Professional Documents
Culture Documents
SANIA DURRANI
Roll No. 3030
M.Ed
DISTANCE EDUCATION
UNIVERSITY OF PESHAWAR
Session 2016-17
LEARNING OUTCOMES OF MONTHLY TEST IN
SELECTED PRIMARY SCHOOLS
SANIA DURRANI
M.Ed.
DISTANCE EDUCATION
UNIVERSITY OF PESHAWAR
Session 2016-17
In The Name Of
Allah
Most Merciful and Compassionate, the Most Gracious and Beneficent, Whose
help and guidance we always solicit at every step at every moment.
APPROVAL SHEET
Dated: 30/09/2017
ACKNOWLEDGEMENTS
studies and to my mother for being so co-operative and for her prayers,
SD
v
TABLE OF CONTENTS
Acknowledgements ...................................................................................................... v
Table of Contents ........................................................................................................ vi
List of Tables .............................................................................................................viii
Abstract ........................................................................................................................ ix
Chapter-1: Introduction .............................................................................................. 1
1.1 Background: ................................................................................................... 1
1.2 Statement of the Problem: .............................................................................. 2
1.3 Objectives: ..................................................................................................... 2
1.4 Significance of the Study: .............................................................................. 3
1.5 Delimitation of the Study: .............................................................................. 3
Chapter-2: Literature Review .................................................................................... 4
2.1 Beaconhouse school System .......................................................................... 4
2.2 Roots Millenium Schools............................................................................... 4
2.3 Qadims Lumiere: ........................................................................................... 4
2.4 Test:................................................................................................................ 5
2.5 Objective Type Tests: .................................................................................... 8
2.6 Subjective Type Tests: ................................................................................... 8
2.7 Uses of Tests: ................................................................................................. 8
2.8 Commencement and Weightage of the Test: ............................................... 10
Chapter-3: Methods and Procedure......................................................................... 12
3.1 The Nature of the Research: ........................................................................ 12
3.2 Sample: ........................................................................................................ 12
3.3 Tools of Data Collection: ............................................................................. 12
3.4 Construction of the Questionnaire: .............................................................. 12
3.5 Administration of questionnaire: ................................................................. 13
3.6 Data Analysis: .............................................................................................. 13
3.7 Schedule of Visits: ....................................................................................... 13
3.8 Delimitation: ................................................................................................ 13
vi
Chapter-4: Data Analysis .......................................................................................... 14
4.1 Teachers ....................................................................................................... 14
4.2 Studnets ........................................................................................................ 21
Chapter-5: Findings, Conclusions & Recommendations ....................................... 32
5.1 Findings: ...................................................................................................... 32
5.2 Conclusions:................................................................................................. 34
5.3 Suggestions: ................................................................................................. 35
References ................................................................................................................... 37
Appendixes-A ............................................................................................................. 39
Appendixes-B.............................................................................................................. 40
Appendixes-C ............................................................................................................. 41
vii
LIST OF TABLES
Table-4.9: Are you satisfied with the Learning Activities of the School .................. 22
viii
ABSTRACT
This study was conducted on account of knowledge gaining about monthly test in its
education and there are many develop method testing. Which has basic purpose to
only measure the learning but it involve another most important and effective respect
research is touring this effective aspect of monthly test, which improve the learning of
student by a comparative analysis in the domain of education that those students who
frequently administer monthly test leave a lot than those students who skip of this
The findings of this study illustrate the importance of the SACMEQ policy
suggestions that guided policy makers in formulating Free Primary Education (FPE).
improve pupils’ access to adequate school instructional materials. The results depict
that the level of school instructional materials was not sufficient, despite provision of
environment were worse off 7 years later despite the 5 years of FPE implementation.
Similarly, improvement of pupil learning achievement was not significant with fewer
words, higher school resources did not necessarily translate to better performance for
the standard 6 pupils. Pakistan primary education system was characterised of:
materials.
ix
CHAPTER-1
INTRODUCTION
1.1 BACKGROUND:
The word test has been derived from French word ‘Testu’ and which Later on
aptitude, physical fitness or classification in many other topics. It also means to judge
answers the question. “How well does the individual perform in comparison with
Test is a systematic procedure for observing person and describing them with
either a numerical scale or a category system. Test may give either qualitative or
quantitative category.
other devices for measuring the mental ability, capacity, skill, knowledge,
Its objective is to find out the facts pertaining to some aspects. (Gronlund, 1992).
Ability test
Personality test
1
Ability tests are further divided in more types.
Achievement test
Aptitude test
Intelligent test
Achievement tests are also sub-divided as
Objective test
Subjective tests
The qualities of a good tests are.
Validity
Differentiability
Reliability
Practicability
Objectivity
The learning outcome of monthly tests and how it facilitates the students in
1.3 OBJECTIVES:
2
3. To investigate the teachers and administration role in preparation of test.
helps students to learn. When students are able to see how they are doing in a class,
they are able to determine whether or not they understand course substance.
1. Qadim Lumiere
3
CHAPTER-2
LITERATURE REVIEW
It was established since 1975 in Lahore and after a year of success it was
initiated in United Kingdom in 1976, soon after its success internationally they
inaugurated the first Beacon house branch in KPK in 1985 in the city of Peshawar. In
Now it has around 148 schools in 30 cities and 247,000 students in Pakistan.
Rawalpindi, and later on it was initiated in KPK with the every first branch in
Roots have one of the biggest business partnerships in the world including
It was initiated in 1998, by three sister’s Qadims Lumiere has established itself
as a well-known education institution in Peshawar with two campuees with 60% male
and 40% female students. The important aspects of this school is that they have
4
They provide healthy activities for the children in other to create a healthy
atmosphere which helps the student’s to achieve better outcome. This also help’s to
They have achieved great success in shaping up the student’s mental and
2.4 TEST:
Test is used in schools to measure student achievement. State tests are given to
students in a district once a year, or on monthly bases, based on their grade level and
subject area. Classroom tests are given by individual teachers on a more regular basis
and may include quizzes, mid-terms, chapter test and final exams among other. Both
types of tests give educators an idea of how well their students are learning the
increase student achievement of cognitive and effective outcomes. These factors are
ii. Age
5
viii. The peer group environment and
parsimonious in that it converges on the least number of factors that powerfully and
Evaluation:
The joint committee of standards for educational evaluation published three sets of
The program evaluation standards (2nd edition) was published in 1994, and the
Each publication presents and elaborates a set of standards for use in a variety
assessing and improving the identified form of evaluation. Each of the standards has
been placed in one of four fundamental categories to promote evaluations that are
Measurement:
the abilities and proficiencies of students. The approaches overlap with those in
6
The aim of theory and practice in educational measurement is typically to
whether assessments are reliable and valid. In practice, the educational measurement
is largely concerned with the analysis of data from educational assessments or tests.
Typically, this means using total scores on assessments whether they are multiple
the practice of assessment has moved from assessment of learning through assessment
Identify the learning outcome called for by the objective. Check to determine
Objective:
Give a written story, list the main events in chronological order. (Maryful
7
2.5 OBJECTIVE TYPE TESTS:
Objective tests are those that have clear right or wrong answers. Multiple-
choice tests fall into this group. Students have to select a pre-determined correct
regarding the marks deserved. Examples are essay questions and oral interviews. For
such tests, it is especially important that both examiner and students are aware of the
grading criteria in order to increase their validity (good luck exam, 2004).
Test have many uses in our schools. One thing that should be stressed in that
in the end, tests should be for the benefits of the student and not the teacher, school,
district or state.
Ability Test:
Ability tests are used to test the ability of a student. These tests measure the
maximum performance of a student that a student can do. Ability test are further
measure the attained ability of student i.e. what a student has learn to do.
Achievement tests are further classified into two types of tests i.e.
8
(ii) Aptitude tests:
These test are those tests that are used to measure the potential ability of a
student i.e. what a student can learn to do. They measure the capacity of a
student. These are also called scholastic aptitude test or tests of mental ability.
Personality Test:
measure typical performance of a student i.e. what a student will do. Moreover we can
divide educational tests on the basis of its period of duration. Hence the types of tests
are:
practicality.
Validity: The most important quality of a test is its validity. The word validity means
means consistency or measurement. The ability of test to measure the same quantity
9
testers is called reliability different testers is called reliability. (Ebel and Frisble,
1993).
scoring system of a test is free from personal judgment, likes or dislikes (Shabir
2014).
for individual differences of students. One individual is different from the other with
during administering or scoring a test. A good test shows us more and more individual
test.
operation. A good test is that which have sufficiently simple instructions so that it can
The criteria and format of the tests is the same as it was in the beginning when
The test Criteria changes time to time according to the syllabus prepared and
sent from the head office. (Islamabad) i.e. after one year or two year.
10
Qadims Lumiere:
The procedure of the test changes according to the lesson planners prepared by
the school and also depends upon the curriculum. The test is prepared according to the
11
CHAPTER-3
METHODS AND PROCEDURE
It was descriptive in nature, the data was collected from the selected schools.
It was arranged in tables for analyses and it was interpreted through approach
according to the selected schools policy who regularly organizes the monthly test for
better learning of students, that these monthly tests are functional in achieving batter
learning.
3.2 SAMPLE:
Three schools with different systems were selected as the sample of the study.
Qadims Lumiere
As for the distribution of the sample size among these schools concerned.
3. All the heads of the institution were included in the sample research.
12
3.5 ADMINISTRATION OF QUESTIONNAIRE:
In order to obtain the reliable and correct information though questionnaire the
researcher’s personality visited these schools. The researcher handed over the
The collected data was tabulated analyzed and interpreted. Analyses were
mainly based on primary data for appropriate tabulation percentages and averages of
The researcher visited these three schools on 05-03-2017 and met the teachers
of the three schools on 25-03-2017 and then visited on 10-04-2017 to meet the
students.
3.8 DELIMITATION:
The researcher has selected class 5th of the three selected schools.
13
CHAPTER-4
DATA ANALYSIS
4.1 TEACHERS
50%
45% 43% 43%
40%
35%
30% 29% 29% 29% 29% 29%
B.Sc
25% M.A/M.Sc
20% B.Ed
14% 14% 14% 14% 14%
15% M.Ed
10%
5%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System
Analysis: Table & Figure-4.1 B.Sc 14.3% same percentage of all schools M.A/M.Sc
and Roots Millenium schools 28.6% and 42.9% Beaconhouse school system B.Ed
14
Table-4.2: Test held in all subject
Schools Yes No
90% 86%
80%
71%
70%
60% 57%
50%
43%
Yes
40%
29% No
30%
20% 14%
10%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System
System 57.1% Roots Millenium Schools says Yes in test held all in subjects and
whose says No 28.6% Qadims Lumiere 14.3% Beaconhouse School System 42.9%
15
Table-4.3: Make up system of the test in case of:
50%
43% 43%
40%
Illness
29%
30% Absentees
Failure
20%
14% Other
10%
0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System
Analysis: Table & Figure-4.3 make up system of the test in case of Illness 42.9% in
Qadims Lumiere, Roots Millenium Schools and 28.6% Beaconhouse School System
Absentees are 57.1% in each schools and 14.3% other in bechonhouse school system
16
Table-4.4: Span of Conduction of Test
50%
43% 43%
40%
1 Week
29% 29%
30% 2 Week
3 Week
20%
14% Other
10%
0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System
Analysis: Table & Figure-4.4 shows 28.6% in Qadims Lumiere 57.1%, Beaconhouse
School System and 42.9 Roots Millenium Schools 1st week span of conduction of test
and 2nd week 57.1% Bechonhouse and Roots Millenium and 42.9% Qadims Lumiere
17
Table-4.5: Duration of Declaration of result
50%
43% 43%
40%
1 Week
29% 29%
30% 2 Week
3 Week
20%
14% Other
10%
0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System
Analysis: Table & Figure-4.5 shows 28.6% in Qadims Lumiere, Beaconhouse School
System and 42.9 Roots Millenium Schools 1st week duration of declaration of results
and 2nd week 57.1% Bechonhouse and Roots Millenium and 42.9% Qadims Lumiere
18
Table-4.6: Rewarded any Reward for your test
50%
45% 43% 43% 43%
40%
35%
30% 29% 29% 29% 29%
Increment
25% Confirmation
20% Honorarium
14% 14% 14% 14%
15% Other
10%
5%
0%
0%
Qadims Limiere Beachonhouse School Roots Millenium
System Schools
Analysis: Table & Figure-4.6 shows 28.6% in Qadims Lumiere, Roots Millenium
School and 42.6% Bechonhouse Schools System increment rewarded any reward for
your test and confirmation 14.3% Bechonhouse, Roots Millenium and 28.6% Qadims
Lumiere and Honorarium 14.3% Bechonhouse, Roots Millenium and in other 42.9%
19
Table-4.7: Your Opinion about test
System
50%
45% 43%
40%
35%
30% 29%29% 29%29% 29% 29% Agree
S. Agree
25%
Undecided
20%
14%14%14% 14% 14%14% Disagree
15%
S.D
10%
5%
0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System
Analysis: Table & Figure-4.7 shows 28.6% in Beaconhouse School system, Roots
Millenium School and 42.9% Qadims Lumiere agree his opinion about text and S.
Agree 28.6% Qadims, Beaconhouse and 14.3% Roots Millenium and Undecided
28.6% Qadims, Roots Millenium and 14.3% Beaconhouse and in disagree 1.3%
20
4.2 STUDNETS
50%
45% 43% 43%
40%
35%
30% 29% 29% 29% 29% 29%
B.Sc
25% M.A/M.Sc
20% B.Ed
14% 14% 14% 14% 14%
15% M.Ed
10%
5%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System
Analysis: Table & Figure-4.8 shows that by your own choice 6.7.6% in Qadims
Lumiere, 6.7% Beaconhouse School system, 13.3% Roots Millenium School taken
System & 80% Roots Millenium and other 6.7% only Roots millennium school taken
admission.
21
Table-4.9: Are you satisfied with the Learning Activities of the School
Schools Yes No
90% 86%
80%
71%
70%
60% 57%
50%
43%
Yes
40%
29% No
30%
20% 14%
10%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System
Figure-4.9: Are you satisfied with the Learning Activities of the School
Analysis: Table & Figure-4.9 says Yes 86.7% Qadims Lumiere, 93.3% Beaconhouse
School system, 100% Roots Millenium School satisfied with the learning activities of
the school. While 13.3% in Qadims Lumiere and 6.7% Beaconhouse school system
22
Table-4.10: Are your in favour of the Test
Schools Yes No
50%
43% 43%
40%
Illness
29%
30% Absentees
Failure
20%
14% Other
10%
0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System
Analysis: Table & Figure-4.10 says Yes 80% Qadims Lumiere, 100% Beaconhouse
School system, Roots Millenium School satisfied only 20% is Qadims Lumiere says
23
Table-4.11: Do your Teachers take their Classes Regularly
Schools Yes No
50%
43% 43%
40%
1 Week
29% 29%
30% 2 Week
3 Week
20%
14% Other
10%
0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System
Analysis: Table & Figure-4.11 says Yes 100% Qadims Lumiere, Beaconhouse
School System & Roots Millenium School teachers take their classes regularly.
24
Table-4.12: Which grade do you usually Score
Schools A B C D
50%
43% 43%
40%
1 Week
29% 29%
30% 2 Week
3 Week
20%
14% Other
10%
0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System
25
Table-4.13: Is the Marking System
50%
45% 43% 43% 43%
40%
35%
30% 29% 29% 29% 29%
Increment
25% Confirmation
20% Honorarium
14% 14% 14% 14%
15% Other
10%
5%
0%
0%
Qadims Limiere Beachonhouse School Roots Millenium
System Schools
Analysis: Table & Figure-4.13 fair 86.7% Qadims Lumiere, 66.7% Beaconhouse
School System, 100% Roots Millenium School and unfair 13.3% in Qadims Lumiere
26
Table-4.14: Are your Tests Held Consecutive
Schools Yes No
50%
45% 43%
40%
35%
30% 29%29% 29%29% 29% 29% Agree
S. Agree
25%
Undecided
20%
14%14%14% 14% 14%14% Disagree
15%
S.D
10%
5%
0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System
Analysis: Table & Figure-4.14 says Yes 86.7% Qadims Lumiere, 60% Beaconhouse
School system, 66.7% Roots Millenium School and Qadims Lumiere 13.3%
Beaconhouse School system 40%, Qadims Lumiere 33.3% says No in tests held
consecutive.
27
Table-4.15: What is the Duration of the Test
50%
43% 43%
40%
1 Week
29% 29%
30% 2 Week
3 Week
20%
14% Other
10%
0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System
Analysis: Table & Figure-4.15 that in 30 min 6.7.6% Qadims Lumiere, 26.7%
Lumiere, 40% Beaconhouse School System & 26.7% Roots Millenium and other
93.3% Qadims Lumiere, 33.3% Beaconhouse School System and 26.6% Roots
28
Table-4.16: Is the Test Based on Taught Topics
Schools Yes No
50%
43% 43%
40%
1 Week
29% 29%
30% 2 Week
3 Week
20%
14% Other
10%
0% 0% 0% 0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System
Analysis: Table & Figure-4.16 says Yes 80% Qadims Lumiere, 100% Beaconhouse
School system, Roots Millenium School satisfied only 20% is Qadims Lumiere says
29
Table-4.17: Who Supervise the Test
50%
45% 43% 43% 43%
40%
35%
30% 29% 29% 29% 29%
Increment
25% Confirmation
20% Honorarium
14% 14% 14% 14%
15% Other
10%
5%
0%
0%
Qadims Limiere Beachonhouse School Roots Millenium
System Schools
Analysis: Table & Figure-4.8 shows that by the student 6.7% in Qadims Lumiere,
30
Table-4.18: Who help you to Prepare the Test?
50%
45% 43%
40%
35%
30% 29%29% 29%29% 29% 29% Agree
S. Agree
25%
Undecided
20%
14%14%14% 14% 14%14% Disagree
15%
S.D
10%
5%
0% 0%
0%
Qadims Limiere Beachonhouse School Roots Millenium Schools
System
Analysis: Table & Figure-4.18 shows that by teacher 13.3% in Qadims Lumiere,
31
CHAPTER-5
FINDINGS, CONCLUSIONS & RECOMMENDATIONS
5.1 FINDINGS:
Millenium Schools says Yes in test held all in subjects and whose says No
School System Absentees are 57.1% in each schools and 14.3% other in
Roots Millenium Schools 1st week span of conduction of test and 2nd week
57.1% Bechonhouse and Roots Millenium and 42.9% Qadims Lumiere and
Millenium Schools 1st week duration of declaration of results and 2nd week
57.1% Bechonhouse and Roots Millenium and 42.9% Qadims Lumiere and
32
6. 28.6% in Qadims Lumiere, Roots Millenium School and 42.6% Bechonhouse
Schools System increment rewarded any reward for your test and confirmation
Qadims Lumiere agree his opinion about text and S. Agree 28.6% Qadims,
Lumiere, Beaconhouse School System & 80% Roots Millenium and other
Millenium School satisfied with the learning activities of the school. While
13.3% in Qadims Lumiere and 6.7% Beaconhouse school system are says No.
10. 80% Qadims Lumiere, 100% Beaconhouse School system, Roots Millenium
School satisfied only 20% is Qadims Lumiere says No in favour of the Test.
11. 100% Qadims Lumiere, Beaconhouse School System & Roots Millenium
12. 73.3% in Qadims Lumiere, 53.3% Beaconhouse School system, 60% Roots
33
system, Roots Millenium and in C 6.7% Beaconhouse school system usually
score.
13. 86.7% Qadims Lumiere, 66.7% Beaconhouse School System, 100% Roots
14. 86.7% Qadims Lumiere, 60% Beaconhouse School system, 66.7% Roots
15. 6.7.6% Qadims Lumiere, 26.7% Beaconhouse School system, 46.7% Roots
System & 26.7% Roots Millenium and other 93.3% Qadims Lumiere, 33.3%
Beaconhouse School System and 26.6% Roots Millenium duration of the test.
16. 80% Qadims Lumiere, 100% Beaconhouse School system, Roots Millenium
School satisfied only 20% is Qadims Lumiere says No in favour of the Test.
17. 6.7% in Qadims Lumiere, Beaconhouse School system, says teacher 93.3%
5.2 CONCLUSIONS:
1. All these three schools staff are highly qualified at least with a B.Ed degree.
2. All these schools conduct tests for students evaluation and promotion too.
3. In all these three systems teachers are responsible for the preparation of test.
34
4. All these schools have a very conductive, pleasant and learning environment.
5. Teachers are working with dedication but they are receiving an average
6. Normally well-off parents send their children to these schools because they are
8. Beside Qadims Lumiere other two schools are spread over the region all over
the world.
9. In all these school systems the stake holder having great trust / confidence for
10. All these three systems arrange, parents teacher meeting very regularly.
11. In all these three schools they give great attention to the cleanliness and better
classroom arrangement.
12. In all these three systems they have a small number of students in each
section.
5.3 SUGGESTIONS:
1. The time duration of monthly tests may be decreased and the results may be
students.
3. It will be better that these tests systems may be introduced in all other
institutions.
35
4. It is suggested that poor and needy students may be given scholarship / stipend
Further Studies:
36
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38
APPENDIXES-A
QUESTIONNAIRE
Head of Department
In case yes how much? (i) 25% (ii) 50% (iii) 100%
39
APPENDIXES-B
QUESTIONNAIRE
Teacher
1. Your Qualification?
General Qualification: (i) F.Sc (ii) B.Sc (iii) M.Sc (iv) Other
Professional Qualification: (i) B.Ed (ii) M.Ed (iii) Other
In case Yes
(i) Increment (ii) confirmation (iii) Honorarium (iv) Other
40
APPENDIXES-C
QUESTIONNAIRE
Student
2. Are you satisfied with the learning activities of the school? Yes No
41