PEC Presentation LSA 2022

Punjab
Examination
Commission
(PEC)
EVOLUTION
2005 Established in December 2005 (through administrative order)
2006 Organized first 5th grade population based examination in the Province in 2006.
Established as an autonomous body through PEC Act (XI) 2010. Till 2019 conducted 5th & 8th grade
2010
population based exams.
2014 Punjab Education Assessment System (PEAS) was merged in PEC.
2019 Assessment Policy Framework (APF) approved by the Commission in its 17th meeting held on September 20,
2019.
APF approved by the Cabinet in its 22nd meeting held on December 24, 2019 and notified by the SED on
2020 February 3, 2020.
PUNJAB EDUCATION SECTOR PLAN 2019-24
PESP Target
1.4:
“Develop a quality Policy Level Large Scale
learning Development Assessment (LSA)
assessment
system based on and Approval of
standards, with Assessment
School Level School Based
support Policy Assessment (SBA)
mechanism and Framework
feedback loops
between the (APF)
classrooms, Classroom Level Formative Assessment
schools and policy
levels”.
3
ASSESSMENT POLICY FRAMEWORK (APF)
 Approved by the Cabinet December 2019 and notified by School Education Department in
February 2020.
 Salient features of APF are:
i. Replaces and repeals previous policy covering earlier primary/elementary level
assessments/examinations in the province;
ii. Transition from examination to assessment that supports and encourages learning at levels of
systems;
iii. School Education Department (SED) shall hold the overall custodianship of this policy.
iv. PEC shall supervise technical input on the revision, improvement, and implementation of the
APF.
 Collaboration across Punjab’s education sector for effective outcomes.
 Designed to implement in phased manner
ASSESSMENT POLICY FRAMEWORK (APF)
APF focuses on two types of assessments, distinct in their purpose, methodology and the
end users of the assessment results:
i. Sample-based Large Scale Assessment (LSA);

i. System level diagnosis performance at various levels (from students and schools) at district and
provincial level.
ii. Measurement of change and progression of learning & competencies.
iii. Provision of specific feedback to SED and other stakeholders (PCTB, QAED, etc) on the system,
school/teacher/student strengths and weaknesses.
ii. School-Based Assessments (Summative and Formative);
i. Uniform assessment of students at the school level.
ii. Phase wise support to schools to empower them for the development of standardized items/papers
at the elementary level.
iii. Formative assessment supports teaching & learning processes at classroom level.
KEY FINDINGS OF LSA GRADE 5 & 8, 2022
Cambridge Education 29 January 2021

APPROACH
 High stake for the education system
 Low stake for students, teachers & head teachers
Implementation:
1. Annual sample-based assessment of core competencies (literacy and numeracy):
a) Phase I: Sample-based assessment pilot at Class 5 in Academic Year 2019/20
b) Phase II: Sample-based assessment pilot at Classes 5, 8 and any other levels determined by the
system in the following academic years, subject to the performance review of AY
2019/20.
2. Assessment of additional, specified subjects in selected years at key stages of schooling as
determined by the system.
3. International assessments (such as TIMSS, PIRLS and PISA-D) and any other need-based
assessments as and when Punjab participates.
PROCESS
Planning
Piloting of Development of
Development of Construction of CTT based Item Finalization of Manual for Test
Instruments in
Assessment Assessment analysis by Instruments Administrators and
144 schools
Framework instruments using ITEMAN Marking Manual
2880 students
Conduct
Selection & OMR & E- Report Writing

Final Conduct
training of E- Data Analysis (Descriptive and
& its monitoring
markers
Marking Inferential statistics)
Dissemination
Partner
Dissemination of District Level Assessment
Provincial Level
Finding Agencies

METHODOLOGY
• Selection of grade and sample with the approval of the Commission
Sampling Technique
a. Probability Proportional to Size (PPS) Sampling through consultation & Stratified Random Sampling
b. Strata = Gender, Level & Districts
Selection of respondents
i. Grade 5 =10 Students +1 Teacher
ii. Grade 8 = 6 to 20 Students +1 Teacher
• Provincial basis selection of PEF and PEIMA schools
Sample Composition
Grade 5 Grade 8
Schools Boys Girls Total Schools Boys Girls Total
SED 1659 1824 3483 SED 1259 1356 2615
PEF 453 286 739

PEF 345 340 685
PEIMA 72 69 141
Total 2184 2179 4363 Total 1604 1696 3300

ASSESSMENT INSTRUMENTS
• Literacy (Urdu and English)

Subject • Numeracy (Mathematics)
Assessments
Papers • Science skills
• Reading, Listening and Speaking proficiencies
Background • Head-teachers
questionnaires
• Teachers
• Parents
• students and
• school council members

OVERALL GENDER-WISE RESULTS (Students & Teachers)
GRADE 5 (Mean Percentage)
82
81 81 81
80
78
76
74
73
72
72
71
70
68
66
Male Female Total
Student Teacher

OVERALL GENDER-WISE RESULTS (Students & Teachers)
GRADE 8 (Mean Percentage)
80
78
78 77 77
76
74
72
70
68
68 67 67
66
64
62
60
Male Female Total
Student Teacher

Grade 5 Results

DISTRICT/SUBJECT WISE STUDENTS’ MEAN PERCENTAGE SCORES
GRADE 5
Sr. No District English Maths Science Urdu
1 Attock 70 72 66 70
2 Bahawalpur 67 75 67 69
3 Bahawalnagar 74 79 71 71
4 Bakhar 66 73 64 69
5 Chakwal 73 79 70 73
6 Chinot 67 73 67 69
7 DG Khan 73 81 72 72
8 Faisalabad 71 76 67 70
9 Gujranwala 73 76 72 72
10 Gujrat 66 68 61 66
11 Hafizabad 71 75 70 69
12 Jhang 74 78 68 70
13 Jhelum 67 70 65 67
14 Kasur 72 77 69 71
15 Khanewal 75 79 70 73
16 Khushab 73 77 69 72
17 Lahore 69 73 66 70
18 Layyah 69 77 69 70
Contd…
19 Lodhran 70 76 69 71
20 Mandi Baha Uddin 64 68 61 60
21 Mianwali 70 75 66 70
22 Multan 67 80 71 71
23 MuzafarGarh 79 83 80 84
24 NankanaSahib 70 77 70 74
25 Narowal 77 82 73 72
26 Okara 74 78 70 74
27 Pakpattan 68 76 67 66
28 Rahimyar Khan 71 74 71 67
29 Rajanpur 75 82 71 75
30 Rawalpindi 68 70 65 64
31 Sahiwal 70 75 67 70
32 Sargodha 74 77 69 70
33 Sheikhupura 72 78 74 72
34 Sialkot 74 78 71 72
35 T.T Singh 72 77 69 71
Cambridge Education 36 Vehari 75 80 72 78 29 January 2021
OVERALL DISTRICT WISE PERFORMANCE OF STUDENTS IN LSA
GRADE 5
District Mean % Score District Mean % Score
MuzafarGarh 82 Multan 72
Vehari 76 Layyah 71
Narowal 76 Lodhran 71
Rajanpur 75 Faisalabad 71
Khanewal 74 Hafizabad 71
DG Khan 74 Sahiwal 70
Okara 74 Rahimyar Khan 70
Sialkot 74 Mianwali 70
Bahawalnagar 74 Attock 70
Chakwal 74 Bahawal Pur 69
Sheikhupura 73 Lahore 69
Gujranwala 73 Pakpattan 69
Khushab 73 Chinot 69
Sargodha 73 Bhakkar 68
Jhang 73 Jhelum 67
NankanaSahib 72 Rawalpindi 67
T.T Singh 72 Gujrat 65
Kasur 72 Mandi Baha uddin 63

DISTRICT/SUBJECT WISE TEACHERS’ MEAN PERCENTAGE SCORES
GRADE 5
1 Attock 79 87 80 75
2 Bahawal Pur 79 86 82 77
3 Bahawalnagar 82 89 85 81
4 Bakhar 71 88 85 74
5 Chakwal 78 89 87 76
6 Chinot 76 90 83 79
7 DG Khan 75 90 87 83
10 Gujrat 81 87 83 81
11 Hafizabad 77 87 83 81
12 Jhang 79 87 84 81
13 Jhelum 74 87 84 79
14 Kasur 81 90 85 79
15 Khanewal 85 91 86 84
16 khushab 80 88 86 82
17 Lahore 78 84 84 79
18 Layyah 79 88 84 82
Contd..
19 Lodhran 78 89 86 83
20 Mandi Baha Uddin 76 86 82 79
21 Mianwali 82 89 87 80
22 Multan 77 89 83 75
23 Muzafar Garh 81 89 84 84
24 NankanaSahib 83 85 83 82
25 Narowal 83 85 85 77
26 Okara 86 91 84 83
27 Pakpattan 77 85 82 78
29 Rajanpur 78 91 84 80
31 Sahiwal 79 90 83 75
32 Sargodha 82 86 83 83
33 Sheikhupura 82 91 85 78
34 Sialkot 82 91 85 78
35 T.T Singh 80 90 85 77
36 Vehari 81 91 86 79
OVERALL DISTRICT WISE PERFORMANCE OF TEACHERS IN LSA
GRADE 5
Okara 86 Narowal 82
Khanewal 86 Faisalabad 82
Bahawalnagar 84 T.T Singh 82
Mianwali 84 Rajanpur 82
NankanaSahib 83 Jhang 82
Kasur 83 Hafizabad 81
Sargodha 83 Chakwal 81
Khushab 83 Sahiwal 81
Vehari 83 Chinot 81
Sheikhupura 83 Lahore 80
Sialkot 83 Rawalpindi 80
Lodhran 83 Bahawal Pur 80
Gujranwala 83 Multan 80
Layyah 83 Jhelum 80
Rahimyar Khan 83 Attock 80
Muzafar Garh 83 Mandi Baha Uddin 80
Gujrat 82 Pakpattan 80
DG Khan 82 Bakhar 78

WEAK SLOs (GRADE 5)
No Science
1 Differentiate between vertebrates and in-vertebrates.
2 Describe and demonstrate the states of water (i.e., melting, freezing, boiling, evaporation, and condensation).
3 Explain the formation of shadows.
4 Investigate, that light travels in a straight line.
5 Describe the uses of various satellites in space i.e., geostationary, weather, communication and global positioning system
(GPS).
6 Identify similarities and differences among the different types of soil.
7 Use first aid box to dress a wound.
8 Differentiate between vertebrates and in-vertebrates.
No English
1 Respond to, and ask simple questions starting with be, do and have.
2 Recall the rules of punctuation learnt earlier.
3 Practice and use simple SVO pattern sentences. Demonstrate the use of subject-verb agreement according to person and
number.
4 Using pre-reading strategies to predict the content of a text from topic/picture, title heading etc. by using prior knowledge.
5 Write a story using the elements of story writing. Write a short passage, anecdote, fable, etc., for pleasure and creativity.
6 Write short informal invitations for a variety of purposes to demonstrate the use of conventions of short invitations
WEAK SLOs (GRADE 5)
No Numeracy
1 Find LCM of two numbers, up to 2 digit numbers, three numbers up to 2 digit numbers using prime factorization method and division
method.
2 Solve real life problems involving division of fractions.
3 Convert a fraction to decimals using division.
4 Convert measures given in:
i. kilometres into meters
ii. meters into centimetres
iii. centimetres to millimetres and vice versa.
5 Identify and describe triangles with respect to their angles (acute angle triangle, obtuse angle triangle and right-angle triangle).
6 Solve real life problems involving HCF and LCM.
Urdu No
‫ افسوس وغیرہ کو استعمال کرسکے۔‬، ‫ استعجاب‬،‫حر ِف ندا‬ 1
‫مترادف اور متضاد کے فرق کو سمجھ کر بتا سکیں یا لکھ سکیں ۔‬ 2
‫ اشتہارات اور خطوط بنام مدیر وغیرہ روانی سے پڑھ سکیں۔‬، ‫ رودادیں‬، ‫ اداریے‬، ‫ رسائل و جرائد میں خبریں‬، ‫خبارات‬ 3
‫گھر اور معاشرے میں بچے کی حفاظت ہم سب کی ذمہ داری ہے۔‬،‫سکول‬ 4
‫ افسوس وغ ریہ کو استعمال کرسکے۔‬، ‫ استعجاب‬،‫حر ِف ندا‬ 5
Grade 8 Results

DISTRICT/SUBJECT WISE STUDENTS’ MEAN PERCENTAGE SCORES
GRADE 8
Sr. No. District English Math Science Urdu
1 Attock 59 57 63 73
2 Bahawal Nagar 66 68 71 78
4 Bakhar 61 58 67 75
5 Chakwal 62 60 65 74
6 Chiniot 59 60 67 75
7 DG Khan 67 69 71 72
10 Gujrat 63 60 70 75
11 Hafizabad 61 59 63 74
12 Jhelum 59 57 61 73
13 Jhung 68 70 68 78
14 Kasur 62 62 66 77
15 Khanewal 66 68 43 51
16 Khushab 64 65 68 76
17 Lahore 63 59 66 75
Cambridge Education 18 Layyah 65 65 68 78 29 January 2021
Contd….
Sr. No. District English Math Science Urdu
19 Lodhran 67 63 67 76
20 Mandi Bahaudin 58 54 65 74
21 Mianwalli 65 64 65 75
22 Multan 68 66 68 78
24 Nankana Sahib 66 62 65 75
25 Narowal 69 69 71 80
26 Okara 67 64 67 78
27 Pak Pattan 62 59 66 75
29 Ranjanpur 68 69 69 78
31 Sahiwal 65 66 71 76
32 Sarghoda 66 65 66 78
33 Shaikhupura 67 66 68 76
34 Sialkot 67 65 68 78
35 T.T. Singh 66 67 66 76
36 Vehari 70 70 71 79
OVERALL DISTRICT WISE PERFORMANCE OF STUDENTS IN LSA
GRADE 8

Muzafar Garh 74 Mianwalli 67
Vehari 73 Kasur 67
Narowal 72 Nankana Sahib 67
Ranjanpur 71 Gujrat 67
Jhung 71 Faisalabad 66
Bahawal Nagar 71 Gujranwala 66
Multan 70 Rahimyar Khan 66
DG Khan 70 Lahore 66
Sialkot 70 Pak Pattan 66
Sahiwal 69 Chiniot 65
Shaikhupura 69 Chakwal 65
Layyah 69 Bakhar 65
Okara 69 Rawalpindi 65
Sarghoda 69 Hafizabad 64
T.T. Singh 69 Attock 63
Khushab 68 Mandi Bahaudin 63
Lodhran 68 Jhelum 62
Bahawalpur 68 Khanewal 57

DISTRICT/SUBJECT WISE TEACHERS’ MEAN PERCENTAGE SCORES
GRADE 8
Sr. No. District English Urdu Math Science
1 Attock 71 80 72 77
2 Bahawal Nagar 78 84 77 79
4 Bakhar 76 82 81 79
5 Chakwal 73 82 78 77
6 Chiniot 69 82 79 76
7 DG Khan 78 79 82 81
10 Gujrat 77 82 77 77
11 Hafizabad 75 81 72 74
12 Jhelum 72 81 72 71
13 Jhung 78 81 79 79
14 Kasur 78 82 77 76
15 Khanewal 78 55 82 50
16 Khushab 78 81 82 77
17 Lahore 77 83 82 78
18 Layyah 76 83 81 79
Contd….
Sr. No. District English Urdu Math Science
19 Lodhran 77 83 81 78
20 Mandi Bahaudin 75 81 77 76
21 Mianwalli 76 82 81 79
22 Multan 73 82 79 79
24 Nankana Sahib 82 81 70 74
25 Narowal 75 82 77 77
26 Okara 74 84 78 78
27 Pak Pattan 71 78 77 78
29 Ranjanpur 71 83 80 77
31 Sahiwal 72 82 82 80
32 Sarghoda 72 83 78 76
33 Shaikhupura 71 79 75 77
34 Sialkot 75 83 83 78
35 T.T. Singh 79 84 80 77
Cambridge Education 36 Vehari 76 85 81 81 29 January 2021

OVERALL DISTRICT WISE PERFORMANCE OF TEACHERS IN LSA
GRADE 8

Vehari 81 Gujrat 78
Bahawal Nagar 80 Kasur 78
Bakhar 80 Multan 78
DG Khan 80 Narowal 78
Khushab 80 Rahimyar Khan 78
Lahore 80 Ranjanpur 78
Layyah 80 Chiniot 77
Lodhran 80 Faisalabad 77
Mianwalli 80 Mandi Bahaudin 77
Muzafar Garh 80 Nankana Sahib 77
Sialkot 80 Rawalpindi 77
T.T. Singh 80 Sarghoda 77
Jhung 79 Hafizabad 76
Okara 79 Pak Pattan 76
Sahiwal 79 Shaikhupura 76
Bahawalpur 78 Attock 75
Chakwal 78 Jhelum 74
Gujranwala 78 Khanewal 66
WEAK SLOs (GRADE 8)
No Science
1 Describe the term atmospheric pressure.
2 Draw and label human excretory system.
3 Differentiate between mitoses and meiosis.
4 Plan and conduct a campaign that can help reduce air pollution in environment.
5 Explain the energy changes in chemical reactions.

6 Explain the balancing of a chemical reaction.
7 Describe the image formation using a lens by ray diagram.
8 Identify the technological tools used in space exploration.
No English
1 Build and use appropriate vocabulary and correct spelling for effective communication .
2 Recognize the rules of, and change the narration of statements, requests/orders and questions .
3 Write a guided paragraph on a given topic.

4 Apply summary skills to familiar/unseen passages and poems to write summary/ précis of simple passages (summarize verses)
5 Read a story to retell it sequentially.

6 Apply strategies to comprehend questions by marking keywords, verbs and tenses in a variety of question types; Literal, textual, factual,
Interpretive Inferential, Personal response, Evaluative and Open Ended ‫۔‬
WEAK SLOs (GRADE 8)
No Numeracy
1 Solve real life problems involving linear equations. .
2 The sum of measures of the three angles of a triangle is 180o .
3 Solve right angled triangle using Pythagoras theorem .
4 Solve real life problems involving mean (average), weighted mean, median and mode .
5 Solve simple real-life problems related to individual income tax assessment .
6 Solve real life problems involving HCF and LCM.
Urdu No
1
‫حاصالت ِ تعلم‬
2
‫کسی بھی عام متن پر سواالت کے جوابات تحریر کر سکے۔‬
3
‫مثال‬
4
.‫مستقبل کے معمار سے مراد ہے‬
5
‫ہیڈماسٹر صاحب نے ا پنی تقریر میں کیا کہا؟‬
PERFORMANCE IN READING, LISTENING AND SPEAKING SKILLS
(Mean Percentage)
100
87
Reading
90 85 Students read a paragraph
80 77 77 77 and assessor noted words
80
74 73 per minute and counted
errors
70
63
60
54 56 Listening
Students listened a
50 45 selected paragraph twice
40 and asked to select the
correct answer in MCQs
30
20
Speaking
50% Students were asked
10 to speak on any topic of
their choice for two minutes
0 and 50% students were
Reading Listening Speaking Reading Listening Speaking asked to speak on given
topics
Grade 5 English Urdu Grade 8
OVERALL STUDENTS’ MEAN percentage
PERFORMANCE IN SED, PEF AND PEIMA
SCHOOLS
SED PEF PEIMA
72 70 68 68 66
Grade 5 Grade 8

STUDENT’S SCORE HAVING POSITIVE AND SIGNIFICANT EFFECT
CLASSROOM
TEACHER SCHOOL PARENT’S SCHOOL
TEACHING
ATTRIBUTES FACILITIES ENGAGEMENT LEADERSHIP
PRACTICES
Academic qualifications Use of whiteboards Provision of basic facilities

Parents qualification
Professional qualifications The activity-based Opportunities to participate  Mentoring by Head teachers
Source of income
Participation in Continuing teaching-learning process in co-curricular activities
Resources available at  Classroom visits by AEOs
Professional Development Outdoor activities Social involvement of
home  Use of curriculum and teacher
programs Teacher asks questions students/interactions
between students Study at home guides
Classroom teaching Students ask questions
practices Perceptions on school  Organized co-curricular activities
The teacher responds to a practices related to  Utilization of NSB funds
Teacher behavior student’s question inclusion and safety  Engagement of school councils
Homework checking
Teacher as a problem
solver

KEY RECOMMENDATIONS
 Dissemination of results in Provincial workshop at Lahore and all districts
 Benchmarking of Learning outcomes for reference point and estimate of progression of learning
 Aligning of LSA results with Global Proficiency Framework (SDG 4.1.1)
 Designing of specific content-based teacher training programs by QAED and its implementation plan and impact
assessment
 District wise targets for CEO-DEAs to focus on weak areas/SLOs
 PEF & PEIMA focus on the specific results of schools their administrative control
 Recruitment of teachers, to avoid multi-grade teaching or alternative sources
 leadership trainings for educational managers (School Heads/AEOs/Dy DEOs and DEOs)
 Timely distribution of textbooks and supplementary material
 Improvement of Text Books on the basis of LSA data

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Punjab

2005 Established in December 2005 (through administrative order)

2014 Punjab Education Assessment System (PEAS) was merged in PEC.

i. Sample-based Large Scale Assessment (LSA);

Cambridge Education 29 January 2021

Selection & OMR & E- Report Writing

Cambridge Education 29 January 2021

SED 1659 1824 3483 SED 1259 1356 2615

PEF 453 286 739

Total 2184 2179 4363 Total 1604 1696 3300

• Literacy (Urdu and English)

Cambridge Education 29 January 2021

Cambridge Education 29 January 2021

Cambridge Education 29 January 2021

Cambridge Education 29 January 2021

20 Mandi Baha Uddin 64 68 61 60

Cambridge Education 29 January 2021

20 Mandi Baha Uddin 76 86 82 79

Cambridge Education 29 January 2021

6 Solve real life problems involving HCF and LCM.

Cambridge Education 29 January 2021

District Mean % Score District Mean % Score

Cambridge Education 29 January 2021

Cambridge Education 36 Vehari 76 85 81 81 29 January 2021

District Mean % Score District Mean % Score

5 Explain the energy changes in chemical reactions.

3 Write a guided paragraph on a given topic.

5 Read a story to retell it sequentially.

5 Solve simple real-life problems related to individual income tax assessment .

6 Solve real life problems involving HCF and LCM.

Cambridge Education 29 January 2021

Academic qualifications Use of whiteboards Provision of basic facilities

Cambridge Education 29 January 2021

 Dissemination of results in Provincial workshop at Lahore and all districts

 Aligning of LSA results with Global Proficiency Framework (SDG 4.1.1)

 District wise targets for CEO-DEAs to focus on weak areas/SLOs

 Recruitment of teachers, to avoid multi-grade teaching or alternative sources

 Timely distribution of textbooks and supplementary material

 Improvement of Text Books on the basis of LSA data

Cambridge Education 29 January 2021

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