

In strch a case, the test ivill bccolrrc

nartlv

strhicctivc.

In a rnocifled r:lozc tcst.

represenl ing partic'ular aspects

of

the,-'xalnirrcr dcletcs particular

langr.rage ltsc. e.g. prcpositions

or

rni0rcls

stnrcltrral

w()fds.

'l"ranshtion:

9.

'l'rarrslatiorr

is orrc ol' thc In(lsl (()nlno11 tcit(.lling altrl

tcstilrg

Mudcrrr language clepartrncnts oflerr include

advanced

rlcvit.r'...

level c0urscs

tr.rslirti.rr. [rut rrcn: trarrsr.tiorr is trcatcd

ils crcativc activity rvhich lbllorvs.

in

urrd

depend-s upon. fairly cornplete

mastery of the target language.

lorve ver' translation

lr

igh l-r, unrr:liablc k incl

0.

is

exlrerncly clifficult to evaluate. so it tencls

t.

trc

of nteasurc.

(lonrposition:
crornposition tests nlcasure

thc stucrent's abirity to use

gramrnaticar

strttcturcs and lexicon of the target

language, his iclcas anci rlreir organizatiorr
arr4

cvctt lrirrrtlrvritiirg. Spcllirrg.

llurrcltrltiorr. t:lpitllizatiorr arrtl pirrlgrnphirrg is
irlso
ni(ra,irrre(l :rrrcl r:ht:,r1,:ed

hv the r:tarriner, ltrterrnediare level

courses, such
rr:nrain (,tlc
'.r( the favouritc fornrs <il.mcasurelnc_.nt flrr the

tests

very understarrd alrle

rea:i()ns that they itre as

easy type ol. tesl

tr.l

conslrrrc, and appear to

ll.rcirsut.,.:

L'crtain high - rever arririties bctter

than rro the otr.icr:tive techniques.

Fincling a \va-y to evaruate trrese

tiec resrloil.ies reriabry and econornicaill
is ir c:hicf'tlil'fic:rrlty itt asscssirrg

c,rrrp'sitior

as

a,r(:as,rclnc,t dcvicc.

)
I

I.

Short - Ansrr.er ltcnrs:

Sltot't

- allslv'cr tests cotnbirle sorne ol'tlre virtues

o{' botlr nrultiple

ittttl c.tttp.sitiotr tcsts.'l'lrcy

llruvitlc thc cxanri.cc

clr0ice

*itlr thc op'orturrir.r, ro

cornposc lris orvn answers. specific

directions are given either to corrrplete
a
sclltcllcc or to cotttp<)sc olle. -l'hough
they rake lorrger to scorc than the
rrultinlc choice types.

12.

Short tnlcrvicw:
Scorcd intervicrv is a device for
assessing oral competence. J-he
evaluatiorr

is gcttcritll'' tttitdc tlLtritlg lltc acluirl

proclucr ion ol'thc rcspo'scs..l.hcrc

is

no way

lirr the examitter to re-examine the perlbrrnance

later in order to clreck t'e
accuracy ol' lris rating:;.

2.7
"
'l

Qualltics of a Goorl .fcst:

All good

tests possess three clualities: validity,

rcliahility,, and practicalitl'.

hat tncans a goocl test must

be appropriate in terrns of
ob.icctivcs of the

lcnr'cr, lt

tttttst lrc tlepen.latrlc in tertns

oI cvidcrrcc it provicles. ancl it must
be applicable to
lhc pirrlicLrlar silrratiori. (class.
lervc.l)

i)

lleli:rhilit.y:
t),v rcriarririty is

rrt:a't c.nsistency, o,,c l,,. starririty

or-rest scorcs. ,. a
stuclcrrt takcs a test itt the
beginning ol- a colrfse o,,U n-orn
at thc qrcl. any
ittlprovctttctrt irr his score sltould
be the result ol'tlillbrclrces irr
his skills and rrot irr
itc<':ltracics itr lhc tcst' 'l'cst
tnttst have consistcncl,w,ith rvhich
it lrreasurcs .hc
sarne thing all the tirne,

30

lr:st reliabiiitl is atTc'ctcd b"' a nurilbt:r

0l' lhctrlrs:

1he circurnrililnccs iir

rvlrich the lest is taken. Test reliability

will be a<lverseh,aflectecl if the condifisns

ttttdcl'rvllich tlic tcst is adrlrirtistcrctl tcnd

to lltrctrrntc liorrr,tlrrrirristr..,rirrr (.
adrrrirristrati.rr.

r)'.r

S'llttt'ltrltli.tls.l'lt:st

student rrrotivation

wiil

urso rower the rcriabiritl, or.a tcst.

Pcrlirrttrirrrcc rrl'[b't llrrr tcrrrporirl strrlrilit.t,rl-llrc

lcsr,

scc:orrdly thc wlry irt rvhich it is

rnarkcd is also arrotlrcr aspcct
of
'l-lte

ntore satttpies o['sttttjents' perflonrance

we takr., the more reliable

asscsslncnt of'their knowledge

and abilit1,. -flrc adcquac-y

rcli.bilitt,.

will

hc otrr

of the sarnpling ol.tasks

is also ilrpr-rrtant lactor in tcst

reliabilitr,.

Scttt't't'/tcliitl-'ililv c'tlccrtt r.hc

stabilit-v

rlr c.nsisrcrrcy wit6 rvlir:lr rc:;t

perlbrrnanccs are evaluated.

'l'yfrcs of tristilnntcs
of llclinbililv;
'l'cst

rclilbilit_y rrray bc cstirnatcd irr

a lrrcnrlrcr ol.r,,,a),s.

I'hc :.ilnp!csi it:chnjqLtg r,;<.rriicl

be to rctc:st tlre salnr:: individuals
ivith thc
sarle tcst f ilrc irrtc'var ber lvecn
the lwc tests m.st not be too
long or too shon.

lJccitttsc
rcsl)ollscs

t'ill

it

i:r rclativcly short. thc cxamincrs'

nrc'ories

oI thcir previorrs

ttlakt: their trv'perfortttattcr:s

sgluri.rrsr.l.consisterrr

to an overcstiltlate ol'test reliability

arrcl

iI it is s'

s. it rrrirl, li:ir4

long as to rnirrirrrize tlre

"lllclli()r-\' ljrctor" thc

exarninecs. prcrlicicrrc.l, may
lravc undcrgone a llclrrrirrr

3l

cllitlllic. 11f(t(ltlcilliii r.lift'crcnt lesporlscs 1o lhc sarrrc

itcrnr;. lrr this

rvav-"

lhc

lcs,l

rcliability rnay be underestirnated.

'l'hc sccond
rnethod

ol' cotnputing reliability

is that clill'ererrt versiqr's .1,

tltc satttc tcst lnay bc used which are equivalent

in lengtlr. difliculty, tinre linrits.

lbnrat ctc' T'he tests may be in alternate or parallel

fbrnr. Another
cotttpttting rcliabilitY'is to givc a single
adrninisrration of onc lirnn

nrcthcicl ol.

ol' tlic tcst antl.

thcn' clividc the itcrns into trvo halves.

such "split-half" procedsre is calle<J t6e
Spearman-Brown fbnnura. whereas Kucrar
and Richardson cleveroped another

lilnnula callcd'.ratiorral equiva!enctl,,. in which

\ve ilre concernecJ rvith inter
consistenr:y as determined

by the proportion of persons rvho pass

_ itern

ancr tlre

proportion rvhr; do not pass each itenr

( otlscclttctltll' rcliatrilit.v rclL'rs prrrelv

nntl sinrprv to thc prccisiorr

r.,,ith

wlrich lltc tcst rncasures.

ii)

Validity;

vrlitlitv

r:an lrc defined as a nlcasurerrrent

of'required ob.iect. 1-5e valirlitl

rtl i.sf is thc c:'ltcitt k; which the test

ureasurc rvhar it is indcnted to measure.

Sr:l if.

the p'rrpose o. a rest is to test the

knoivrecrge of granrmar. it may not
bc a vaiicl

lcsl lir'tc:stittg il glrtllllllitr il'it is tcstirrg

thc ability lo coprlr*lirr.rc.

'l'ltcrc
'l'csts

arc tlcgrees of'valitlity as sorllc tcst

arc rnorc valid .tlrcr arc lc:;:;.

arc onll'varicror invarid in tcnrs

o'trrcir inttcnded'se.

'a)
)L

A rtrrrrbcr oFtvpcs ol'validation art: aplrlied to

tests. But the rnain
validitv i:an tr,:

cic:sc,ribecl as face valiC;1t,. Content

vnliclitr,. construct

crnpiric:al val

icl

i.

Vltirliiy:

I.acc

kincls

valirliti,

oI

arrrJ

ity.

l:ltcc valirlily'

is tlcst:ribcd. as

arr.xlcrrl to rvhir:h a lc.st l''ks likc.

I),r,.::, it

appear as a reasonable way of assessing

the students, ordoes it seem trivial.

dil'llcult or urrrcaristic'/

K'rji is'r'trre opi'iorr..

ortoo

....ir.a tcst docs rrot appcar to bc

valid to the lest takers. they mal,not

do their best

if

'l'he lest
nraker has an obligation nlrvay5 to
lreep face validity in nrind. lbr
tltc corltr:nt ol'a tes( d.cs not seem
appropriate or relevant. adrninisrrators
u,ill

lrcsitatc

ttt

acloPt

thc test atrcl

ivill lack rhc propcr

e.xarniners

ln.tivarirn.

Motivation is rnaintainecl it'a test

has good lace validitv.

ii.

Contcnt Vnlidity:
f

'hc

kirrd .1'l'aliility

tJctnatrds on a r:arclirl arrar;lsis

lcrte:d ancl the partir:ulilr coufsc

objcctivcs.

lf

.l'thc

larrgrragc ircirr;t

a tcst is clesigned to nraster

specilic

skills, rcn thc tr:s'l sir.rrrd lrc ha,i,.:d

tr'on ihe.nar1,sis or.trre skiils.

'fhc

contcnt of'a tr:st shourcr be irecided

b.r,considerirrg trre purposcs

'f

thc

assesslnent' attd then drawn

up as a list knowrr as a content
specificatio, llecause
it reller-:ts all the areas to be assessed
irr r;rrirairlc proporti.ns. we slroull
cx1.,,,;s1

tlte test tttakr:rs to lle able to prcrvicle

us rvith inforrnation about thtrL
spccilic
tttatcrials'r skills lrcirtg tcslctl ancl
the basis lbr rlrcir sclcctiorr.
l;,r thc larrl:rr,gc,
I

1-

J-1

lcachcr' thc degrec r:f tcst valiclity is not clerived

fiorrr a statistical analysis of test

pcfli)fl'llilll('c' hLtt {irLtr' a ntclicttlilus anal.rs;is

of-tlrc: corrtcrrl ol'each itcrn nrrd.,f.thr:
test as

iii.

:r

u'holc (r'arette. 1977:46) cited in cohen

D. Ancrrerv (r994) rrc. 93

Construct validity:
ll- rl <:ottrsc

ltits

cotlstrttct valitlity.

specific clraracteristics with a theory

exarnple,

ii

of

it is clllablc <ll' rrrcasurirl;

ccrtuirr

ranguage behaviorrr and rearrring.

r:.r

can be argued that a speed reading

based on a shi-rrt conrprehensi.n

passagc is att aclcqttatc tttcasurc

speed reading

ol'short

of

reading ability urrlcss

passages rerate crosery

it is bclicvccl th.t t'c

kr the abirity to reacr qui,:kry, ns

pr()vcll lactor in rcldirrg abilit1,.

ir,.

llnrpirical Validity:

lhis is also known as a statistical valitJity.'rlris

valiclity is obtainecl

by

comparirrg thc results of,the test.

Ernpirical varidity is

of t,,v. generar kincrs. predictive and concurrenr

validitl' dcpcndirrg on whcthcr test scorcs

are corrcratcd rvith subscqucrrr or
collcltrrclit critcliott tncasttrc. For cxarnplc.
if'wc rrsc a tcst of l:nglish as a sc:c.lrrl
Ianguate to screen university applicants
and then ccrrelate tcst scores with grades

tttittlc itt

lltt'

prctlictive:

tll'tlrc llrst sctncstcr. \vr ilrc tttcrnptirrg to 4c1c111111rc

llrc
v0liclity,l'tltc tcst. ll. on tlrc othcr'hanrl.
rvc
cttd

lbllorv up tirc

tcsr

inrrnediatcll'by having an ljnglish

teaclrer rate each stuclent,s English
proficicncy
t'tt tlte basis,l' his t:lass pertbrlrrancc tlirrirrg
thc lirst..r'cck ancl c6rrelutc l!.re r,*,,:r
lllcastlrcs' wc arc seeking to establish
the concurrent valiclity ol- the tcst.
In

slrr.rrt.

t,4
.

onll)iri(:ill .illidit_r rlcpcncls in largc part

on th,: reliability of' borh test and criter.iolr
nl ca:;U

3.

rc.

frracticali(v:
'l'he

third clraracteristic of a qootl te,;i is

its practicality or usability.

test

tnay bc a highly reliable and valicl

instrurnerrt but still trc be1'ond
our tnciu)s or
lac

ilitics.

ln illc

PrcPiiratiott

tll'a tcst. rvc rnust kccp in nrirrd a nurrrbcr .1.

vor..'

llrirc(icirl c()ltsi(lcril(ions.

i.

Econqnll,:
'l'ests

shorrld be as ecttnotnical as possible

ii: tirne

an<.1

cost. Econonrical

irr

titttc tltcittts that tcsting can lrc longcr.

so in writing or selecti,g a test, r.ve s'.rrlcl
ccrlaittly Dil-\1 \')tllc ilttclllioll t. 1161v
lolrg tlrr: ndrnirrisrcring nrrd sc'ring
rrl.it *ill

tilkc' otrt task is t'sclcct

att

instrurrrcnt rvhi;lr is

ol srrfllcient lengt6 r, l,icltl

depcrrdabic attd tneaningfirl results.

so test cconorlry in tinrc rnust be takcn

irrtcr

accorrrrt irr preparatit"ln. setting

and rnarking of.test.

r\.r

i'rst

cdtri:ationar aclnrinistrators are

cxpettsive lt'a slandard tcsl is Ltscd,

rvc
'rus1

vcry rveil

aware, testing

can

be

takc inr<r accriurrt the c.sr pcr c()r)\,.

attd tvlittltei (''l'tloI the test books

are reusabre.,,l,lrether several admitlistrators
itttd/or )iL:()t.(-'r':; rvill bc nccdcd. So
tlrc tc.st nlr!st bc rrcononrical in
cost (rnirteriirls
Ittttl lritlrlcrr (,()lil( or'liirrc

spr.:rtt)

35

ii.

lilsc of Atlnrinistration and Scoririg:

-lltc

casc

*ilh

lvhiclt tlre tcst can lrc rclrninistcred is

arrother c.rrsitleratirrr

ol'tcst trsability. ticoring

procedures. too. can have

practicality of a giverr ins.rurnent.

A
'ot

rvirc:tlicr the tcst

a significant eflbct orr the

ol'things are involved in tcst scoring

bc scored sub.iectiver.v .r is objcctive

in nature. A scparatc
'rust
atls\vcl'shcct rvill also Iacilitate hand
sc.rirrg of rhc tcsts. lbr the scorins
.,f.
rcslx)llscs rnndc rlircctly irr a tcst
book is cxtrcrrrcl-y lallorious.

iii.

Iltse of inter;lretation:

sie

rreed

to have some generar guidance as

to the meaning of test scorcs

to bcgirr rvith' lbr *'itlttlrrt tlris it

is cxtrcrrrcll'clillrcult to usc
an instrur.cnt
elllcierrt nlaltncr.

2.8

i'

arr

What is lo be tested antl lrorv to bc

Tcsted?

l)r

Siddiqti (2002) says that our presenr

assessmenr system cari orrry

prodtlcc stttdettts rvlto arc very

goocl al rnernorizing arrcl rcproducirrg.
l;xpcctirrg
crca(ivit'y litrtrt thcttt is rather
asking loo rr.ch liorn thenr. lle
calls prcscnr.
.nlcntory
cxirrrrilrirliorr pr.occtlrlrcs ils
oriclrlcd

olr'icrctivcs ol'thc curriculuttt

trrust bc kcpt irr rrrind rvhen
thc tests arc bcirg

preparr:d'
lcarr:r-.r

s. thc tcsts mrst test ranguage proficicncl,

and co'"rpetencs

*f

tirc

lirtlrcl rharr the rncrnory or rotc

lcarning.

irni,l1111i1s

prclicicncy and c,")nlpct0ltce

is based orr tlre

learning ol'four

basic skills. [-or procluctive skills

likc writing and spcaking. the integrative
tasks

_1

(i

Irirvi-. lrccrr :iuggt.^sictl by tcstirrg

cxl)crts lvl)crcils

lirr thc rccclltivc skills irs listcning.

arnd reading, the discrete iiem. test

formats havc been suggcsterl.

llur lhc
rcliirbiIitr,. 'lhc

2.9

rrrt.,sl inrporrarrt

tc:;tr,, rrrLrs[ havc

point in testirrg

IS

thc

rolc ol' r,alir.litl

arrrl

valitlity, rciiahiiirl, and practica lity.

lixarlrirratiorr rterbrnrs and rnter'ar

Assessrrrc't systenl of

thc lloard or Intermediate and secon(rar.y

Education, Sargodha
Ily tlre (jovt. of the punjab:

covt' of thc l'rrrrjab vide lctter |lo. PS/ssS/EDU/MISC

22"'r
class
class

N4arclt

'

2002ltas approved to intr'duce Rel'or'rs

ix' x' xi'

att<J

rii

i'

t2002l2glgg0 ilarc<l

Exarrrination system

ancl internal Assessrucnt s].'stel.

fbr class

xii W. h. Ir" Acadernic session

2002.)_003

.nwar<Js trD

ror.

t'

Aprii. | ,,,2002.

Salient Factrrres of the llefrrrms:

i)

Questi'rr pilpers w,ill be designecr

for

assessmcrt

of'

knorvledge"

cornprchcnsion. application anrJ analysis.

ii)

Questi.n papers

wiil

contain rnurtipre crroice c;uestions.

rratchi,e.

cornlllcliorr: short arrsrvels irrtd t:ssa.y

llpc qr:c..;tiorr.

iii)

No clroice in ansrvering questions.

iv)

()rrcs(ions u,ill
bc printcd on llrc illsl\,,.rr :;ltc,

v)

r.

(JLrt'sti'ns r"'irr rr.t he

rrurnbercd or narrcrr fbr icrcntif.icati'rr.

1.,
)l

vi)

No scpitratc rittcstion papc;'rviil be provi<1c-d

in cxanrination hail.

vii)

'f'lterrc

shrtttkl be no pass/ft-ril strucrure in exarrrirrarion.

Stuclcnts rvill

hr:

awarrlccl grades ltonr A + to F in agurc:gare,

Grade

l\4 ark s

Ar

e0- t0()

80-89

Il+

70-79

I]

b0-69

('t
50-.s9
C

45-49

l)

40-44

t't:,

33-39

ilclou, 3l

vlll) f,

itttprove his graclcs. a studcrrt rvill

havc to take cxarrrirratiorr

irr.lf

su b.iects.

lx)
\

Students rviir not be ailorvecr to takc

exalrrination hall

at

hcrc srrail lrc

r,

t:xarninatiorrs

oI

l,,.stinn p,pcrs or part of.it out of

the end of.lhe exanrinatir:n.

ncgativc rnarking

to start rvith tbr rrrst tu,r.;

the respectivc cairs. Hcnccftrrtrr.

rnurtiprc crroicc

qucrtiorrs u,ill have negative

nrarking.

r(i)

( rrtiirrg or over a,q

r.r,riting in arr objecrive typc

question

a \\,roltrl answer.

rviil be marked

38

ll) llttcrnal itsscssttrt:ttt s)"steni shall

c()r)rreircc:llrent

of' acadenric

6ccgrrrc c{I'cctivc

session ?_002_2003 i.e.

iirrrr

t*c

April l'(. 2002. lt

coirrpriscs tlrc lirllorvirrg

lloirrts

a)

class teacher rviil assess each cf'his prpir

six rveekry and rvirr rec.rcl
asSessllrcnt lrr a report. a c()p\

of .,vhich rvill bc scnt to parents for tlrt,ir

in lirrrrratiorr.

b)

Asscsstt'tcttt report

of'elclr student rvill corrtain entries of his learning

ac:hicvcrncnts irr eacrr sub.jcct.

i. c.. pcriotric

drrring the ysnr. and the encl

of the acaclelnic year, a c.nr;oliclatecl

asscssrrrcrrts cnrric:cr our

asscssntent report shall be preparecl.

and .rcnd to thc parcnts.

c)

At the end of

each quarter, the assessme't report shail

be

sent to trrc

parcnts of the students and they

shail be activery irrvorvecJ in inrprovi'g

lcitrning ol,students.

d) In orde'to itnpro'e learning in n'eak areas. rerredial

class shall be

introduced in the institutions. rn srass

arso, weak pupirs srrat be qiven
special coachinL{.

Ilelorrrrs intrcrduced

b),

thi

governlnenl about lixarninations

are in

l:rrglish as well.

Critical Comments:
ilcfitrrls in e xarninaticlrr

and inlernal asse:;rrrreni systen.l irrtrotlucctl

l,t, Ilrt:

(itlverttlltettt ittvolves a change

in attitude crI the lcarncr and leacher
as rYcll. ll
clctttands ltard work rtot only on

tcacltcr' I'criodic

assc5511s111

llic part ol'tlrr: lcarncr bur also orr the part

is a tinrr: consunrirrg

ls

'f.tfrc

u,ell as a dernandirrg
llroccss,

39

l'eartrcrr; arc rr:qttirecl to rvoll,i hard re.iectins

lhe style ancl attitude

of

sclerctivt:

stutl r',

'l'cnr:lrcrs

lr.r:

llsu rctluirctl lu prcpnrr. thc lcalrrcr lo qtr llrrutrg,h

lhc rrlrole

coursc systcrnatically and thoroughlv.

APitrt lrotn the systetnatic approach of the irrternal

assessllent
also dc.rands

i(

'roccss.

definitc discipre and neecrs to bc rairry antJ

properry corrductcd.

I'volvcnre't oI parents prays ir rnajor rore in

in:proving the
l)roccsrs

.l'lltc

process and

lcat'ttcr. IJttl,rtrtnatcl-rr,

it wiil

it has rrcvcr l.rccrr part of-thc

rearrring

ccluc:.lir.rlral

take time to make the parents aware

of their neecr ro pay

attcrrtiorr to tlrc lcarrring prooess

ol.tlrcir clrild,

2.10. History of Sargorlha Board:

l'lterc are 23 exarnination Boards in the
country. AII the Boards atlr'i'istcr
cxarrrs rlifi'crently. Sargodha Boards
rvas cstablishecl on
tirne. I;aisalabad arrd ltawarpindi divisions
rvere

lr l()7t. the I(awarpindi

part.f

24 lvay.l96g. r\t tlr.t

the Sargocrha Board.

rloard becarne a separate lroarcr.

I

Irr |()litt, Irlrisullhltl bcciitrrc n scltilt.ittc

llrtlr.d.

No'r' $ilrg0tlha Ilorrrd inclrrdes/ ;tovers

lirrrr. Districts. Sargodlra. lr,liarrrvali.
llhakkar'. KhLrshab.

40

'i'ltere

arc l5 ( ollelte ttnd 471-ligher secondar,v

schools in Sargoclha

I shall study only trrc tirrgrisrr c,.a,

Ittternrediate erarnination. Sargodha

lirnitations
sclcctivc

2'll

of

rec;uirement

sanrple-.s;

rrilpcrs

lbr trvo

of the M. A

of thc Board of
reascns: tirne

Sccorrtrarl, arrd

constraint

crissertation proposar.

Boar<J.

I shal

arrtJ thc

stu4r, the

,.tf'exarn papcrs ol-the pirst

livc ycirrs,

Pnkislfln Educntionnl l'olicy rvilh rcgartl

to llxarli''liurr
Systern at Cullege level:

llackgrountl:
Evaluation
d1'rrarnics

oI

is a c^rciar p'ase in the teaching rearning

cducatiorr rcading

lo

process.

1.rre

thc rcarization of spcciric ob.jectivcs is.

to

ir

largc cxtcttt' clictatcd by thc cvaluation

rncchanis'r usctj. [xarnination rcfornrs
carricd ottt in nretnber of dcveloping
countries havc causecl improvcrrrelrt
irr tlrcir
cducation systems.

llowcvct" irr sPitc ol'irigh priority givcrr

to thc [i.ranrirratiorr systerr

of'tlte
Irurnbcr

(l{c'.rt

Natiotral c'ottttttission on Eclucation.

1959) and rcf'rrrrs suggcstccl irr

til'otlrcr *.eports (Dearcin. r974: I,rerrnick.

r974: Mughni. r975; rr'tiaz.

1985). ilur gains in irnproving e;<amination

systern have becn onry rnargi'ar^

-[.ht:

report rrr exarrrination rerbrrns

(r9g5) rnakesoa cornprcrrcnsive anarysis
of. the
tnalfitttctiott ol'cxatt:ination s,u-stents
(annual. scrnester) and suggests
a rrrrnrScr og
rclticciial lllcas.rc:;' tJnfurtunately.
tlii:sc rnei:surcs har,,e nol been implcrrrcntscl.
'l'hc
rcstrlt i's that cven today we are
caught irr a vicious circlc. t'he circle
l;cgirrs at
he badlY r:rtttslrttctcil sY'llabi.

looPinp,q

throrrgh prrorll, r,,rirtr:rr tcxrSo.ks

irntl lr.tll,,,

i+l

c:.ttltrt:tt:tl tr:aclrirli. Icarni'r: proccss. rnrJ crrding

cxtcrrral rtvaluirliorr. l;or studr:nls.

at.

rag - bag Systr:rn cnllr:il

it i:; an cxcrr-rist: in attritir:rr. fbr tcachcr:; il

cltase in lirtility; for parcnts it cntails ccorromic loss: ancl for the slatc
prod uc irr u lilan powcr

l' u rrrel iable qual

i:r a

il

is

it1,..

'l'he'lrtltrcation policy
alter analyzing the previous rcports anct taking irrtg
considcrntiott thc pcrsistcnce ol'rnallirnctiorring of cxanrilrirrions.
has proc:ccd

1.r

solve tlte problclns in trvo lvavs: a) By recornrnendins that

a National 'lestin5l
scrvicc bc cstablislred rvhich "avould have a positive influence
on the exarlilatiorr
systern. arrcl by highlighting the refbruns wlrich rnust be introducecl
inrrnecliatcllr

lirr s(rcattllittittg thc attttttal cxiuninationl; si'stcnr and rc:;torirrg

public c6llllcnct:
in thc results ol'arrnual exarnination.

l'olicy Staterncrrt:
ivla.ior elf<rrts

will be clirected

torvards irnproving the lnanagerlerit arr4

cotlduct ol'atttttlal cxatninations. I{elbrrns rvill be introclucecl

for inrproving t6c

lllallilgclllcllt capability alld, thtts, the el'flcienc.y of examinatiorr

deparlrlcpts irr
the univcrsities and Boards ol'f nlermediatc and
Secondarv Eilucation. 'fhe
$

ill

s,r,s1s111

[rc sltcitttllittcd to cradicitl.c all types ol'rrralpractices.

l)crio6ical asscssnrcnt

ivill llc carried out during

ittrlicirrr

ir.

alr)nil

ivitlr

tlre acadernic year and

will

thc rcsrrlt ol' arrrrrrnl r:rnrnirrirliorr.

be used as

perfornrance

42

Strategy:

lloth the anrrual and the semeste r systcnr

will continue to co exist.

)-. 'llrc

r.rt.:cipl urrtl nr.ot.cssirru ol. crlrrrirrntiurr

r.clorrrrs slrrrll

lrc lirllr

rrrcchln iictl,

3.

Private students

rvill

either be examined

bi,the AIOU, or

thcir

cxarrrirrati.rr rviil bc c.ncJuctr:cJ indcpendcnt

of.rrre rcgtrrar studerrts.
4,

l)oslporrctncrrt rll'cxarrrirratiorr rvill

bc avoidcd.

5.

'l'hc rvork
ot'the Boards of Studies, the
Acadenric councirs

wiil bc stringentry

Boarcrs

rcguratccr

of

Facurtics a'<J the

to avoicr [rnncccssar.\

clelay in rrratters pertaining to syllabi.

6'
7

*ernuncration fbr paper setters

wi,

be substantiary increased.

'l'lrc corrtr.rers
of' cxarninatiorr rvirr rvork orr a 2-3 ycars
advaucc.

'

schedule

lJ'

lilr appointment of examiners.

Scttior sttpcrvisory stafl'will bc appointccl

at high rcrnuncration arrd u,ill bc

ch.sen fiorn those of proven ability.

conduct ancr character. Renrunerari.rr
fbr invigilators will be increasecl.

()'

I{apirl sqtratls wiil be deproycd

to inspect trrc exanrination cenrres.

l0' llcavy'pcrr;rltics wiil bc imposecr ,n

lirtrr11l

ll

-supe1yj5or1 stafl,-as

*,,1J,t ol' irrdulgirrg irr rnalpracticcs.

Stlll'icicrtt porver will be given to

ofl'iccr incharge of exar.inatiolr ccrrrrc
ro
lc

'arrl

d i t'r'ii:rr

rt : ituations.

irrvorvirg cogrr izabrc orri.rrcc.

12. l,ranrine'r's r.,irro fhir to rcturn

theirscriprs

Il'

r'e1 as s'rrcrcnts

i'timc rviil be heaviry pcnarized.

Ilrc l)l'cpitt'illiott itttd dcclitratioir ol'rcsul(s

slrnll bc lirlll,rrrcclr.rrizcl.

l4' lrttcrttal cvalttation rvill be intr'tlucctl

as a;lerlbnllance
rvith thc rcsults of annualexanrinations

irrclicatrlr

al',n

43

15.

All sxarnination

papers

wil!

be so organized as to included objcctirue

tlpe

qucstiorrs 130 rnarks). short answers

(40 rnarks). and essa), t1,pe (3(l
rnurks).
16.

'l'hc Urrivt:rsity Grants

Education. and Boards

conrnrissiorr, Nationar Acacrerny or.

ilighcr

of

Interrnediate ancr secondarl, Education

u,irl

tttttltll'lltlic t'cscittcll (trr tlrL:lrirrrcurcrrl

lcclttrirprcs arttl cvalrritli,r.

irtrrl

,r.rriirrg riysrcr irr .rtrrtr,r cx*rrrirr*tiorrs.

l7"fhe ctlmpetencc of

Students in practical exa;ninatiorrs rvill

be judged as far

as possible through internal assessrnent.

l8' r)racticar cxar.inatiors *'it

Accordirrg

be cornpreted before

to ilnplementation

t'e trrc.r5,

exanrinati.rrs.

plan. the professionals in the

NEc ri,rrl

prcparc a coltccptttill papcr'n

tnrlnit.ring antl cvaluati'lr

.l'thc p'licy irs. rvlr,lc.

and lbr evaluaring irrdividuar projects.

rt rvas arso decidctr by the poricl,rnarkers

t.at tlris inrbrnrati.n wit

be provided to

at

irnprementation agencies.

CritiurI Colnrncnts:
Itl tlrc p.lic1

statctncnt.

tt is sta(cd tlral pcrioirical asscssrnent rviri

carrtcd ottt dtrring the acaclemic year

and

will

5c

be used as a perfbnrrance indicator

alortg r"'ilh tltc rcsttlts o['att'rtral

cxarnirrations. [Jut

it

rvas not inrplcnrclrtccl

lrccattsc thcrc is nt'pcriodical

assessnrcnt all college lcvel.

lf it means thc graclc

tncntioned itt the restrlt card hased

on the interrral perfornra'ce of the
studclrrs. il
nrust bc kept in r'ind that intc'rnar
perrornrance basetJ grades
are not gi''r as
ilttp.rlitttcc lltl'tltrtst llc givcrr
nttd rrrostly grndc:l lr{: iln';rrrlcrl
ttl thc sttttlcrtrs its rr
routinc rvork by the clcrks,

4.1

It is al:;o rnentionccl
t'ottlitrrtc lrr 1.,r-a*1.,.

llttl

that enirual irnd senrester evaluation

ott11, nrrrrtrrrl r:r,irlrrnliorr syslctu

s),sten"l

still cxists in

r',

ll

otil

crltrcirl iorr .;v:i(cnt,

It is rrre:ntionccl in thc stralcg-y

of. [:drrcation polic-v tlrat all exalnirratiorr

l)al)cts rvill bc sr,, urgarrizcd as to irrr:lutJc olricctivc

lypc qucstir)ns (J0 rrrarks;).
short answcrs (40 rrrnrks). and cssay
type (30 lnarks).

division ol'questions

in

F.

A Exanrination

llut tircrc is rro suclr liirrtl ol'

papers.

2.12. Criticar Anarysis of objective

of Evaruation given in National

C'rrrriculrrm
Accrlrding tcr National curriculunr. the purpose
of evaluation is t5e tcsting
oi'language skills learnecl at this stage.
Subjectivc questio' o' surnrnary rvritirrg
tnay be replaced by fc'ur or fir'e sltort
answer questions
cornprehension

fiorl

cach text, testing tlre

of the text at literal level ( ftrctual inforrnation.

inlerential arrrl

irrterprctivc levcl).
'['he contents
and the organization shourd be givcn
50% rveightagccr anri
5(,1(2i,

to lirngrragc,

'l'hc itcrns
appriecr grammar shourd nol bc
tcste<r in isorated sentenccs.
('ltt lllc,tltr-'r'ltiltld itt cxatttitratiorr.
llrcrc is rrot tcstilrg ol-all tlc larguatc

skills t:r,r:cpt $/ritrng. l,isterrirrg.

speaking arrri rcading skills are (otally rreglccrcd.

'Ihcre

arc'()

short answer question.s riorrr each tcxt

nrrich

ct'rtttprcltettsiort ol' lhe texl at litcral

level. tjlecause thcre are

nray tesl the

g.st t\\,o

r.lrrstitrrr

4-5

taken fitlttt caclt lerl" one question is

sunrrnarl basecr and the second qucsri,n

olr11,

dcrnands c:ritical analysrs.

As lirr as itcttt of' applicd grat,llar arc

conccnrcd. -l'hc' arc tcsrcd

irr

isolation.

2'13 Instructions for the Evaruation

of papers Ily Iread
llxarninu.s/Sub Exanriners (Jroult:
I and
Inlcrrrrediate Bnglish lrart

II

Il Exanr: l_A,2002

(iencr:rl I nstruclions:
I

'

The paper aims at bringing out

comprelrension and understandinq
of
larguagc

2'

arrcr

tcxts on the parts or'trre candidatcs.

AII original attenlpts with good idiornatic

English rvhere in the candiclates
Itavc ilnprovised their individual
resporses ancr are perlectly rele'arrr,
rray
l'ctch cxccl lclrt arvarcls.

3' 'litcrc is titt tlpper or l0wer lirnit. llowevcr.

llcad Exarniners shall ensrrrc

all around fairness and unifbrrrrity

of evaluation.

4' All crrors atrd tttistakcs shall bc encirclcd/underlinccl

crosscrj *,ith

rcd

pencil.

5.

Mistakes of tenses and spellings

may be duly perralized.

(r"

cenerar tendency of urrder evaiuating

good scriprs is to be discouragecr.

7'
tl.

Marginarcases (2g-32) may

be revised with a vierv to puring
trrerrr up.

|:r;rrlirr,:r.s;rlt: to

191111;gr

jrrstict: witlt c.lcnrcrrcv.

Specia| [nstructions:

l'

tJ l'2'1: l{clcvitttcc ol'attsrvcrs

shall bc kcpt irr vinr,. srrrr'nry
n,riiirrI
cvery clrcstion rnust, not be given
higlrer an,arcl.

l.r

4$

(). 4: A llood

cssa-v {lolvcrirrg irrro

cvg:t' i11[)isL't rnatter rna],

hc qire

toilliil(' itllcttll)ls !tlit.\. ll()\\,cvct..

(.) :i. A. l;vt'rv idi'rrr correcll,r,

\io

nvr,;rrcl in case

hcaltlrr t.'xpru;si<lrr rvith prolrcl. i:rrrrlrrrl

c..;i:':llcnt a.,rnrcl. tlookish nralcrinl
ar;il

rr

n()t l,c ilisrrrisscrl.

1159,1

s'all

'rarks

half au,arcl.

\\/rnrrg spclling

(i..d

gi'cn 2

of tense ltristakc.

Spcllirrg rnistakc

4'()' r''

hc

No;ttvat'd

trarrsration cxprc,iting

thc text arrd rc.dering t'c

rnateriaI

firitlrf'ullv nra rre given ribcrar

a*,ard. worcr a.fter word transration
rnay

rrclt

bc granted gcod marks

Instruction to Exanrincrs:

lrrrglish (cotnpulsory) paper

"l"

rbr IntcrmcrJiate part I (Crou' Iand

ll

l:iranr inatiorr (Annual) 2002.

(iclrcral
l.

nstnrctions:
T'his paper
i;rrrurrirl'rc irs

airls at exarnining the candiclate.s proficicnc,v

rv.t

i11 t::nglish

as rri.s/rr.r a'irit.y t() gi.lsrr trrc

tc.r:t. I)rcasc kc.D [r.tr,

thcsc aspccts in rninrl rvlrile

cvaluatirrg thc scripts.

I\4irrgirr.l cirscs (2t)-.12) rna5,

bc rcvi*r,ed sl,rrrpatrrcticarl,arrcr.

if-

possiblc. hr:
lru!lccl up to pasi levcl

Mislrtkc:;
pcrra

t;l

spellirrgs,' ,.r.allll]flr

lized accordirrqlv.

sh1y11lfl

rro hc ign<:red arrd. llrcrcr.rc

47

4.

l"r-'st instalirnents.

when

returrreh.

bc read thoroughll, to

ollorr,

ltl<l itiorral iirstrrrcl iolrs.

Spccific Instructions:
Q. No. 1.2 arrd 3 (a):

llitrc sttt'tttttrrry trl'thc lcsson sltould l'ctclr

orrly

pass lrrarks. llorvevcr. t6c tluc:;ti.rrs

irr rvlriclt tltc clttttlitlrttcs ltavc bccrr

askcd ro givc thc substancc surrrary
or trrc
stot1" plnl'/poclll' a rvcll-wortjccl
sunrrnary rvitlr critical touch should
bc aN,arclcrl
gelrcrousl1'.

t). 3 (b) 'l'lrc slarrzl slrorrltl bc cvalrratctl

irs urrrlcr:
Narrrc <rl'thc poctrr
Narnc

ol'llrc poct

Corrtcxl
l',x1llanltiorr

Mark

Mark

Mark

3 Mark.

(). No. 4. l.cltcr/Applicatiorr

should bc rnarkctl as urrdcr:

Adrlrcss arrcl date

Salutal

i<-rrr

SLrbscript ion

Mark

Mark

I Mark

llodv ol'the l.ettcr/

Applicatiorr

7 Mark.

Notc: N,lcrc lrlrrnat ol the letter.i

application. having no bod1, or tcrtalll,
irrclcvarrt
orrc, rrrrrsl bc givcrr rro crcclit.

(). No. (r l) A possiblc

ncccptcrl.

vari:rtiorr

ol

vcrb/tcrrsc corrvcvir.rg a propcr

scnsc lnust

lrr:

48

lt) lrirt:lr rvrirk ilr a I;rir uitr.r..ic:i r,,,, lrtaik. llu,,,t-,vcr.

itllcntltl llrc r:ornlrlclc

(.) Nr' 7. l\

r'or,r.e,-.t

tlrrr r-x11dldrtc is rccluircd ti,

pnit..

arrtl idiortrltrc lr.irrrslirtion should l'ctch qcrrcrt)us

il\\ itr.rl i.c.

l-1 rrrark:;.

('ritical

( lorn lnenls:

Ittstt'ttctiOtts by the I-lead [xanriners

rvith regarcl

to Evaluation .l-arrs*,cr

shccts.l'Ir.rrglish al rn(errnedinte lcvcr arc

clividccl into trv. parts. orre
rrart
relatecl lo general ittstrttctiolts rvhich
shou,s that the

is

Exanriners should.iuilge the

capabilitl' .r'the rearner and his understandirrg

of rangu.gc and tcxts.

Itt tlt': l:clttcation policies. polic,r'rnakers

stt'ess on the test of,the abilit' antl
ach icvcrrrcrrt of'

thc

st

rrtJcrrts.

At this point' the qttestion arises. rvhat is the

criteria to the
ttnderst;tttding ol'the language ancl
text on thc part of the larrg.agc and

abilit-v- a^d

test.rr

t6c

part .l-the lcarncr'/ fhis leads to

another question. Do the questions in
thc text
tcsl lltr'r lrllililr tll'lllc lcitt'ttcr'/ ll-lhcsc tlrrr:srl,rrs
irr( irrs\\,(:rctl irr tlrc rrcglrlir,.. rlrcir

tvhat i5 tltc r.le ol'tltese instructiorrs given

to the Exarrrincrs?

llo*,

carr thc

irrstrrrctiorrs bc :rplllicd to thc alrsrvcr

papct.:;,i

spr:ciric irr:;rrrrc:tion rvitrr re.uard t,l Irrgrish

rangluagc ,r.rs\\,cr papcrs; 2g02
slt0rv lltitt ltigh rrrarl;s shotrld bc alltittcrl
to thc r:xirrrrirrcq rr,!io 5as pr.pc' c.rrtrt,l
ovcr thc sub.iect rnaUer. language ancf
content ol-the texl

tl()

I{cpetition. irrelevanci. rotttinr: altcrmpts. reprriduction in ansrrer

pilfrrrr.1;

rlltilil llot lrc allotted lrigh arvald.'l'hcrc instructirlns are good

a
guitlc to
l:xittttitter [rtrt tlrcrt is itgnitt a tlrrcstiorr ol'praclicalil,r'

t'l' tlc

the

irrsrrrrcti,,rs. (..ir

lltcsc irrstructiorrs bt: practicalll, applicablc.

Vrrliditr ol'tcst tttarkiltg is po:;siblc il'thc cxanrirrcr checks

(ltlc\liotl ol flll llrc itllswcl'ltitltcr lt thc

snrrrc tirrrc.

[]ccausc

tlc

tlrr-,

sirrr-.r:

rcliatrility

.l

tnarkitlg ol' strb.icctivc t;ucstion is clucstionable

as thc Exarnincr r''1, allot
dillbrcnt tttarks to the sante qtrestion b1'rnarkirrg thc
sarne qucstiorr at clif'l'crcnt
titttes' bccattsc llis tntlod. iticas. ttrrricrslandirrg

rlili'crcnt

at

ol'

thc sarrrc tlrrcsliprr l,ill lrc

dillbrcnt tinres and at different places.

'i llcrc
arc llo instrttclions rcgarclir:g thc rnarkirrg ol'sub.icctive
answcr:;.

thcsc inslructiorrs are not practicecJ by

Srr

'raj,rity of the exarniners. As it

is

itnpossiblc for the exarnincr to check the same

question of al! the ans\\,cr par)cr:;

itt tltc

satttc

litltc ittttl ttt tlbscrvc tlrc arrsw'cr stl

kccrrl.v kccpirrg irr

lrirrrl

instruc:tions and poip15 in sticI a lirnitecl perio{

ol-ti11c.

2.14

I)cfinitions of Curriculunr:
According to [)avid t-larniltion ( 1975. l, 133)
'-(-

urriculur' is a set of activities invorving lcacrrcrs.

rearners

irnd nratr:rials and these activities arc prc,vitling

through

l)cnllilnent institutiorrs".

(';rslc' V. ( i..rls l)ictiorrlry,

ol'l:duc:rtirn ( lr)7.1. P l.s7) tlcscrilrcs it

.ll

t1c

5()

"(-r,rric:trlr.rrn
sutr-icc

ls

is

ri;cluircrl

s1'slertratic gr()up rlf'c:orrrscs <tr sc,qtrenccs ol'

f'rr graduation i)r

ct:r1ill,:atir,rn

in a field

ril'

\l U(l\,'^.

[{orrald

( . [)trll

( l(;9(r.

p l5;clelinett it as:

" l'hc lirrrn,l and inlirrrrral c'ntcnt

*iri. krr.*'lcdgc

^nd

1.rr.ccss by rvlrich lcarnc:rs

arrd urdcrstarrdilrg. dcvcl.ll skilrs arrd artcr

attituclc. appreciatior ancr l'arues u'crer thc

aus;rices

of

thar

scltoo1".

Sin,lor.

A llc'xandcr ( | 9tt

l. l, g) <jeflrred culriculurrr

.A pltrr firr providirrg

as:

scts ol lcnrning upporturritics

lirr

pcrsorrs

to bc eCucatcd".

2.14.1 Ob.iectives of Courscs and sl,llabi:

s1'llabtrs is arr irrllllicit statcrtrcnt

ol' r,iors ol'tlrc

nirturc ol-languagc arrrl

learnittq' In tltc instittrtionalized tiarnervork

in rvhich rnost tcaching takcs

\\/c tttttsl ilcccDl tlrc prcdcrcrtrrirrcd syllahrrs as hct

of'lil'c. ln vicrv
r()lcs that it
sy'llitbtrs

pla1,s

it is e.s_sentierl

that a grcal dcal

'l.cc.

'l't5c

of thougftt is givcn t9 [31,

tlrc

is ttscd' lt cittt. artd unlbrtunatcly ollcrr docs. act

as a ball and clrai'.

dcttyittri crcrtivitl, arrd sulr.icctirrg cl,crythirrg

to cvnluatiorr critcrin,
sensitrll

rrrirrrr,

lnd

se

llut uscrl

rrsrriv,:ij a 51,lri1gus can pr'r, iile ilre support

and guitrarce t5at

creativitl'lltrivcs orr. lt is a *,orkirrq docurrrcnt

tlrat slroulcl bc used flexibl' ir'ci
appr.p'iale

ly

to r'asinrizc tlre ainrs irrrd pr()ccsscs ol'lcarnirrs.

.51

ll'

the obicr:tives ,-rl.the corrrljc h;tt'rr

hr:crr idcntificcl

tcnlts. it is logically a sirrrple

it is dt:sirilblc

1,.!

exer,.:ise

cvaluate and then

irr colrcise opc,ratiorrirl

to iclc:ntif1,thosc aspccts ol-a cortr:ic. rr,hiclr

to

clroose

all

appropriate instnrrncllt of

k:r:hrrir;rrc lor car.:li iob.

'lltt: tlt''"isi'rtt
- tttitkct

tlccrlr;

lo krrorr' il'tlrt: prrrgnrrrrrrrc is lcasilrlc. it

i:, rr,

ttsc t'astittg tilne pttrsuing an idea rvhich

no oxe.
Scetrtltll'r" hc rvill tlccd

l.

ilr

any, circumstances. cirrl

r.rse.

ktt.tv abrrrt thc cl'lbctil,crrcss ol'thc pr.ograrrrrrrc

ur.rrg

Ittttttbcr.l'ditltctlsiolts' 'lir bc lair and

h.rrest.

trrese dirnerrsions

will

need

ir

t.

include those *'hich the cicveloper

of the prograrr rhinks are i'rporta't. a'd
als.
lltose sccn as irrrportarrt by othcr peoplc
(irrcluding al.l), opc gppose.d to
tIc

l)rogralllrllc)"1'hirully' the decision tnaker rvill neecl

eviclence fiorn rvhich he carr
der:ide' irr the ctrd' rvhetltcr he
lbels that the progranrmc has e<lucational
value fbr
thc studcrrts u,ith rvhonr he is concerned.

2.14.2 Objectivcs of Syllabrrs Regarrling

Bnglish Language:

l.

l-anguage is a cornprex

entity,

Trre syilab,,s. in dcfining the constiiu.:nr

parts ol' langttage knorvledge. thus

provitlcs a practical

tivisi'rr

.l'asscssrrrcrrt.

tertb.tlks

arra rearrrilrg

b.sis lor thc

tirrc.

2. lrr acldition to its practicar benefits. a syilabus arso

gives nrorar support

tcr

tltc lcitcltcr ittttl lcarncr. itt llritt it rrrrkr:s

tlrr: llrrrgrrirgc lcirrrrirrg rirsli .Jr'cirr.
rrranagealtle.

-1. A syllatrus is an irrrplicil statelnenl. of viovs

on the nature ol_larrguaqc

arrcl

lcar.ning.

4'

A syllabus nrovidcs a sct ol'critcria

lor rrratcriais sclcction

ancl/ or

rvriti'g,

It dcllncs the kind of' texts lo lork

lilr or procluce. the itcrns to fbcus
cxerc:ises clc.

5.

'n

in

A sl,llabrrs is one wav in whicir standar<lization

is achievcd.

6' In {hat tcachi'g is intendecr to read a rearner

to a particurar statc or.
knclrvledge' thcre neecl trl bc'critcria
agairrst which success or fhilure in
rcaching tlrat state

rvill

2'14.3 svllahus'f t,)ngrish

Part

'f

be assessctl.

s'rg'rrhn B'nrrr,nt Inrcrnrcdinrc r,.,cl

I
|

l.
)

l.

llook I (slrort storics)

IJook

!ll

(pla1,s + poetr"y) | 5+

tl

)(l
I

30

('orrrpositiorr:-

a) l.cttcr Writirrg
b)

00 nrarks

Stor'-r,wpi1i11g
.A

pplic<l ( ir.itrrrrnirr:_

t0
t0
t5

-53

a)

Correct use ofTenses

b)

l)trrrr:tuatitlrr

c)

Dillerentiation in meaning of rvords

5. [tctrarrslation:-

(A corrtinuous pr.ost passage fionr

tinglish into Urdu)

t,5

'l'otal

Part

100

ll

l.

Marks 100

llook tl
(l\4oderrr prose and old I_leroes)
l5+15

Novr:l:-

2.
f

l()

(iorrrpositiorrs:-

J.

1l)cs'iptio,

and Narrativc Essays c,onsisting of

300 to 400 rvords)

Applicd Grarnmar:-

1.

30

l-s

20

a)

('orrcctiolr()l'c()nlnloncrrors

b)

Direct and indirect narration

c)

[.lsc

d)

l)hrases ol.Current tJsage

ol'prcpositions

'l rarrslatiorrs:l-5

(A c.rrririrr.rs

r)11)sc r)ilssirr.lc

ti.rrr

r rr.trrr/nr.rrgrrri

irrt.

rrrrgrisrr)

54

]'oral 100

2'14'4 Critical Analysis

of the objcctives of the English coursc/Sr'lln5*s

rlcsigncrl for Interrnctlintc chss (part I :rntl

ll)

Ilook I for lntermctliate part I:

In the prelhce of trre Engrish Book

Siddiq Kalirrr.

it

Ishon

Storics' scrected bv Prof. M.

is lrtctttioncd thirt thc hook "slrort stcrics"

corrtairrs "s;irrtplc

tnoclcrn language" lraving "a nroral . scientific and

historical contcnt,-.

"'l'he rna.ior ob.iectivc of prescribing

books ol'Errglish at tlris stagc. ovcr tlc
pasl ottc tlccadc or so ltas bccn, anrJ
no doubt

still is, thc tcaching ol'lirncti.nrl

ljnglislr".

lrrlr

nchigf

ilrg this purpose, the rccourse io riterature is adoptecr

selection .f'prices which are written

"in simpre. modern

l<lr

ranguage.,.

Prol'M. Siddiq Kalirn Clairns that

" I\r'irs rrhrc ro scrccr srorics riortr vlriorrs

nr;v

[;xplanatorv

rirtrrtorugics rvrrierr.

irr

opinion. should tully meet tlris requirentent,..

'.tes

have been give on references

lnd ailusions.

Conrnrents:
l

ltc rna.ior ob.iectivc of' prescribing books o{' tirrglish

is tlre teachins of'

lirtlctional trrrglislr. Irunctional [inglish contains

tlre use of'grammar an<l stuclcnts
arc rcquired to usc the ranguage through cxpressions,
viervs ctc.

55

lf

it:; rrrairr olr.icctivc. as

it is rlcscrihcd irr thc prcllcc o['lhc lrooks. ii

teaclt lttttc:tiottal l.:nglish. then, ol'course. the evaluation or tcslirrg

lo

.l'llrc hr.l.

ttttrst lrc itlso lritscd ort tltc lirtrctiorrnl 0spcct ol'thc lurguilgc. coursc.
l]ur througlr

ir

critical analysis of the five years question papcrs of English part I shou, t6at t6e

tcxt borrk ol'short storics is rrot uscd klr the

prrt-llosc

of'tcaching or

lcnr.rrirrg

lirnctiortal Lrrglish ltccause tlte questiorrs relatcd to slrort stories irr t6c qrrcstigrr
paper are .itrst the repeated questions rnainly based on the surnrnary

or critical

rcvicw of the short sbries.

So the nrain objective of the selection

of short stories does not rnatch rvitlr

the objcctives of'evaluation and testing process.

llool<

lll frrr Intcrnretliate part I lrlays antl poems:

Sr:lcctcd By

Prof. Gilani Kanrran.

lrr his prclacc to the book. pror. Gira'i Karrrrarr csplairrs

selection ol'plavs arid porncs.

lt

rhe:

purposc.l

is adrnittccl that

"'l'his antlrology has obviously been prcparcd unrlcr

s.ci. cultu'al arrd ideol'gical circurn.stances.

and

changecl

h.pe

thal

itPitrt lirrttt lirllillrrrcrrt ol' culriculi,r ,rni.l ncltlcrrric rrcctls

ol' thc
strrdcnts. it rvill ofibr tlrern s.rnctrring to read arrcl eni.r,.'.

T'lrc ;rurpose
tttake

o[ sclection of plays

lhc leanrer able to

clescribed by prol'. Gilani Karrrran is

tJo critical analvsis

oI thc plays and to understancl

lO

ther

stylc arrd litnrrat ot'the play,s.

wltcreas lltr: tnain ptlrpose of thc selcction ol'thc pocrns

is as il is srrrlc4

"l

ltavc' tlrcrelOrc. attclnptccl to sclcr;t shor( picccs.

irrrd lravc arrangcrl llrr:rrr ilr

ir

paltcrn so tlrat the sensibility of the student

is graclually conditiorre<l rt,ith cvcry
Dricc".

Critical Commcnts:
I

'c
ru

laving read the preface of the book. it can be

said thar the students lnat'

.'lc t.

rrclc rstarr

lcarrr ul.rorrt tlrc style, fbrnrat of. thc plays

ancl

they rna1. bc able

d poetrv.

!]ur thcre is a rack of description of thc objcctives

rrf teaching pra's anif
poctry liorn linguistic point of-view.

ll

is trterttiolred in tltc preface that the book rvill

fulflll thc curricular

a(:adcttticr ltccds

ol'tltc stutlcnts. tlut the qucstions

an.J

arises u,hat are the curricular

and acaclerrric needs of the students irr rearning

and studyirrg prays and poem.

ln nationar curricururn

Engrish

(cor'purs,ry;, it is stated that the

poinrs

sltotrlcl a''r'akcnccl the aesthclic:iensc

allrong thc studcnts fl!l(l irrculcllc a ltr'c lirr

poctr)'' l'he sttrdents shoulcl he ntade larniliar

rvith the crrrrent use of iinslislr
larilIrrauc.

'flre

arrarysrs

oIthc national crrrrictrlum also shorvs that

the tcxr book:;

aitn to teach the four basic skills to the

student thcre as otrr resting systerr.r l.c\,ol',cs
rouncl thc rvriting skill only,.

Internrediate English Book II:

(Modern Prose and Fleroesl
Sclcctcrl by:

Dr. Mulrarnrnad Sadiq

'fhe

ob.iect

of this anthorogy, as it is described in rhe preface.

is to provitres

stritablc rctcling tnafcrial firr thc stu<ly

of llnglish languagc fbr thc Intcrrnccliate
stttdcltt:r' Slttdcnts

lrc rcquircd

ancl cxpcctctl

to lcarn to [rsc l:nglish, as it is sp'kclr

arrtl rvrittcrr by Englishrnen today.

[']ssavs

and passages serectcd are

irrr.eresring, hunrorous, infbrnntivc.

stirrrulatirrg arrd atlvcrrturclus.

Critical Comments:
As it is thc undcrlying object of. the sl,llabus.
dcscribed in thc
students arc expected

to learn to

sue

English as

it is spokcn

pre

fircc. that

and *.ritlen

Lr_v

Errglishrncn today.

'llti:;

trtltlct'l'virrg oll.jcct cittt lrc tclric,.'r:rl

throuuh rlrc usc

[nglish. spokcn.r written. But the testing

slrrdr:rrt:;. nrr.:ril()rJ/.

ol'

lirrr..tiorrnl

process onry ainrs nt.iudgrnent.f-the

'r'hcre is no
sllokerr tcsr whiih r-arr.judge cither the ohicc{
lras

slt

bcctl

thc

ltclticvcd.r tlot' As lar its rvriltcn tcst is

c()lrccnlcd it

dcrnarrcrs Su'.rrrirr.\,rl

text or the critical arrall'sis ol'the

cssal rvlril6 tlre students can

rrrcrrrc.risc

easill' and it does not cremancr ranguage

competencc or proficicncy on pan or
trre
students.

ln tlte very beginning of the preface. it

is also mentionecl that the ob.icct ol
this arrtlrology is to provicre nrateriar
for trrc stucry or'f.ngrish ranguagc.

llow

carr this ob.ject be achieved

il'the evaluation

proccss dcntanrls u,lrnl

lhc studcrrls havc nrcnrorisctl or

rvhat thc1, can rcprorlrrcc.

ciratntttar section of the paper is isolatecl

fronr the text book part.-I'hcn t6e
questiott arises rvltere is the text
of English language frorn tlre reading lnaterial
of.
the Book? Clan in this way, we
achieve the object of anthology?

Whereas ob.lectives of. s,v-|labus.

rvith regard
b1,

thc I:clucationists are to del,elop language

skills

to Iin-qlish languagc

dcllrrcr.l

an)t;n.q the students. Skills

cornprisc listenirrg, speaking, reading.

and lvritins.

Iltrt qttcslitltl
irrspitc

,l'

papers rtr cvaluatir)n proccss

ncglcct thc skills. Morcovcr.

tlre pr<lvision of the syllabus

objecrives b-y national curriculurri.
.ur

e'aluatiott pr()cess seclns to ttcglcct

thc thrcc skills: listcrrrrrg. s'cakirrg .rrtl
rvritinu.

..59
A syllabrrs is a rationalised construct

rvhosc principlcs of dcsign arc nradc

plaitt s. that tcachcr can refer to thcm.

ancl not just to thc clesign itsclf. to
rnakc

tltcir orvtt tttctltotlologicnl plans to suit the

circurnslarrr:cs ol-

thcir

nlrrricrrlirr

classro,r,. So tlre syliabus can be seen as

a statement of projected ro.tes. s0 that
tcachcr arrcl lcancr not only havc an idca

.r'whcrc they arc goilrg, but horv thcr

rnight get there.

On thc othcr hancl. intcrmediatc syllabus (tcxr

books). olr.icctivcs ol

teaching l':nglish defrned by natiorrar

curricururrr and thc process

of cvlltra(itirr

havc rro corrclatiotr rvith cach otlrcr.

Conclrrsion:
'lhc syllabtts
prcscribed by the [)uniab'l'cxt l]ork
l]oarrl firr lntcnrrctli;rtc
Bnglish and the survey of needs analysis
of teachers/ students has disclosed the
lact that thc cxistirrg situation is rrnsatislhckrrr,.

I'llc ctlttrse lails to attairt the ob.iectivcs

ol'lrrcctirrg tlre colrrlrt'ricati<lrr
detnand ol'the students and fluency
in both oral and rvrittcn ranguagc. so trrc
of,

I:llglish lattgLtagc tcaching dont rnatch

the cluestions asked in the question
pancrs.

60

CTI A P'[E R-3

R.ESEAITCH MBTHODOLOGY AND DESIGN

3.1

Rcsearch Design:

As the

sttrcly

ol' the researchcr is concenrcd rvith the anall,sis ol'

l:vaiuation Dr()ccs:i. it retlrircs systunntic n,ays ol.approaching

it.

lhe

Desigp of'thc

stud-r, is rrrranti{ativc lrased on cxperinrcntal rcscarclr.

3.2

Sampling;
English qtresti<ln papers

of

Sargodha lloard

at Internrediate lcvel

u,cre

takclt as satltplcs lirr rcseitrclt. Intertnediate cxatns are adnrinisterecl

in trv6 parts.

itr Sargodha lloard: lhe {irst is adnrinisterecl at the end ol'l" vcar
ancl the sccol.rtl
prttl is rrtlririrristcr.ctl lrt lhc t:rrd ol'J,,,1

1,,_:111..

Sn thc rcscnrclrcr collcctctl s;rrillllcs

liorrr hoth parts ol'tlre crarnination

lltc Ialtcrs itrc cotttpilcd by dill';r'crrl

publishcrs irr tlrc lirrrn ol' srrrnll

bOoklt't. c()nln.l()nlY krrOrvn as lhe 5-years paperr;. T.lresc are then

tltroughorrt the

nracJe accessihlr:

1,961'.

Srr llrc rcscarr.:llcr collcctccl -5-ycars clrrcstion pilf,rci-s

ol'lrnglish lggT-2(i0l

l, ,l

Itt'ort'tlttt c:
'l'he:

i!

rcscar,:hcl.alrall,'zctl the tcst itcrns *,hich inclucle

I lrr.: hcy,

tlucstirtrrs;

li.rn thc cxarn

papcrs oi. 1997_2()01

6l

iil

Sutr-questinns fioln the exarn papers

iii)

1997_200l.

Iti:rrs given in sub-quesiiors ( rg97-200r)

nrrcl part

3.3.1

of

Analvsis

hr

rntermcdiarc part

ll.

rf the sanrpre Test Itcms

5 r'citrs (''9\)7L1l0l )

rlrrc:;t

of 5 years (1997_200r) r,art I:

iorr l.,ltlx:f:i

lir;

111111.

l)irrt I urc t6c srrrrrlrlc tcrl

ilelns ol'tltis strld.v. "Assesstttent llrstrrrrrrcnl''

arc llrc tcst ilclrrs in thc
i rr

c lu

plr'cr.

l(

clcs:

i)

'l'hc kcy qucstiuns

iit

Sub-c;rrcst ions

iii)

ltcrns

T'he question paper cornpriscs

based titt the

texl'

of

seven questions. .I.hree qucsliorr:; arc

tlach qtrestion is takerr liorn one of

the threc books

arrr-l

rhcrc

is

100'% choice in thr: qucstions.

I

Kev-qucstion I:

ll
'l'he

qlctttlttt<li srlllllllillV

trl'tltc st0rr' rlr ir qttcsli0rt llitscd 0tt iln0lhcr rkrn,,

cFrcsti<ins based on the story

are basecr on thc

Kct-qtrestion
'l'rvo

conte't of the text.

ll:

qucstions are asked out of trre trrree

pr.:1,s. one question is about
the

stltlltnat'\'/ trl'tlie

plal

ancl tlre otlrcr is a qrrcstion or

a cliaractr:r skctc6

liorlr a nl'r,.

62

Kcv-question III:

I'litr third questiori is based on

the

poenls. The question is abour

tlre

critical sunlnlary of one of the two poems.

Sub-qucstion

III:

Sub-qtrestioll

of the key question Itt is the critical appreciation ot-o'e

.1.

tltc fw'o slarlzaii.

Criticll Analvsis of thc Tcst ltcnr (l-lll):

I

'fhe te';t iterns in

the exams are based solell, on the contents ol.the
tc.rt books.

Such lesls catl llleasure tl:c studcnts. ntetnor,v but

not lrisihcr
gcncral c.rnpetence. Learners are recluirecr

to nrcrlorize

tlre

sr.ntilllary of thc stories. plays arrd pttcrrrs.

3.

1007o choicc

tlte

rray lcad tlrc lcanrcrs torr,arrls thc setcctivc stu<J-r, ol,

tcxt. Because analysis of llve 1,ears qucstion papers ( | qqZ-

2001) s.ggests that pattcrn o| thc qucstior papers has

rrccrr rrrc

sitr'c tlurirrg the last livc ycarsl Sccrlrrrlly. thc repcatetl

pafi.rrr

.1.

the, exanrs encourages selective study.

'l'hc

student:i llla)/ choose half

oi

the stories i.c. seven in nurnber. bccatrsr:

onc tlrrcsliorr is tirkcn liotrr llrst hall.ol. llrc

story book arrd thc olhcr cprcstiorr is
trrkor liurrr tllc ltrsl irrrll'ol'llrc skrr.\, lrook,

63

ln the sanre wav. out ol'the three plays, if a student prepares

the trvo pl,r,r;.
hc/she

'ra-1'attempt

one of thc questions easiry,and score passing nrarks.

()tlt ol'scvcntccn pocllls. onc qucstiorr

ol'sulrrrrrary ol'tlrc poerrr is rl*,a's
taken fiorn the first half part of the poetry section.
i.e. eight poems and the seconcl
stlll'lln0rY tltlestitltt is taken

fitrtt thc

sccond lralf part

of tlrc poctry scctirrr. llrt:

pattern.l'questiorr papers givcs thc iclea that

if.a student prepares onry halr. parr

ol'the poctry section may attempt the question

satisfactorily and may get

passirrg

rnarks.

-l'ltu

strb-tlttcstion basec on thc critical appreciation

with refbrencc tu [hr:

cotttcxt kccDs I(x)o% choice. 'fhu revielv of the

last llve years qucstion 1la'crs
exposes thc tact tltat students may prepale
the relbrence to tlre context a'd critical
appreciatiorr of the lralf of the poettts and
may attempt tlre qucstiorr

casill. It als.

c'lernands selective study.

'J'hc

brieI anarysis is enough ro srror' trrat cxanrs

test lnerrrorl. rr.l

ttttdcrstitttdittg as studcttts tttav do crarnrning,arrtJ

rrray rcprocltrcc rvltirrc'cr r5c'

havc tnelttorised' Questions stress only

the cranrrnecl up rvriting skill 1o t6e
ttcglcct
'l'hc testing syst,r
inl'act cncouragcs the studcrrts t<r
'l'all ,tlter thirrgs.
acclrrire a level

of rnediocritv.

As lnr as tllc rlivision ol- nrarks is t:orrccrncd

short
trvs111t"

stor.1, qucstir.rrr

i,i ol

rrrarks. whire the question lrascd on the

pray *;,r.r.5 r'arks. -ilre p.etr,,

54

scction comprises of f"vo prarrs; surnmary of the poem

carrying nine rnarks

ancr

critical appreciation rvith reference to the context

carri,ing six marks.

Fronr key question IV onlvards, ail the questions

are grammar llasetr.

Key-question IV:

'

Itt question lV, students have to write a lctter

or an application. 'lhc topir:s

are tttostlv related t0 sub.iects such as farnily

or personal relations

'n

stu6ies

(lailure or sttccess). The sub.iects of applications

ar': rnostly related to leave. feeconcession. rernission of fine etc.

'l'ht: sulr.icct:;
of'tfrc lcttcrs and applications are rcviscd. So
it is

,:as-"* l.;.rr

students to revie*' the rast five years questiorr

papers and prepare guess paper ancl

gct rcatly lilr tlrc cxanrs. 'r'rrrrs trrcrc

is r00'),0 crroicc not

orr11, irr nttcrnprirrg trrc

questions but also in preparing fbr the

exatns.

Kcv-r;ucstion V
Qtrestion

dcmands on story rvriting illustrating

orre

of tlre rrorals

t.rr

proverbs

'l hc
tlucstiorr also clrr;-. 100,% clrgicc.

Studcnts Ina), nlcnlorise lhc strrrics

and reprorlrrce tliern in the exarns. .l.lrere

is tro tlenrand of'rlrigirralirY rrcrr

lns\vcts rcllcct n r.rnl pr.ollcicrtct,,

rIr llic

65

Moreover. studettts lnay prepare 8-9 stories

rvhich may coverthe nrorals ol'

tltc storics' So se lcctive sttrdy of the

stories is cno,.,gh to atternpt thc qucstirrrs

irr

the exar rs.

Key-qucstion VI:
()ttcstiott ll() vlcolllpriscs
pitrts ol'grnrrrrrrar. lt kccps thrcc su6-r;rrc:;li.rrr;:

i)

Sub-question (a) colnpriscs correction

of tcnscs.

ii)

Sub-question (b) punctuation.

iii)

Sub-tlucstion (c) pnir of rvortls.

Kcy-question (a):
Iterns ol- sub-qrestion (a) are the tcnses.
verbs are given in brackct and
students are required to use the correct
tense (form

of a verb).

r-herc:

is

r()0?i,

clloice as students need t0 correct

5 sentences out of ten. studcnts are rer;uire:rJ

t.

have a knowledge of tenses which

are the basic part of grarnnrar.

i'

I[[%choice

co.rcction rnay be very herpfur even

lbr the moderate students. As thc5, rrrar
atlctttltt lltc qttcslicltr casily lor rhcy
hnvc to corrcct rrrrly li..,c.ul ul-l0
scrrlc'ccs.
'l'his
tcst itcrl orrly tcstr; thc scnlcncc puttcnl.

Sub,qucstion (tl):
Punctuation ot'the passage kecps
no

clioice. Studcnts havc to pultcttriltc

tlre passage carrying flv,e rnarks.

observatiorr and anarl'sis

o[ five ,vears qrrestion

papers srrgrcst lrrar

ptnrcluttiolr ol n corrlirruor.ts pilssage

does not:.icr(:tn t,l bc rrrarkcd casily.
llcclntsc

66

division ol'llve rrrarks for a passage

is difficurt and rnarking ma,v not bc

sttch

a short passage' all the rules of

rn

'arit!.

punctuation cannot be analyzeci

anrl

exatn inecl.

Srrb-qucstion (c):
Iterns

of the sub-question are the pair of worcrs.

students are requirerl

nrake thcir orvn sentences to

show the clif fcrcnce in thc

It c:arries live rnarks lbr attenrpting

five pair otwords.

'rcanirrgs

tqr

oIpair.r rv'r4s.

This question arso does not demand

the knowredge or competerlce

,n

the

part ol' tltc learttcr' as they can

mernorise the sentences of thc pair
of w.rcls arrcl
tttit'y rcpr.<lttc:c lltcttt its tltclic p;tirs
,f'w,rds .rc t.kcrr lilr'r thc tcst p.pcr lirr
intcrinccliate class rvhich is
thc lavourite anrj rnost used hand
book of thc strrclerrti

of

interrned iate class.

Kcy-r;ucstion Vl:

Itcm ol' cltttlstiott no seven is trallslation

ilrlO Urdu. Analysis ol. thc
previous live years tluestion papers
shorvs that there is 100% choice
in translatiorr

and.tll'l'the: two

paragraphs, one is taken

fiom the short stories given irr
l6c text

book rvhereas the second paragraph

is out of the syllabus. It consists
of f.ifleen
ttrarks.

rt is rrir'tcrrrt
anq\\/er

ol'this

slrrrrJard

.f'

t'

trcrcr'rirrc trrrrt trrc

cJucstion can

rrr.r.[.$s

.il.rctr

rr.r

lltc currrrirrcr. to lllc

be reliablc. bcr:ausc cach thc

cxatniner hirs orvlr

anar'zing the translation passagc.

\\/.rrrcr

tfre

exarnincr rrriu,k

tlrr_,

67

passage wirh thc point

of view o[ literal translation. Irorv rvourd

it [:e cas1. t'

divitlc thc flllccrr tttarks to tltc translati.rr

passagc. what u,'ulcl bc tlrc
critcria r.r
tcsting trarrslation,/ Would it vary
liorn person to persoll.

Analyzing the above given questions.

tcstirrg as

t'c lnarking.f'this tlucsti.rr

it does rroi seerr to bc r*li.[rlt:

auc kr arr,vc gi'clr rcasrns.

3.J.2

Analysis of tlre Sample Test ltems

of S_years (1997_2001) Irart Il:
5-years (1997-2001) question papers
fbr inter part Il are the sarrplc test
itcms ol'this study' 'rhe question
papers arc comprisccl of
six qucstions. eucstiorr
papers are drvicred into two
parts. part

I is based on the text books whereas part

Il

is grarrrrrrirr or.ienled

Part

Key-question l:

'l'hc

llrst question

is lroln the prose

book based on thc content

ol'thc tcxt.

Out of'trvo qucstions, one is

to be solved.

Kcy-rlrrcsliolr
I

ll:

lcrocs section of the textbook

comprises heroes. Thcre
are trvo questions

orr hcrocs basccl orr tlrr: text.

68

f(ey-qucstion

III:

'l'hc thixl
r;ucsriorr is takcrr fiorn thc rrovcl.,.(jood
!i1,c t\,1r. (.lrips... t.hcrr
is a chr''ice li:r ;rtternpting the questions
orrt or- the [,,,ro. T-rre questi.rr
carrics
twent),rttarks.

l(c1,-r; rrcsl iorr | !,

Fivc topics of cssays are givcn

in a qucstion. Stur,cnts have
a ri.cc crroic:c
to choose any one of the five
topics that may be descriptive.
narrative or rcflc.rivc.
300-400 r.r,ords are the demands
of the essav.

Key-question \z

'lhc ljlih qrrestion

cornpriscs two parts a ancl

a)

r"

b.

part about icrionrs carrf

ixg ten rn;irks. Students are requiretr
ro

use frve of'the expressions

in their .il,r.r scntcnccs.

b)

2"d part is rerated to any granrmar

itcrn such as correction of.tcnses.

llotllls" atlicclivcs' ittlvcrlls.

vcrl,'s cic. i)r rrsc
irrtri.cct) or

.l'

rr.rrrrti'rr

(tf irccr.

flr irr trrc branks rvitrr appro'riarc prcpositions.

.r.rris

cluestion carries ten marks.

Kc.y-qucstion Vl
'l'ranslate
paragraphs

'l'hc

or

into English

is

passages are given.

r;ucsliorr cirrrics llliccrr

nrnrks.

the item of qucstion no

Vl.

Trvo unknorvlr

Students are required to

otternpt one passagc.

59

('riticnl Antlysis of thc Tcst If

enrs:
Alrall'5i5 of-the five years question
papeis is enough

trilll l)rcl)ilrc tltt'cc ltcrocs .trl

1vl'

l'iv,'.

t.

slrorv t6at slurlcnts

l'hcsc lrcrucs lrrr: rcpc'tctl

iri lir,r: r,cirrs

qucstiorr papers. Students rnay

preparc s.'1nrary, rir.e and
achievemc^ts or.the
three hcrocs to pilss the exarns.

l-he most important question is

about nover. As it carries twent'
nrarks. rt

is bascd tln tltc contcnl of thc

rl.rcstiorrs

tcxt' if'thc

studcnts prcpnrc

oI thc nover. they rnay get through the

e.rams

stlrrrc.l't5c irrr'.rti,it

because trrere are f.ixed

clucstions on thc novcl.

Part

Il:
'l'his part
comprises iterns of grarnmar.
euestion

rv

is on essay rvriting

rvhich carries flfleen marks.

Students nray prepare some

categorizccr as

of the irnportant cssn's

*,hicrr rrra-\, lrc

dcscriptive'on personarity, prace.

thing or scene,or narrative

suclr

ils '()ll lirir'

'i<lttrllcy' itrci<lcnt. historical skrrics'r birgrrrphics''r
rcr.rccrivc.r,rr
s.tttc t,Pic whiclr is generally
of an abstract nature. outof these
categories. it is a
choicc that they ntay attempt
any one of the essavs.

Secorrdly. stLrdents prepare

arrd nremorise such essavs
and lnav rcprodrrcc
t^crrr arrd

c'a'gc

trrc rrrateriaraccording

t.

trrc

t.pic rvi(h r bit or-irrtcrigc'cc.

70

QLrcstion

idi'rns into

V has two ptrts. In part'A'sruclents

are required to use the llvc

sentcnces ottt

.t'tett.

These idicrrns arc takcn

lionr the rcst pa'cr.

["ach sentence kceps two nrarr<s.

students call score ten nrarks easiry.

if lhel,

ha,,,r:

nrent'Jrised the idiorrrs ,rnd serrtences

lionr the test paper.

Itirrt (b) is s.tttctilttcls oll c,t'rccti'rr

trl's'rrcrrucs

'r

rrarrati'rr

it rrra'

tii:

'r
oll llll irr thc blatrks' atrc tltc stutlctrts'r'y
bc rcquirctr to usc rrrc

prcpttsili.tt irr thc bl.trk' 'l'hcrc

'r.1rcr
is agairr 100?o choicc,s studcrrts
havc to irttcrrr)l
l'ive sentenccs out of ten and
each contains trvo rnarks.

'l'rarrsrate

Urdu'

into Engrish is questiorr no vr.

There are two paragraprrs

Students have

to transrate one

paragraph into

Engrish. This

irr

question

carries fifieen tttarks' 'fhe

debatable point about this qucsrion
is r6at h'rv r'i1 rhc
exatttiner allot rnarks to the
ansrver to this question: whar
will be the criteria f?rr

tnarkittg translation paragraph.

Because translation is a conrprex
kintl of- iter'
which rctluircs pr.ricicncy
irr rarrgrragc gr{*rlr.r. styrc
a'd cxprcssiorr.

J.3.J

l,lv:rlrration of the Assessment

Instruments:

Arr

cvaruation o'assessnrerrt instrunrcnts

show that Intcrrrrcdiate
students are exalninccl olrce
in a year. .l.he tirne allocatecj is
three hours by

'vcrat

[]oard ol' Intcrrncdiatc Irranrinalion.

Sargridha.

In part I' there are vll kcy questions

cornprising
one tcst ilcrn. punctuatiorr carrying
5 rrrarks.

100?6 choice crccr.r( in

7l
ln part ll. there are Vl key questiorrs
cornprisir

tg

lXl"hchoicc.

l'hc tcst ilcrns lrc lrasctl orr

thc corrlclrt ol.thc tcrt llouks.
\\/lticlr nl,it\ tL.sl
lllclll()r)'' tttlt ttttclcrstarrding
or colltpetence of langunge
orr thc part of trre rcarrrer,
Only writirrg skill is tested
which itself is not satisfactory.

'l'hc pattcrn
rll'lSnglish qucstion papcrs

'l'prcvious

5 ycars have s,orvrr thirt

tltc pattcrtl tll'questicus ltas

retnairred the sarnc. orre
part requires rn.str'

c-ssa),

type test (answer) based

on the text rvhereas the
other part cornprises grammar.

In gralnnrap. only few

items are testcd.

As

writing, leiler ur
applicatiort rvritirrg. tcrises
correction, punctuation. pair
of rvords ancl translatiorr
into Urdu in part I.
stor1,

In part ll. essay writing. direct

indirect or preposition. idiorrrs
and trarrslatc
into English are part of grammar
portion.

'l'hese

test rtems

of grammar are testea in isoration

rvhicrr

rneans rrrcv

crrrplrirsizc nlcnlory
Arrd skill tcstcd is rvriting
speecl.

Serective study

on the part of the reamer rnay

be herpfur ror

trre

prcparatiott ol'passittg
lltc t:xntlts' No othcr skilrs
rikc risrcrrirrg, spc:ukirrg
irrrtl
rciltlirrg is tcslcr'l' \\/hcrcits
tlrcsc skills .rc pirrt oI
trrc irrtcurotccr
;lracticc or.ir

languagc.

7'2

J.3.4

suggesterll"esting T'echniques for

the Test items:

As

'ur

prirrc'ipar ob.iective

or rearning a ranguage is t. deverop rlue'c1,

irr

ctlttttttttttic0tivc c.ttlpctctlcc. tltat

rctluircs.ral as rvcll ns \\,riIc, tcsts. .l-lrc
rcsrs
sltotrld bc baseci on the activities
to clieck tlre students'skill in encorlirrg
and
decoding lattgttage in integratc,J
listening. speaking. reacling and rvriting
task: t6eir

knrwlcdgc

.r' thc rbur subsl'stclrrs or' ranguage arrd thc

subsicriar.r, cremcnts

sttlrsutnecl rtnder

each

Sttggesticlns regarcling moclificcl

tcsting tcchrritlrrcs ,rr:

givcn bclow.

Testing Listen ingispeaking

Comprehension

Objectives

l.

To develop the ability to listen

selectively.

2.

Ti: recognize repetition and rephrasing.

3.

I'o nrake predictions and to extract

the gist.

4.

fo develop accuracy

as rvell as

fluency in speech.

Ilxerciscs ot. Tcsl l)roccss:

i)

Informatiolr transfer Exercise:

It is a corrrr'unicative orar practice

or a kincr of.conversation. .r.his
rbrrn or
dialogue is ntore medningful
and comnrunicative becarrse
there is an infbrnration
gap which needs to be fllled
bl,other
person,s answers.

Example:
Q|

Wh ich sulr.icct du you

likc nrost,/

(-t).

-''

[).

vlru think it is easy to reanr a ranguage

onr;, if you got a chance trr tre
anloltg thc native speakers of the
languitge?

ot.

Dc'

ii)

(fucstions/Answer

!ou like to use English

'l'lie

language in your dail-y routine!

Exerciscs:

listerring contprchcnsiott is prncticcd

by nskirrg lhc slrrrlcrrts r() ,rl:iw.(:r

stritablc qttesti.tts given bclore

the rnaterial is spoken

.r allcr they 6ave lisrcrrcd it.

'l'hc t|rcstit)llsi
ltlit)'bc itt tltc [urrrr ol'Ycs/Nlr t;ucstiorrs.
c.rrcct/irrcur.ccr

or.

true/la lse staternents.

Example:

l.

Arc you lblc kr s;rcak linglish?

yes/l.lo

2.

Is thc use ol'articles (a, arr,

thc) easy to understand?
yesA..lo

3'

l:lvery one who has passed thc

F.r\/F.Sc. exanrinatiorr

can

use

[-:rrsri:;rr

larrguage lluclrtly?
yes/lrJo

4'

ornl practicc in lingrish is rnorc

ditcurt
'l

5.

rtrc/Falsc

It is a lhct that rnan can not change

his {ate.
'l'ruc/l.a

(r.

trran writing practicc.

lsc

" lhc'l rvo April

Morrrirrgs" is a pocrlt rvrittcrr
b.v tr,illiarn Wordsrv.r.r1.
'l'ruc/False

74

iii)

A Cloze Bxercise:
'l'his

is thc cxercise in rvhiclr rvortls at t"cgular

irrtcr.vals are takcn out

:rrrd

thc strrdclrts havc ttr cttrnplctc tlre scntences.

llxample:
It's rnirring.

l'll

have to take

arr

(exaln i rration/urnhrc I lalen vclope)

iv)

l)lsrrrsskrrrsl
Sttrtlcttts lttay bc cncouragcd to
carryout systcrnatic cliscrrssion o,.,
cvcry

rlay topics. J-he cxarniner may give

thern hints on various aspccts of the
topic.

Bxam;lle:
Topics for the discussion:
I

"scicrrcc is a Clursc..'
OR

2.

"llealth is better than Wealtlr,,

v)

Short Lectures (presentations):

'l'lrc stLrderrt
rnay be askecr to deriver a short
recture on any topic rerated
every day life or the topics chosen
forrn the
course.

It)xanrplc:

'lbpics fbr
presentation:

l.

'l'cachin_q

of-a pocnr

/5

"Youth arrd Agc.,.

ot{
'l"eachintrr

a prose essa],

"On f)estroyir;g Books'.

lr)

'l'csting l{earling
Comprehcnsion:

Ob.iectives:

l.

'lir arrticipatc
lroth thc lirnn

2.

'Io identify
the rnain idca(s).

arrd thc c:ontcnt.

To recognize and recall specific

details:

'l'.

rssegrl.e trre rerationships

betwcen the rnairr idea(s) and
thcir

expansion (cxamples. ctc);

'l

. lilllow a sequence,

e.g. cvcnts. instructions, slage'

crl.

alr

argrrrncnl:
5,

'l'o irrlbr
liorrr thc tcxtl

6.

To draw conclusions:

7.

'lil rccognize

8.

the writer.s purposc and

attiturlc.

T'o recognize and understand

rvord-rbrrnation (suffixes. prefrxes
etc) elements of sentences
etc.

Bxerciscs:

I.

Irintling ileluils in a lex(, parugruplt,

pa:t-strge:

l'his crcr.cisc is llso clllctl

scnrrrrirrg,
inlirrtrtatiort-gap lecSnique,
wherehy

t'e

.l,lrc

sturJent has

irrfirrrnatiorr on a worksheet
by scanning the paragraph.

c:iilnltncr lllily usc

to fill in

tlrt:

rhe nrissirrgi

76

kluilifyipg the nnin idea:

Thc student rnay read a passage in order
to:

a)
b)
c)

J.

Cive a title. or
Select the rnost appropriate title fiorn those
given.

Identity the topics sentence of a paragraph.

ln/'erringJbrm the

te-ut:

'l'hc abilitl'to
inl'er or "read betrvccn tlrc lincs" is
n thirrkirrg skill. lt ,rcilrs
to tttakc il gtlcss or workottt wlrat is
irnplicd irr thc tc.rt arrd not sratcd cxplicirll,.

engn izi rt g tlisco urse Jbnl ure :

Discottrse rnarkers are signals that

tell the readcr the kirr<l ol'relatiorrshiD
tlre writer intends betweerr two parts
of hir

te

xt.

5.

Outline a paragraph.

(r.

Surrrmarize a passage.

7.

llcad a passitge silently and answer qucstions

on it.

8.

('ornplctc scrrtcnces.

9.

Give synoryrs and antonyrns or

paraprrrases

or. certain rvorrls or

cxprcssion.

c)'fcstingWritingConr;rrehension:
Objectivcs:

l'

'lir hclp the stttclcnts

to thirrk r.und a r,rivcn topic
thoughls:

ancl

collccl ihr:ir

77

'l'o clrcck tlre

sturJcrrt's abilit,,

to

sjeparate

the relevant lionr

thr:

irrelevant points:
3.

Tcr test the

abirity of'thc studcnts to recognize

their ilrougrrts

ancr

express them rvith coherence in the

appropriatc languagc.
+-

T'o test their use

of productive vocabularv.

lirclr:iscs:

l.

I)cscription:
Sttrclents tnay be askecl to
describe in sirrrple wortjs the objects

ol.cvcr'1ar

cxpclicrrcc.

2.

Conversion:

.ihe
ttsclirl il'

crnvcrsion exercises iust as frtllrr

acrive to passive nra1, llc nratrc
they arc relatecl to sonre rr:al-lilb
situations. l.ralrslormation lirrnr

personar narration

int.

impersonar accorrnts arc trrc

cxcrciscs thnt nrny

.c

uscrr

irr

ctln vcrs i0rt.

3.

Summarizing:
It is an exercise to draw rnain ideas
and rvrite dorvn ideas in preci:;c
fb'rr

4.

Conrplction:

cotnpletion or fill-in-the blanks

exercises rnal,be used to test
thc sturfcnts.
ability l<.r ttsc articles. llotns, prolro.ns.
pre pclsition. ad.iectives,
aclvcrbs..
cottittttctirlns clc.

lI

propcr pltc,_r 91 ilr a

ltrollr:r sclltcllL:c.

't8

Lctters or Applications:
Writingt ol' lctters or applications arc
a vcry usclirl ll.tcilns ol'dcvclollirru

liee and fluent expression. In the sanre way.

this exercise can be

he

lplirl to test

the students' fluent expressions in rvritins.

6.

Dialogucs:

l)irkrqtlc is nlso alt cxcrcisc to tcst thc

larrguagc as rvcll as cxprcssiolr olthe studelrt.

3.4

Data Collection:

J.4.l.

l,o;lrrl:rlion ol'thc Sturly:

l)opulation rvas heterogenous consisting

level. the teachers. exalniners and

personnel

of thc students of

Intcrrncdiatt:

related rvith the conduct of

exarninaliorr at fr.A. level frrr sub.iect

English.

Po;lrrlation l:
l)opulation I c,nsisted of 50 students
of intennediate part I of Govt. cirls

llighcr sccontlary, sclrool Darya

l'opulntiorr

Kharr.

ll:

Populatiott

Il

consisted of'50 students

lliglrcr Sccondary School Darya Khan.

of lntermediate part ll of Govt. (iirls

7t)

llopulation ll l:
Pcrpulation

lll

consisterj

of 50 teachers of English at intermecliate levrl

fiorrr dif ferent colleges in Sargodha Division

Population IV:
Population IV consistcd of l:rrgrish
Exar,iners of .sargodrra

BoarcJ

3.4.2 Instrurncnt of the Sturly:

ouestionnaires were the main data collection
instrurnent
because

tll' its

aclvantages

stttdy' 'lb obtain

in this stucll

in situation of wide distribution ol- population

.1. t1c

rcsponses and

to identily trends in ilrc arswers. rn.st ,r-rrre

questions were used both for the

students and the teachers.
!

J.4.J

Queslionnaires for the Studcnts/I.cachers.

'lhe qtrestionnaires
(appendix) consistctl ol' l0 items.
I'he questionnaires
t'r.'t'c t'clitlctl trt lhc iltftrrtttrtlirltt
ltlrottl tlil'lclurr rrslrccrs
I

ol'liv*lr*rti.rr.l.lirrglis'

..t

rrtcrrrrcd iatc lcvcl.

3.4-4 \/alitlity of euestions:

'I

lre cluesti<ll'lli wcre cJiscussed with

thc expert (supcrvlsor) who agrecrl
t6al

cluestions were suitable in terms

of purpose of the studv.

3.4.5 Adnrinistrntion of the euestionnaires:

50 qtrestionnaires were persorrally
distributr:tl to the students
part

ll

at l:.A. lcvcl.

'f'pnrt

| itrrrJ

80

-50

questionrraires were distributed to

the teachers by, hand anrJ b1, post.

'rhe

3.5

tl

uestion tlai res tvere persona l ly'

4 istr"i

butecl to the [-:xar' i ncrs.

Data Analysis:
'l'lte researcher
used statistic rbr the purpose of describing
and

anarS,zing

the data.

Percentage

of

responses

by the teachers. students pan I. students part

fr.

cxarnincrs were calculated and analvzed.

CHAPTER - 4

8l

C}IAPTT]R.4

DATA ANALYSIS AND FINDINIGS

4.1

Arrnlysis'[Qrrestionnnircs' Resurt'f
srurrcnrs'f ri.A. rrnrt r:
l{esponse of the studerrts to the questions:

()l:

Q)':

A.c yrtr s:rrislicd rvitrr trrc currc't rrrcrrr,d

uIc,x'rrirrati'rr,?

04.

l\oh

No

t0096

[)oes thc cttrrent evaluation system

fbr level F.A/F.Sc. inclucle all the l0r.rr

skills

ot.

Ycs

i.e

. listening, speaking. reading and

writing?

Yes

09/o

No

i00%

l)r t'r: c*rcstions ir

trrc exarns tcst thc cntirc syta'usitr.ok,?

Yes

0%

No

t00%

Arc l,ou at'rlc to spcak t:inglish llucntlv?

Ycs

0%

No

l(X)orir
a

)(

I).

1'.Lr rlrink grarnrrrar itelns such as norns. verbs,

arrjcctives, ad'crbs c1r:.

sh<lrrlil llc l-,lscrl orr lcssulrs

irr ycur l.rorrk./

(l(r;

Yes

t00%

Ntt

(l'11,

l). !'.ir thiirk orar tr:sting srrourd

bc

Yt's

r)gtt/;

Nrr

0l%

part'r'trrc r:.A,

L-,xanrination,.)

82

(t'l.

Do 1'ou think letter writing arrd story rvriring can tcst the students' a6ility
to rvrite'?

No

90%

yes

78%

No

2?%

l)o vou think serncster systcm is Lrctter than Arrnual

Qe:

t0'%

f)o you think,there should be 100% choice in Errglish question paper?

Q8:

Yes

0:

Yes

99%

No

0t%

svstcm,?

ls tlre duration ol'exanrs (3 hours) satisf'actory'?

Yes

30%

No

70%

100
90
80

s70
s60

'
i

5bo
g40

t30

20
10
0

Q-1 Q-2 Q-3

Q_4

il[
o-5

0-b

[]Yes
nNcl

d
Q-7

Q-B

Q-9 Q-10

Questions

Criticnl Clomnrents:
'l'ests/Llxarninations

.;itttatiorr. Sturlcrrts'

are

an

rcsponse

inevitable part

of positive

to tlrc rFrcstittnrrairc

learning/teaching

slt,.rrvs

thcir

cxlrcrrrr:

8_1

dissatisfaction about exam systeln no\ri in prac:ticc.

The;v agree thar thc c:iisti,gr
tcsting llroceclure does not colrtribute to improvc
the language skills bccause the
three skills: listerling. speaking and reacling
are neglectecl in the exarns. orrl.,
rvriting skill is testcd in the examinatiorr.
l-he rest iterns in the exams are solely
based ott tlte contents of the text books:
they are nOt nirnetlat tcsting tlrc skills.

'fhey agree
that vocaburary and grarnlnar items such as
nounii. verbs.
ad-iectives' adverbs etc. are taught

context'

in isolation rvithout bcing related t.

Students personally explained that linguistic

fonns are learned rnore

easily'rvherr they are related to the function

they perform in orcler

t.

corrvc'

ttteaning' So grantntar items nrust he taught

in context ancl tbr this purprse
lrook

cln

thcir

llc:

rcxr

cxllloitcd,

100% students are

of the opinion that qucstions in the exanrs do

not

tesr

the cnrire syllabus that reads to the

sercctive study of the syilabus.

l(X)(70

studcltrs.rgrcc that thcy ilrc llol lblc to

sllcali l:nglislr l)ucrrtll,arrd

they ernphasize the need to rtrake the

oraltesting part crf thc [r.A. exanrinati.rrs.

]'hcy thilrk thal letter rvriting attd storv rvriting

can not tcst tleir a6ilit' to
rvrite. it can orrll tesl their ntelnory.
and rote_lcarning.
I

7ll9{r strttlctlls

ilt"'tti'tltc vigv tlrat thcrc

slrould bc l0()9/o choicc irr l;rrglisli

tlttestion paper' Iltrt thcl' are nol

satisfied rvith the cluration

c.,f exanrs

I-he1'have seriotts c.tttplaint about

the tirnc allottcd for tlre rvritren

(3 Srrrrs)

paper. llre'

8,1

are required to attelnpt five arrd sornetimes even 6 questions during thr: allgltcd
three hours. since the questions are based on the contents. the1, are usualll.
lengt6r,
ancl can not be attempted to the satisfaction

Students

arc in lavour of semester systenr rather than annual

Becattse tlrey are tested oncc

testing.

of'the stuclents and teachers.

s),stcil.r.

in a year r,r,hich calr rrot be a reliable sorrrce

o{'

85

4.2

Analysis of Questiohnaires'Result of Students of F.A. part

Il:

Respclnse of the students to the questions:

Qr:

Q2:

r\re you salisfied with the currelrt rnethod ol'exarni,ation?

Yes

0o/o

No

100%

Does thc current evaluation system for level I:.A/F.Sc. include

all thc lbur

skills i.c. listerring. speaking. readirrg anrl rvritirrg,/

Q3:

Ycs

0%

No

t00%

Do the questions in the exams test the entire syilabus/book?

, Yes
No

(J4:

Q5:

0%

100%

Arc vou ablc to spcak t:nglish llucrrtly,/

Yes

0%

No

100%

l)o yott think grarnrnar itcms such as nouns, vcrbs. adjcctivcs,

adv*Lrs ctc.
slrorrld bc blrscd orr lcssolrs in yuur. lrook,l

Q(r:

{)7:

Ycs

t00%

No

0%

[)o you thirrk oral testing should be part of the Ir.A.

Exarnination?

Yes

90%

No

l0o,'o

l)o yorr thirrk cssay-lvritirrg cnn tcsr trrc sttrtrcrrts'lrririty

ts rvrirc,/
Ycs

9tllt

No

9loto

86

()ll:

l)o l'.u thirrk there shourd be r()0% choir:e in tinqrish question

paper,)

Q9:

Yes

95%

No

05%

I)o y.u think seniester systenl is better than Annuar

systern?

t)10:

Yes

100%

No

0o/,

ls thc duration ol.cxarns (3 lrours) satisfirctory,/

Ycs

t3%

No

87%

100
90
BO

o
o
tr
o
o
o
(L

ct)

70

60
50

40
30
20
10
U

Q-4 Q-5 Q-6 Q_7 Q_8 Q_e Q_.to

Questions
(lri liur | (lorrr lrrents:
Itttertnediatt: students part

ll

criticized the current nrcthod of exarnination

its tltcy bclicvcd that thc present cxalnination

systenr is not satislactory. llccausc

their inabilitl'to d$'erop ristening, spcakrng

and rcading skiil in Engrish i:, rrue tr.r

thc ncgligcrrcc ol'these skills in the cxarninaliorr. .l.hc1,

arc unable to
English lltrently a[ this stage. But they
rvant to rler,..rop
tvhiclt catt bc possible

the

spcak

ir speaking prolicierrcr

onlf if'oraltesting beconres part ol't'c

Ir..A. exarnination.

87

'l'he qttestionnaire
result sholvs that the str:denrs are not satisfied rvitlr the
cvalttntion systent especially regarding the questions rvhich clo not test tlrc cntirr
syllabtrs. 'fhey expressed their views vehemently rvhich shou,s their great concepr
abottt tltis particttlar point. 'fhey said that it was the examination paltern rr,lrir:h
Itacl trtatlc tltcttt to do selectivc study

of thc syifabus. Ilecausc prcparing t5c rvlrglc

syllilhtrs lrild rrothirtg to do rvitlr gcttirrg tlrc highcst rrrurks. l)rcpuprti6rr el' t5c

textbook has no concertl with grarnnrar itelns such as noulls. vcrtrs. atlvcr6s.
ad.ieclivcs etc. because the gratnmatical items arc alrvays takcn lrorrr
t6c
cornposition books.

Stttdents'response to the question lJo. 5 also shows that they are in lhveur

ol'grattttttal' itcttls to bc takcn frorn thc tcxrbook. 'f'hcir rcsponse towaftls

tlrc
rlucstior; tlrat cs:;ay-rvriting can tcst

lhr stutlenis'ability to writc was ncgativc.

they said that they ntemorised the essays because the easiest way
out fr:r thcrl 6rrl

l)ccll lo sclcct ll'rv titpics attd work orr lhcrrr. So lirr llrqn it rvas
rrot tlrc lcsr lo
check their ability to write but to check their nrenror r .

t).59ln stttdettts

sholved their response in lavour o!'l00or,o choice irr [ir.igli:;6

lltrl

100% studcnts were in l'avour ol'senrester systenr ratScr than

qttcsliott pflpcr.

Attttttitl s,tslcttt, llcclttsc: Attttual systr:ru lirr tlrr:rn rvas likc a tlrrcat
ancl ir l'cur.

f'lte1'expiained that iheir hard rvork of'the rvholc

1,car fails [o rccciyc arr],

clcdit s0tttt:titttcs rlttc lo illttcss. nccidcnt, or cvcrl bnd luck ancl

thc sttrritnls

rrr:,rr

gct into scriour' trorrble. So 111.t conrplaincd orr the <luralion

<ll-cxarns (J h'rrrs)

t3

tltat is

n.t satislhctory'

ft

87oz students showed qrcat clissatisfaction

over

duratirrr r'exarns.n the grounds

trrat rhe rluestions irr

lttcntpt irr .l hurrrs

1he

t'c cxal's ilrc s() rcrrtrrr'r'

8q

4.J

z\n:rlysis ol' euestionnaircs. I{eliult

of Siurlcnts of F.A. levr:l English
Teachers:
l).esporrsc ol'the teachcrs to the
tluestiurrs in pclccntage:

Qr:

Are vou satislled with the e;<isting system

ol-evaluation?

)1'

Ycs

0y,

Nr-r

ttJI%

l)ocs tllc ctlrl'cllt cvilluittioll systcll

lirr lcvcl l'.Ailr5c. irrcltrtJu all tlrc lirur
skills i.c. listerring. speaking, reading
and writirre,/

()1

o.l'

Q5:

)(r'

0%

No

t00%

Do you thiuk trre prcsent evaruatiorr

systern encourages rote-rearnirrs./

l)r,1'111;

Ycs

9906

No

01,%t

think rhcrc sh.urd rrc rro ch'icc irr

attcrrptirrg t;rrcstirrrs?
Yes

6s%

Nrt

159,u

Does rhe rvriting

rv

Yes

rii

skit test measure the students' abirity for

cre:ativc:

ilr s'.)

l)0 yott tlrirlk

Yes

40%

No

6ooti

qtrestions requirilrg slrort anslvers

rtltc-Icanring atnong the stuclelrts,l

Yes

q(no

'n

thc tcxI

carr prcvcnl

90

Q7:

Do you think rnultiple choice tests

can be introduccd lor unclcrstancling
arrc! cornprehension

of the tcxt?

Yes

96i/o

Nrt

04':i,

Q{l: I). you think grarnrnar items such as nouns. pronouns.

clc:.

Q9:

l0:

acr.iectil,es. acrvcrbs

slr'rrkl bc bascd .rr thc lcss'rrs in

thc tcxtll.rk,.)

Yes

9()06

No

04%

[)o you think scrnester systern

is bcttcr tharr annuar systcrrr?
Yes

94%

No

O(tVo

[)o you trrink intcrnar asscssmcnt

shourcr be part of.examination
systcr,l/
Yes

t3%

No

87%

100
90
80

o
ct)
t!

o
o
o

o-

70
60
50
40
30
20
10
0

Q-1

Q-2

Q-3

Q4 Q-5

Q-6

Questions

Q-7

Q-8

Q-9 Q-10

9l

Critical (lomnrcnts:
'l'hc tcachers
ol'Englislr, teaching at F.At leve I shorvcd great dissatis{actigp
aboul currcrrt r:xnnrirration syslcrn, I'het,ngrccd that the lhre,c skills i.e. listcrrirrg..
speaking arrd reading skills are totally neglected in th': evaluation process.

'lhc

llrescrlt cvalttatiqrlt s)'stclll. accrlrcling

lo

thern^ cncouragcs rolc-

learnirrg. in response to tlris question, thcl,presented their vicrv that our

evalrration

sl'slcttt tlttcs ttttl flsscss tlrc cntirc syllnhrrs rvhic:h lcatls tirc stl(lcllls

1rr., irr(lr,

sclcctivc sltttly. Arrd thc lvriting skill. rvlrich is orrly purt ol'cvllultiprr

s-r,stcr.rr.

does not nicastlre the sttrdents' accuracy of tlie lanquage and content
and ri,r,itirrg

speed. 'T'he creative aspect of ivriting is rreglectecl. Tlrat is rvhy 99Zo teachers
arc

in fbvour of short-anstver test

based on the text which can prevent rote-learning

alllollg tltc stttdcttts. 1'hey explained that preparation for short-ansrver

test
delnancls hard

w.rk and

preparation

of the rvhole text rvhich otrviousr-v cali

discottragc rote-leai"ning. Another u'a1, rourrd is to develop nrultiple-clroice

tests
rr'lrich catt llc irrtlodtrccd lirr ttttclcrstanding arrd cornprclicnsion
ol't5c tcxt.

'l

o givc itttportance itnd to utilizc thc textbook fbr grarnrnatical itcrrrs. it is

trsclirl to inttodttcc granttttatical clucstiorrs trascd olr tlrc lcssons in thc

tcxt book
which according to tlrem may lead the learner to reacl the text frorn all aspects.

657o tcachers are

of thc vierv that

there should bc no choice in altcrnptinr:

rlrrcstiorrs. 'l'hel, arguc thar 100% choicc

slrrrk:rris lo lirc -cclc.:live strrtly ol the :;yllnbrrs

is

arrotlrcr lirctor

of

pcrsuading

lhc:

9]
l-hc'v believe that the selnester systenr
is better than arrnual s),steln becaust:

it is orrl_r'rva1,,to rnake the students anrl teachers

activc antl participants ol.thc

regtrlar lcaching. learning and evaluating

process.

()1196

svsleln

tr''itcltcrs agrcc that irrternal nsscs:;rrrcrrl

rhould bc part ol'exirrrrir.tion

the grottnds that iltternal asscssrnent

in anotlrer motivating lactory that
carr ilnprove the cvaluating plocess.

'n

93

4.4

Analysis of Qucstionnaires' Ilesult of Students

of F.A./F.Sc. Enslish
llx:r

rn

iner:

l{rsparrsc

(Jl:

'l'thc

exarrrirrcrs

t,

thc t[resti.lrs irr pcrccrrtagc:

'4rc yotl sfltisllcd rvitlt t'ttr (:urrcnl *xnrrrilration s),litcllr nt inlclrrrcrliirtc

lcvel'?
Yes

No
Q2:

1009/n

Does the cttrrent evaluation system for

lcvel F.A/F.sc. include all the fbur

sliills i.t. listcrrirrg. spcnkirrg. rcndirrg

nnd rvritins,/

Q3:

Q4:

Yes

0%

No

t00%

Do the gucstions in tlre exarns test the entire

syllabus/book?

Are

1,e11

Yes

0%

N<r

t00%

satisfied rvith the quality

of

questions asked

in the naDcr

ol

t:nglish at Interrnediate level?

Q5:

Yes

0%

No

l'00,t/o

Do you think grarnmar items such as

norlls. pronouns. adicctives. advcrtrs

ctc shotrkl lrr: bascd on thc lcssolrs in thc tcxttlook,?

Q6:

Yes

g'loh

No

03ot'o

I)'you think oral testing sh.ulcl

be part of.e,,arrrination,?

'Ycs

l()j'tl,

No

(|t'rit

94

(.)l';

[)o r'ou think lettcr rvriting and stor) ivriting

celn test the stutrcrrt-s abiritv

to writc'l

Q8:

Yes

020h

No

9896

Dr y.u think short-answer tests basecr on thc lc.rt

book

can crisc,.rtrrnsc rrrc

rote-learning habit of the learner?

Qe:

Yes

l00olt

No

\tyo

D.cs the writing skiil test

rneasurc

the stucrcnts. atrility lirr crcrtivc

writing?

t)10:

I)o

y.,

Yes

3lg,o

No

69%

thirrk cssa,v-writing tesr can

(')ll: l)'y,tt

Yes

8,59/o

No

15%

l2:

Do you

studcnt,s abirity to writcr,/

thirrk rrrtlltiPlc clttiicc lcsts can bc irrtrrducccl

lirr unclcrst.rrdirrg

arrd cornprehelrsiorr of. the text

{J

tcsr. thc

thi'k

Yes

9892o

No

02%

there shourtr be

n'

choice

Yes

60%

No

10%

i.

atternptirg questions?

(.)l.i: i). y,lr trrirk scrrrcsr(:r li'srci' is

hcilcr irtirtr irrrrtrrrl ,i'srcr,J
Yes

9Sotit

95

(ll4:

Ql5:

Qlfi:

l.l1r

1'1111

think intclrial iissessrneni should hc parl ol'cr:anrination:;ystcrri,

Ycs

9tf

Nu

02,16

i'0

ls the duration ol'exarns (3 hours) satisfactory?

Yes

ggyo

No

at%

Arc you ;atisfied with the rjivisions of. nrarks to

English question papers at F.A/F.Sc. tevel?

Q|

7:

Yes

02o/o

No

98%

l)o ,vou likc to suggcst irrrproverrrcrrts irr:

S),llabus Design
Ycs

.No
"festing

70%

30%

systcrn

Yes

80%

No

20%

Papt:r rnark illg s,vstenl

Ycs

No

850/n

5vo

the questi'.lrs

irr thc

9tr

10c
90

o60
ED 7N

g60
b50
940

630
(L20

ll[il
IililrIn[[[i|nllJ
tr tr r

10
n

c/

oo o"

d "r "r-',r .1.$g*:d'

Questions

Critical Commcnts:
'l'he arral)'sis
of the response of the examiners to the existing exarninatilrr
proccs:i sltorvs tlrflt.jtrst likc studcnts and teaclrers. exarnirrcrs arc
also dissatrsflccl

rvitlt otlr cttrrcttt cxatninntion systcnl. As far as cxarnination of l:nglish

languagc
is cottccrttecl, the lbur skills i.e. listening. speaking. rcading and rvriting
can pol bc

ttcglcclctl bccarrsc tlicy arc part

of thc proccss ol' lcarrrirrg a larrgtrauc. lrut

ttttfbrtuttatell'. these basic skills are neglected in the exanrs. So t6e cxistirrg
tcst
1lr<'rcedttrc-

lhils lo contribr.tte in improving the language skills. Even the clscstiorrs

in the cxanrs tcst lhe lirnitecl part of the syllabus.

'l'lrc l:xtrrnincrs' rcslt()llsc:

1111;1s1 thc qrrality ol'r[tcstiorrs is ncgativc.
clttestion:; '.lr test-itettts asked in the exanrs are solcly bascd on the contents

"l.lrt:

9l'lhc

tcxtllookt;. 'lltt:\'t't'ttot ainted at testinq all tlrc [our larrgrragc skills.'l'hc rc'catctl
pltltci'tt ul lltr: rltrcrli,rrrll rr'.,kctl itr lltc crirtrts rrlsl ciletrlt.itgcs sc1:r,tiyc
sltt(lr.

UYt's
DNo

91

()791 cxatttitlers
are

of'tltc vicrv that gralnrnar itcrns should be basccl pn thr:

lcssotts irr tltc tc:itbook tltut

will bc also lrclplirl to discouragc sclcctivc strr4\

arrd

rote-learn irrs.

Writing skill tests can lneasure the students'ability tbr

creative rvriting in

thc lirrtlt ol' essity writing ancl the rlucstions recluirirrg

:short

ansrvcr. llut

t5c

prcscltt pattcrn ol' leltcr rvriting attd story rvrilirrg call

llot .iutlgc thc stl(lc1t'.i

ability to write' However. it can bc made better and

creative if the prescnt pattern

of lcsl is cltarrgcd. For

ttndcrstnndirrg nntl conrprclrcrrsiorr

ol'tlrc tgxl. prultilllc-

clttlicc tcsts cltrr lrc ilrlrocltrccd.

60%

o1'

the examiners' opinion is against giving choice in

attenrptirrg

qttestions' Choice. they believe. can make the

stuclents rcsort to selective study

oJ'

the cottrse' Sentestcr system, horvever, can shorv

better rcsults in ilnprovirrg the
stattdai'd ol'teaching-learning process. Internal
assessnrent shoulcl be part of'
l-:xarttirtntiott systcnt. this can itnprovc thc rcgularly

of rlrc stutlcrrts'prcscpcc il,rl

his/her sttrdies' 'l'he three ltour duration of exams.

according to exarrrincrs. is

siltislhctorl'

Ilccatts.c increasc

or decrcase in thc cluratiolr can crcatc prirclical

problerrr.

'lltc cxittttillcrs ilrc ttot sitlisl'icd

rvith thc tlivisirrrrs ol'
qttestions

rrrirrl..s

l.

Ilrc

in English question papers at [:.A./F.Sc. level. lt is one

.l- the rrrost

itltDorlltttt tttitllcr lo hg L:hcs1,:tl by thc pirl)(_.r.scll(:rs.

lrt lhr.:

l;A, crilnrinirliorr.

orirl

tcstillg sltotlld ttttt ire neglected as spcakirrg is a prcrduclivc

skill rvlrich nccds ttr bc
tested

[o irnnrove thc: students.

spcaking ahility clI thc particular larrsuager.

98r
IJecause

the purp()se of

learning

language

is totalll, neglecterl rvithorrl

tlcvckrpinu the abilitl, to spcak.

At tltc end. the examiners

suggest improvemerrts in slllabus design rhat it

shotrld bc chatlgcd. F-ttncticrnal Ilnglish papcr

rrrust lre introducecl. llegartlirrg thc

lcstittg systcttt. tlrc.v crnphasize thc oral cx;rrnilratiorr

as a part of' cvaluati.n

proccss' f)apcr ntarking systent" according to thern. nceds

no irnDr.vcr'cnt
charrgc.

'r

9g

4.5

Modifietl Syllabus tlnglish (Conrpulsory) pnrt l:

i}rok | (short stories). l'wo

t.

textuar qrreptions having two parts on

arr_r,,

lbur

short st0ties. 'I'he texttral qttestiotts rrrav be in tlre ftlrrrr of'clraracler.skctch

rlr a questiolt on any portion of the text.
lixarrrplc:

i.

t)o you find the stor,v,pcst llaste..firnn1,,,'

(iivt: reasons for your alls\\,er.

ii"

(s)

What clo thcse exprcssions '.righl ruics rrriglrt.. ttrcart irr tlrr: slrlrl,
"Abraham Lincoln."

(5)

('l'he sturlerrts will be asked to do anyorre of thc qucstions

lravirrg trvrr
prrls).
Mitrks; 5 r 5

il,

llcok lll (Play + Poetrl)

l)lays: 'l'rvo tcxtual questions having t,wo parts on
an), fbur pray,s. 'rrrc
lextual questions may be in the fonn ol'characte r sketch
or a qucstion

orr

arrl' portion of the text.

l:xitrnplc:

i.

Explain the irnportance

r-rf the

jugglcr in the play ..The prirrcess .rr

the Road."

ii

((t)

what is nrcart hi,the rvorcl, qallivanting.l ArrrJ why is lvlrs,

srirrcr
sr irritatirrg ir thc bcgirrrring oIthc play..'llrc l)car l)cpartctl...(,1)

('l'hc strrdcnis.have lhe clroicc to (lo illlv

orrc rltrcslion).
N{nrks: ,f to

t00

l)octrli:

(-

ritical arlalysis on all)' ()ne poenl out ol' two stanzas.

stLrdcrrts

rral' lrc asked to exprain thc rines or the styristic ercrnents.

Marks:

lll.

l_5

('orrrlrositiqlr:
a.

Writing a letter or an application on the given icleas.

Marks: (3+7) l0

b.

\\zriting a story olt an), one ol.the given orrtlirrcs.

Marks: l0

IV.

Applicrl ( irarrrrnar:
Marks: l5

Any of tlre trrree question:; wiil be givc-n on the foilowing

categories.
rvill carry 5 nrarks.

a.

I,unctuation:

A shorl continuous passagc for punctuation.

tr.

Correct use of tenses:

(no choice)

r'.

l,nirs ol'rvor.tls:
Irivc pairs of words giverr for the dif fcrentiation.

Ilnvirrg rro choic:c.

d.

("'hange ol. voice:

L-.

(-'ornprehension:

Erac6

l0l

V.

Iletranslation:

A continuotrs prose passage frorn the prescribecl textbooks.

T'his q'csti.rr
rvill not have a choice"
Marks: l0

Vl.

Viva Vocc:
l,istcn irrg/spcak ing test.

Marks: 20

4.(t

Modified Paller Inter part I:

l:rrglish (corrr)
'l'irrre:

3 hours

Marks: 80

l.isteningispeaking test:
-l'otal

Qr.

Marks:

.20

t00

Arr:;rvcr thc lirll<lrving qucstions. lrach ci.rrry 5 rrrarks.

i.

tt.

I0

Writc ilr yorrr orvrr words thc rvritcr.s carclirl otrservatiolr

ol' tlrc

seagulls

rvays

of

"l-il

Kelvey's going to be a servart rvhen she grows up"

expressions in

"l'he Doll's llorrsc" e\p()sc the valrrc ol'social

rrrese

stattrs

in society. Discrrss
OR

I)..vrru find lhe sr.ry "l)tist llasie" lirrrny,i ciive reasorrs

rirr.i..r.rr
AllSWr:f

ii.

what do these e,rpressions "right rures rnight,,nrean

in thc:;r'r'
"Abrahnrn l.irrcolrr." llxplairr

Q2:

A rrsrver the c;rrestion

l:xpllrirr tlrc lirlkrrvirrg tcrnrs rrsctl irr tltc

Moon".

l'

l0)

pla_r,

" lhc l{isirrg ol llrc

(4)

"'l'here is rnany a trring a Inan rnight

knorv and rrright,.1 rravc
any rvish for."

2.

"When tlre srnall rise up antl the big fall clor,,lr...

l0j

ii.

Write a short nr:te on Mr. Abcl Merry w.cather in the play ...l.he
Dear

Dcparted..'

(6)
OR

i.

f:xplain the itttportance of the Juggler in thc play,.,J'hc l)rinccsl;9rr

thc

ii.

Road."

(6)

What is meant by the worcl.

gallivanting?

(4)

ittttl tvlty is Mrs, Slitk:t'ro ilrittlirrg irr thc bcgirrrrirrg

ol'tlrc pl1.i.
"'l'lrc [)car Dcpartcd,".

Q3:

I{ead the following lines and answer the que.:ions given

"t.lrilhthornablc Sea! Whose uarbs are years.

Ocearr of 'firrre. rvhose rvatcrs of.deep woe

Are brackish with the salt of human tears!

'l'h,;ru

sh.rrelcss

ll'.d.

*,hich in thy chb ancl llorv

('lnspest lhc lirnits ol' rrruralirl,.

And sick of prey, yet on for nrore.

V.rritcst

rrrc.y rvrccks

.rr its irrrr.s,itnbrc srr.rcr

l'reucherous irr cahn, ancl territrle in storrrr.

Who shall put lbrth on thee.

tJnfathomable sea?

i.

What is thc central idca ol'thc

ii.

l:xplain the irnages used in thesc

iii

Wrilc tlowrr aclicctivcs trsccl in lhcsr:

pocrrr?

(5)

lirres.

(5)

lirrcs

ot{
"l:ltrrvcrs are lovch,l lttye is l|riycrlik,..:
I ricrrtlship is a shcltcring trcc:

(-5 )

below:

( l-sy

104

Ol tltc.ioys. that cillltc do\vll

shorve

r likc.

Ol' lrricndship, l,crvc and t-ibcrty.

Ilrc I rvas old!

l:rc I was old'/ Alr rvolirl l;rc.
S'hich tells rne" youth's no longer hcrc!
O youth! for years so many ancl srveet.

'l'is krrown. tlrat

thou and I n.ere orrc...

i.

E,xplain the syrnbors and images usecr in trrese

ii.

I)iscuss thc tlrcrnc ol'thc

iii.

Explain the sirniles used in these

rines.

pocrn.

(5)

lines.

(5)

Q4' \'our parcrrts havc arrarrgcd a grarrcl party, to cclebrate your

write a lcttcr to your fiicnrr nnd rvritc rrcr

(,5)

t. trrc .ccasiorr.

birtlrcln-r,.
( r0)

ot(
lri Crcscent lldtrcational trust. English iFernale)
the clualitication

ot'M.A.

teaclre,r is recluirecl Saving

rrnglish. tr.lrcl *,ith 3 years experience in

arr

llarrdlvritteir application giving trvo rclL'rcrrt.xS flnd

supporterl 6.r r:rpics

,l

rlrgl ish [v{crliurn School

certil'icates/testirnorriars shourd reach the under

sigrrecr ratcst

2002.

lahccr A, Slrciklr
Secretar.y. Crescent Eductrtiurr .l.nrst"

26-I}. AIBAK I]I,OCK.

Ncrv Carclen I'orvrr. l,alrorer.

Apply lirr the

pc)st given irr the abovt.,ndvcrtisernerrt.

by r3 August.

t05

()5

('orrrplctc thc sklry and give n titlc rlr rrroral lo the story.
N4artin and his wil'e bought an alarrrr

box. A

l0)

phone call. by'the scllcr ol'

lhc alarrrr box. horrillcd thcrn n'hcn hc cxplainccl that il'the1,click

buttorr

tlrr:

of the alann box at l2'() clock. an urrknorvn pcrson u,ill lre clead

arrd thcy

rvill bccornc a millit'naire. Martin askcd his,,r,ilb to

OR

At'lltttr {tll(i l{()ger wcrc hcsl fiicntls nntl lrollr u,ert' gourl

lrnrsc-r'itlcr':;,

Charlie had iealousy about their fricndship. I le rnadc a strangc short ol'
plan to spoil their terrns. He arranged a horse riding cornpetition in his
town and invited both of the fiiends separately and. . .. . .. . ..
(J(r

a)

tlse the pilirs of rvords in sentenc:es to sholv iheir

)
l)

Prrre,

Pour 2)

Beat. Ilcct

lrititr,

licign 4)

.lutliciirl.ll.r.lici.,rs

5)

('cilirrg. ILool'

h)

Punctuate the passage

mcanirrg:

(5)

(5)

Wltitt ltlvc yott gol tltctc irr tlrc bnskct suitl tlrc nuught\ lrtr) lo thc lirrnrcr
.apples replied the farmerdo you want any

lrnay [ru1,all of tlrerrr il'thcl

llr

srveet arrcl.iuicy said the boy.

c)

I{cacl tlre pnssage carefully and ansrvcr the tilrestions givcn

'I-!re

lrelorr, (5)

Chinesc fought rnost skillfulll, under brilliant leadcrship. Ol'coursc.

ihcy arc tttttch tottgher people than thc lrrdiarrs and arc usecl tu sukiicrirrq
that clirnatc. ln tlie lirnitetj rtrea
lrrdinn

of'Nlrljn. they,brotrght to lrcur

artttI tt<rl tttorc tltatt orlc ()r r,l1': atrrl rr hall rlivisions in

irr

against thc
irrr\,' givr:n

tOtl

scctor' \'ct..lighting v;ith rentarkablc :;kill, llrcy ntade rings

rrrrrrrd t6c

Ilrd iarrs.

QucstiOllti

l.

(iivc

2.

[:::'lpress the gist

l.

Q7.

a ritlc ro this

l'.rIlititl tltc

passagc

of this passage irr a single

ttrcttttittg

tll tlrc lollowrrrg

!]rillinnt lcadcrship

ii.

(Jscd to soldiering in that clirnatc.

iii.

l{crrrarkable skill

"l

thc lblluving

beg you pardon,

sentencr:

(l)

rvortls irrrtl llhra:;cs trscd in tlris pirssirgc (.i)

i.

'l'ranslaie

l)

passage into I jrdu.

I hope I'orr will forgive the liberty that we perfbct

stratlgers irr thc neighbourltood arc taking. but rny friend here arr6
rlysell'

uirtiltl

lrr-.

tup tlrere

."

lo

nrt,ch ohligcd

il

.l,orr rvorrld

tcll trs lrorv vutr cilught !lrnl lrotrl

t07

4.7

Morlificrl S.yllnbus llngtish (OompulsonJ) trari

I.

tlook ll

ll:

(Modclrr l)r'osc and Ilcrrlcs)

'l-wo

textral questions having trvo parts. oli dry r.ur cssal,s lior' r'oticrrr

Pirtsc. l'ltc stttdcttts u'ill havc to at{clnpt all} onc of'tlrc qucstirrn lrrvirrr:
l\\,,) l)ilrl

l:xarnple:

()t:

i'

"lt

is the people and not the things tlrat are decisive." Discuss rvitlr

rcftr"ence to "china's wav tcr prolrress" by cialeazzo Sarrtirri.

7rt

ii'
.

"]'hc

rnan rvlto lvas a hospital" is a line cxarnplc 6[6urnor.gus

exotgeration.

Diictrs:i.

l'r,{arks:

ll.

(7

li + I tl,)

,,,i

15

Novel: (Good Bye Mr. Chips)

'l'wo textual
qtrestions having lrvo parts on inrportant events. aspects
rlr

clrirllt.ln's. lilrrtlcrrls u,ill lruvc to rrticrrrtgrt llt\onc nl.llrc rltrcsliorrr

llrr

irtl:

Irvo pnrts.
l:xarrrplc:

i.

What do these lines rnean irr the Novel ,,Good By,e. Mr. (.lrips..,l

l-ixplnln

"Y'u

prcscrrt rnd

ri.

live too rnuch in the lrast and not enough in

lliturc"

lo*. ditl Mr. Chips

-! ,,:

sperrcl his

lr4arks: (7 '.tz

lifb alicr
7

'.,,,

) l-t

Kathcrine,?

t,/,

trre

IIl.

()8

('ttrrrpositirrrr:

[)cscl'iPtil'c ()t'narrillivc l',ssays r;orrsisting of'-100-40()

words. 'l6c strr<lcrrts

rvill be given trvo tcpics

ancl they

Mar.ks:

IV.

rvill have to attenrl)t on an),ol-thc t*,..

l-s

Applie<! Granrrnar

Itvtt (Jtlcsti0rts

tll'i

tttitrks cae:lr urr an,v [1v11 ol the lillklrvilrg cirtegtrrics

tnay be set ancl they will have to attenrpt both

of thern lraving 16 c5.icc.

il.

( orrection of'cotnttron

errol.s.

'l'he strrdcnts
wiil bc givcn [:ivc <lIthe ircorrect sentcnces:

b.

[)irer:t :- indirect narratiorr

F'ive ientences.

(:.

IJsc ol.preposilirlrrs:

Filling ol'ljve blanks rvith appropriat.: prcpositions.

rl.

ldiorrrs rnd phrascs:

[::ive icliorns

c.

prdcis rvriting:

A short pass&gc

l.

l)ialogue:
Studertts

will

dialoguc of

V.

g_

be given a situatiorr rrncl the.r,ivill be askecl

to rvritc
1

0 lirres.

l'rarrslntiorr:
(

)rre passagc lirr trarislaliorr titrirr trtlrr

I
intt, linglish.

llarl<s: l0

l0q

Vl.

Vivir Vor:c:
l,isten ing/Speak ing test

Marks: 20

il0
.r,

tf

Motlilicd I'npcr

ll

intcr lrart It:

l:rrglislr(crrrrrprrl.;or1,) iotirlMarkr;:
l'irrre: 3

hours

100

Rcadirrg/u,riting tcst: g0
Listening/Spcakirrg tcst: 20

(Jl'

/r rrswe

r thc ltrllorvilrg .questiorr.

,5

Writc a ll()tc oll tltc bcttcl'sarritarv cotrt!itions availablc iir our citics
today and cornpare thern with rvhat they rvere rike a hundrccr

ago.

ii.

'cars
7

liz

Wislres don't corne tnre in lifb. rvrites I)aiclres. What are thc thirrus

ht' loirged fi:r bul could not hervc,i

7ii

OR

"ll

is the peopi,-'and not the things that are clccisive."

I)is.rss

rclcrctrcc ltr "('hinn's rvay lo l,rugrcss" l.ty Galcitz.l.o Sarrtini.

7
il.

"'llrr"'llarr wiro was a llospital"

u,irrr
,/,

is a llnc cxarnplc ol'lrunrorcrrs

craggcratiorr. 7',\
()?

('h.rchill

\vns

ra.sht lrrrglish nt llarr.rr

'rrtl

rrtrr

lntirr irrrtl (ir.tel..

Was it a gain or loss? 7 %

Write a rrotc on penicillirr as a rr,oncler

clru11.

t/z

ott
I

t.

ll<lw ditl l)astcttr provc tltat spttttlarrcous gcncrittioll \\1s 1()l u liret'., ,7 l,i

tl

l)cscribc the relbnns introduccd lry Mustala Kanral u,ith

a.

Ihe

b.

'l'lte
"[he

p'r.;i1i1y1t

()f \\(,nt(:n.

rcnroval ,rl illitcracr.

incluslrial arrd econornic tlcvclonrncnt

re

li:rcrrcc

le: /

ltl
Q]

i,

(irlocl llye Mr. (ihips is a novcl ol.character: Discuss.

ii"

Explain tlre fbllou,ing dialogue',vith relcrcncc to context in ,.Gorrrl

t/:

1l/

"Cltips". she saicj "they're rvrollg. you kno*. and l.rn r.iqht.

I-rrr

h.lokirrg ahcad to the lirturc. tlrc.y arrd you arc looking hack

t'

thc

('lri1rs. tlcirr. rcrrrcrrrhcr rlris is t:iglrtccrr

rrirrcty \cv(.r!

nr)!

1':sl

, ..."

sixty scvcn. whcn y,uu \\'crc ul) nt ('nrnlrridgc...

oR
what do these lines mean in the novel "(ioocl l)1,e. Mr. cl-ti1-ts." t/z
7
Expiairr:

"You live too much in the

prast, and not enough

in (he prcscnt

ancl

lirlure.'

ii.
Q4.

( )5

llorv tlirl lvlr. ('hips slreirtl lris lilr: aficr Kathcrirrc,/ 7

write an

er;say about 300-4rJ0 rvords on any

i.

Pollution

ii,

N4y | ,nqt

il.

Ilsc thc lirllorvirru itliorrrs

l)nt

of the rbilo*,irrg

t,/,

topics:

irr ('ollugc
nrrrl pltt'irscs irr r ottr o\\ n scnlcncc\, :i

i.

l'ootlr lrrrtl rriril

ii.

'lo run otrl

iii.

'[o look

iv.

r\ rotterr egg

v.

fbru,ar.cl ro

ll'hand

Do as directed.
I

i.

Where you spcnt lhc last night./ (corrcct the error)

ii.

ile

iii.

Ilurrv

iv.

llc (tclch)

callrri
Lrp.

hill. (trill in u.ith prcposition)

tinre is runnirig_irr tlris

(fill

in the blank)

sch.oi lirr tcrr lear.s. (corrcct rhc r.risc)

r5

il2

v.

"Do not gol ncar the \vater. clrildren.''

She said (changc intc

indircct).
Q(t.

l'ranslate irrlo I.,lrgl islr.

-?vn
-SC

"Yv

og

gf

l0

r)v",-tO,C:: g*,.(;4,: L

iti(' {*t i 6

)'* t, Jrt gtt-',r.1. .frfv

1i - +

Q,

?+..*

Viva Voct:

- i/t*t,

+ "r ) ( ri, .r,-f v t,J d

sr,.) ./.

t-t

.?!i, Bl.

z.o-r

,*

<* t h

J i ; 6 rv (,,bur r,,t

7*/1 {L LO A 6f i,:r e- I

6,

Marks: 20

l.isten ing/Speaking test:

Viva voce test will bc part tLf the internal assessmcnt. Ob.iectives, syliz:byi;
Itttd procc:is

oi'vivit vocc tcst will bc provitlcd to thc intcrnal examincr

(tcachcr).

At the crrd'f the s':ssi.rr, the teacher ivill prepare the result she:et based rlrr lris/her
corrtinuotrs tlbservation and assessment.

Ob.icctives:
SPccclt is ttttc ol'tlrc prirrritly skills and

il

glrovitics thc [rlsis prr rr,liclr tlrc

retltaining tlrree skills i.e. listenirrg. rcading arrcl ivritirrg arc developed.
Oiricctives

ol'oral

te

st:

l'o clreck acctlracy in gratntttatical constrtrctiorr so tIat tfic

sltrclcrrl

carr produce grarnrrraticaIly ac:crrrate uttcrarrccs.

'lir

trrilkr: tlrc: lcarrrr:r il\vilr()

ol'tlrc fi,cl llrirt spcakirrg is l

attd llLrid proc(j-\s.

til

i rt r:ht"cll i r;llirrrlrrri,;;rlivr.' i1i;.",1,.,!

tri

ll.;t: lr:rrrncr..

tl_r,rllrrit:

il3
J'o stinrulate the learner as rvell as the teacher
to

use,

Dnglish

larrguagc in class. cspccially in oral practicc.

T'o develop listening

'lo check listenirrg

skill among tlre learners.

corrrprehensiorr ol.the lcarner.

Svllabus:
Sr,llabus of'the F.A./F,Sc" I-tnglish coursc

A rcrts:

l.

Information transfer Exercises.

,4.

Qrrest krn/Answers F.xercises.

"1

4^

A Cloze Exerc,ise.
Discussions

Shorl lcctrrres (lrrcscntations)

Itroccss:
t.

Arcas arrd cxcrciscs rncntiorrcrl rvill

hc plnrrrrctt.

")

'l'ltcsc cxcicises
rviil bc pr'ctir:ctr irr crass orr rrr.rrrrrrl,rr.sis

as

called perioclical assessrnent.

3.

Marks shcet rvill bc prcparecl.

4.

At the cnd of lhe scssion, the overall asscssment

rcsult rr,ill ,c
prepared in percentage.

-5

'I'hc
-['his

lesult (percentage) rvill be send to the

Boarcl.
result (perc:r:ntager rviil hc incruricd irr
rrcctrr'urative rcsurr.

n4

4,9

ltelbrmed T'ests. Marking and Anall,sis:

'[\r cireck the practicarity

English

lt

.f nrodifiecr s1,ilahus antr c;uestion

papers of'

lntermediate level. refonnecl tests rvere

adnriristered to 50 sludeltts.

'l'he studerrts
had already fillecl the questionnaire
related to the existil'r sy'stenr

<ll-

cxarnination.

studcnts' an:j\\'er sheets were chcckecr

by thc tivo e\tcrnar exanrirrcrs.
result of both tests was taken accorcling
to the olrl systern

of Examilratiun

"r

rrr

an4

tnodified question paper is given in

form of tabre. whereas the resurt or.
trre
listening. speaking tcst is counted
in the accunrurative resurr cf trre new
test.

'l'lie rrtudiii:tf
test result inclucles rcutling
listening and speaking tesr

an<!

of 20 rnarks. Listening

rvriting tcst ol'g0 rnarks; nrrri

and spcaking test hacr lreen

0art

ol' irrtcrrra I asscssrrrcrrrt.

l'hc nr''Jilir:tr resr

\1',4s

ne\\' arrd

it rcqrrired rcadirrg arrtr rvritirrg.

risrcrrirrg

and speakirrg proficiency. Rote rearning

and serective study pral,cd no p.siti.,c
rcstrlt irr picparing as wellirs taking
the rnodille<j question paper.

't'hus

it w'as a kind of new experience for rhe

students and trre comparison

of botlr old and new test results shorv

that
ttt.diliccl lcst rcstrlt atrtl it cnn

stuclents have shown better result

in the

ber itrrprovcrl

rvith

'cgrrlar

wcll as ll'ith rrrc prcpar.ti.rr.f'trrc

srudcrrts krr ihc ncw tcsr.

pracricc

.r'rhc rrsrs .s

It5
Itart I

(First ycar)
'l';rblc

Mnrks Obttincd in lkrilr thc'l"csls

M:rrks:100

tlql!,i

*.

IVlarks tl()+20

___ _l l!.t
l:xarrt irrcr

'l'cst

il
I0t) nrarks

4.5

4t |

---__r
4tl:q
5.

6.
7.
8.
9.

Shaista

43

Sahirri ltarrrmc:CJ

-))

-43

Asia Bitri
Shabana

.f

arrr it

llaseena []ar
Nazin lr.asrrirr

Iiibi

I
_l

s0

50

-ro

40

40

149

36-

'lcst

-16

l( X)

rrrark:,

|
tl
t*--- -. .

ts |
tlI
I

t__-_.-._*_..-._--._

(,

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l,l

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--lt----

--1

40

35

07

50

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45

08

47

38

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l0

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-- --"-0e -l
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it'

srr

34

39

25

30

4l

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av

,t0

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10
LO

-- tt-l*-f;l

<al

49

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|
t"

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--ii

34

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t:
l0

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JI

l-)

-)l

34

2/)

A<

.ll

:_._

__..___.19

lrri

N{a Iks

I ]\larks l{)

rrarks

49

Spcakirrg

l.istcnirrtt

-r;

i
-------J_

')1

1,5. Ilchna

T-nn

JJ

,1 _)

K anee;
ee7.

Il,ro'ni;* ;
i
l-,,;;;;;r;;;;
|

ltl

_-_

3t

39

14. Sarnrnia

l0t)

rt;vu;;;'i T--__- N4-,"ilt're.l it * _.

4.

28

f)li I

29

07 l:n

3,)

ll

l-*-..---...-

ir.

l--" ----.--...

I
)- . .---- .

io

*j

It5
Itart I

(First ycar)
'l';rblc

Mnrks Obttincd in lkrilr thc'l"csls

M:rrks:100

tlql!,i

*.

IVlarks tl()+20

___ _l l!.t
l:xarrt irrcr

'l'cst

il
I0t) nrarks

4.5

4t |

---__r
4tl:q
5.

6.
7.
8.
9.

Shaista

43

Sahirri ltarrrmc:CJ

-))

-43

Asia Bitri
Shabana

.f

arrr it

llaseena []ar
Nazin lr.asrrirr

Iiibi

I
_l

s0

50

-ro

40

40

149

36-

'lcst

-16

l( X)

rrrark:,

|
tl
t*--- -. .

ts |
tlI
I

t__-_.-._*_..-._--._

(,

.t

l,l

i i,

--lt----

--1

40

35

07

50

50

45

08

47

38

40

l0

30

-- --"-0e -l
()-i

..

it'

srr

34

39

25

30

4l

At\
av

,t0

---lt0

l5

aa
.1 -'

10
LO

-- tt-l*-f;l

<al

49

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_

|
t"

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--ii

34

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t:
l0

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JI

l-)

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34

2/)

A<

.ll

:_._

__..___.19

lrri

N{a Iks

I ]\larks l{)

rrarks

49

Spcakirrg

l.istcnirrtt

-r;

i
-------J_

')1

1,5. Ilchna

T-nn

JJ

,1 _)

K anee;
ee7.

Il,ro'ni;* ;
i
l-,,;;;;;r;;;;
|

ltl

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3t

39

14. Sarnrnia

l0t)

rt;vu;;;'i T--__- N4-,"ilt're.l it * _.

4.

28

f)li I

29

07 l:n

3,)

ll

l-*-..---...-

ir.

l--" ----.--...

I
)- . .---- .

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*j