Federal Board of Intermediate &

Secondary Education,
Islamabad

Training Manual
for Item Developers
Vol. I

Qaisar Alam
Mirza Ali
Aqeel Imran
Muhammad Nouman Haral
 Table of contents

Table of contents ........................................................................................................................ ii

List of tables .............................................................................................................................. iv
List of figures ............................................................................................................................. v
Message from Federal Minister of Education ............................................................................ vi
Message from Federal Secretary of Education ......................................................................... vii
Message from the Chairman FBISE ........................................................................................ viii
Preface ....................................................................................................................................... ix
1 ASSESSMENT: IMPORTANCE AND PURPOSE
1.1. Introduction ................................................................................................... 1
1.2. Assessment Framework ................................................................................ 2
1.3. Bloom’s Taxonomy....................................................................................... 2
1.4. Alignment of Assessment with Curricula (SLO) and Cognitive Domain..... 4
1.5. Training manual outline ................................................................................ 4
2 QUESTION PAPER AND ITS CONTENTS
2.1. Setting Question Paper .................................................................................. 5
2.2. Percentage Allocation of levels of Cognitive domains (K, U, A) ................. 6
2.3. Level(s) of difficulty (Easy, Moderate, Difficult)......................................... 6
2.4. Equitable representation of Contents/SLOs .................................................. 7
2.4.1. Testing the learning outcomes (Content + Cognitive) ........................... 7
3 CONSTRUCTION OF TEST/QUESTION PAPER
3.1. Format of Question Paper: ............................................................................ 8
3.1.1. Section-A ............................................................................................... 8
3.1.2. Section B ................................................................................................ 8
3.1.3. Section C ................................................................................................ 8
3.2. Layout of Question Paper.............................................................................. 9
3.3. Development of Test Items (questions): ....................................................... 9
3.3.1. Multiple Choice Questions (MCQs): ..................................................... 9
3.3.1.1. Anatomy of MCQ: ..................................................................... 10
3.3.1.2. Stem of an MCQ: ....................................................................... 10
3.3.1.3. Guidlines for writing Stem of MCQ: ......................................... 10
3.3.1.4. Avoid the following: .................................................................. 11
3.3.1.5. Options of an MCQ: ................................................................... 11
3.3.1.6. Guidelines for devising options: ................................................ 11

ii
 3.3.1.7. Characteristics of Distractors: .................................................... 11
3.3.1.8. Guidelines for writing Key:........................................................ 12
3.3.2. Restricted Response Question (RRQ) .................................................. 12
3.3.2.1. Example of SLO Based RRQ: .................................................... 13
3.3.3. Extended Response Question (ERQ): .................................................. 13
3.3.3.1. Constructing Effective ERQs ..................................................... 13
3.3.3.2. Example of SLO Based ERQ: .................................................... 14
3.4. Proof Reading of Question Papers .............................................................. 14
4 MARKING SCHEME AND RUBRICS
4.1. General ........................................................................................................ 16
4.1.1. Formation of answer key and solution ................................................. 16
4.1.2. Marking Scheme and Rubrics .............................................................. 16
4.1.3. Basic Design of Rubric ........................................................................ 17
4.2. Developing Assessment Rubrics ................................................................. 17
4.3. Flexibility in Solutions and Rubrics ............................................................ 17
5 UNDERSTANDING MODEL QUESTION PAPER
5.1. General ........................................................................................................ 19
5.2. Model Question Paper ................................................................................. 19
5.3. Producing Questions from SLOs ................................................................ 19
References ................................................................................................................................ 20
Appendix A List of commonly used command words with examples ...................................... 21
Appendix B Sample Rubrics .................................................................................................... 26
Messages of the Developers and Reviewers ............................................................................ 42

iii
 List of tables

Table 1-1 Structure of the Cognitive Process Dimension of the Revised Taxonomy...... 3
Table 2-1 Preferred allocation of different cognitive levels to the questions in each
section of question paper ................................................................................ 6
Table 2-2 Preferred allocation of different difficulty levels to the questions in each
section of question paper ................................................................................ 6
Table 4-1 A brief of fundamentals of assessments’ evaluation...................................... 16
Table 4-2 Parts of rubrics ............................................................................................... 17

iv
 List of figures

Figure 1-1 Triangulated Process of Assessment Activities [1] ........................................ 1

Figure 1-2 Original and Revised Bloom’s Taxonomy [2] ............................................... 2

v
 Message from Federal Minister of Education

Provision of Quality Education to every child is the key to success of the nations
in the modern world. To ensure the quality of education, a well-defined and transparent
system of assessment is mandatory. Federal Board of Intermediate and Secondary
Education (FBISE), Islamabad, is leading by example in the field of assessment through
befitting reforms which shall prove truly beneficial to the public.

Over the past years several reforms like digitization of records, provision of
online facilities to students and institutions, Digital Attendance Management System
(DAMS), On Screen Marking of Answer Scripts, and development of Question Items
Bank (QIB) are the hallmarks of quality work and gusto of the personnel at FBISE. ISO
certification is a concrete proof of the organization of jobs being performed at FBISE.

In order to ensure the quality in assessment FBISE has rightly identified the need
of periodic trainings and refresher courses for question paper setters. These question
paper setters so trained will prove pivotal in shaping up the future of the candidates
appearing in board examinations. It is indeed important to sensitize these paper setters to
ensure the quality of assessment in order to fulfil the demands of curricula.

The manuscript of training manual in hand is another example of FBISE’s strive

for excellence. It is their continuous and untiring efforts which will help in improving
the national standards of assessment and personal capacities of available human resource.
It is believed that this manual will prove a mile stone in the path of paradigm shift from
rote learning to Students’ learning outcome (SLO) based examinations in the country.

It is my pleasure to acknowledge and appreciate the Chairman FBISE and his

team for their sincere efforts in enhancing the quality of assessment and allied
procedures. I believe that their enthusiasm and devotion will continue to be exemplary.

SHAFQAT MAHMOOD
FEDERAL MINISTER

vi
 Message from Federal Secretary of Education
Curriculum, pedagogy and assessment are the three fundamental elements of
educational process. It is a known fact that assessment has a washback effect on
pedagogy which can bring about notable and far-reaching changes in overall educational
process. Ministry of Federal Education and Professional Training is persistently
patronizing Federal Board of Intermediate and Secondary Education, Islamabad (FBISE)
in introducing and implementing educational reforms especially in the domain of
assessment.

FBISE, a federal examination body having an international reach out, shoulders

the responsibility of keeping-up with the evolving trends in educational sector. The
Federal Board recognized the need to shift from the outdated rote learning system to
outcome- based education and assessment system. It was realized that children’s
attainments will remain poor unless the assessment moves away from the rote learning
system of examination to the SLOs based examination system.

FBISE has thus been continuously improving itself through multi-dimensional

developments in its systems such as use of technology in upgrading the conduct of
examinations, electronic evaluation of examinations of students, online services
provisions in the processes of affiliation, certificates issuance, developing and refining
of question items to form Question Items Bank (QIB) for the purpose of automated
question paper generation both validly and reliably. It is hoped that with consistent
dedication, FBISE will surely excel and usher a highly credible and quality assessment
system in the country.

Ms. NAHEED S. DURRANI

FEDERAL SECRETARY

vii
 Message from the Chairman FBISE
FBISE is an examining body which conducts examinations at Secondary and
Higher Secondary levels. Apart from Pakistan, its scope also encompasses international
mandate. Being an internationally operating examination body, FBISE is well aware of
its importance and the worth of the examinations conducted by it. In order to standardize
the examinations and facilitate all stakeholders of FBISE, concerted efforts are being
made in the form of indigenous thought process and acquisition of feedback, based on
critical analysis from the relevant stakeholders and clients.

Qualitative improvement in the overall examination system like Digital

Attendance Monitoring System (DAMS), On Screen Marking of Answer Scripts, and
development of Question Items Bank (QIB) are some emblematic achievements of
FBISE. This training module will add substance to the aspects of validity and reliability
of assessment especially in the context of paradigm shift towards SLOs based
examinations. The booklet in hand is the outcome of the comprehensive academic
abilities of experts from different educational strata of the country. It has been developed
through meticulous thinking process and is based upon real needs of the real participants
i.e., Paper Setters and Item Writers. It is believed that this training manual will prove
pivotal in capacity building of the Paper Setters, Item Writers and Teachers in addition
to validating and substantially standardizing the process of paper setting.

I take this opportunity to thank the honorable Federal Minister of Federal

Education and Professional Training, Mr. Shafqat Mahmood and the honorable Federal
Secretary of Federal Education and Professional Training, Ms. Naheed S. Durrani for
their patronage and shared vision for achievement of Sustainable Development Goals
(SDGs) by considering FBISE an essential partner in the process.

I also extend my gratitude to all the participants who played their part in the
development of this training manual. It was their efforts and dedication to help realize
the envisaged idea of developing a document which will be instrumental in the process
of aligning the examinations with the SLOs listed in different curricula and ensure quality
assessment conforming to international standards.

QAISAR ALAM
CHAIRMAN
FBISE, Islamabad

viii
 Preface
At FBISE whilst, we strive for excellence and put forth consistently the sincerest
efforts for the quality output, we also consider the needs and requirements of our
stakeholders. This document is a manifestation of several attributes of FBISE’s works. It
is based upon a wide consultative process with different stakeholders and other allied
bodies.

We offer our cordial gratitude to Sqn. Ldr. Javed Iqbal from Fazaia TTI, PAF
Complex, Islamabad, Mr. Suhail Bin Aziz from National Curriculum Council,
Islamabad, Dr. Nasir Mahmood & Dr. Muhammad Azeem from Punjab Examination
Commission, Lahore, Mr. Muhammad Shakeel & Syed Zulfiqar Shah from National
Education Assessment System, Islamabad, Ms. Bushra Saqib from Bahria Schools and
Colleges Systems, Islamabad, Mr. Muhammad Shafique & Mr. Zulfiqar Khan from
Elementary and Secondary Education Department (ESED) Khyber-Pakhtun-Khwa,
Mrs. Oneeza Amber Asif from Fauji Foundation Education System, Rawalpindi and
Mrs. Maryam Adeel Awan from Army Public Schools and Colleges System, Rawalpindi
for their valuable contribution as Unit Developers. Their work was graciously reviewed
by Dr. Tariq Javed from Directorate of Federal Government Education Institutions
(C/G), Rawalpindi, Dr. Muhammad Idrees from Govt. Gordon Graduate College,
Rawalpindi, Dr. Shafqat Ali Janjua and Mrs. Riffat Jabeen from Federal Directorate of
Education, Islamabad.

This effort of the experts will go hand in hand with FBISE in its future
examinational endeavors.

AQEEL IMRAN
DIRECTOR (Strong Room)
FBISE, Islamabad

ix
 Unit 1

Assessment: Importance and Purpose

1 Assessment: Importance and Purpose

1.1. Introduction
Assessment is a process of measuring students’ learning [1]. It involves planning,
developing, collecting, analyzing and reporting. FBISE strives to develop a valid and
reliable instrument and administer the same in Pakistan educational context. The
responses by the students are transparently and wisely scored. Accordingly, the results
are accumulated and reported to the stakeholders.

Educational assessment is a centerpiece of the teaching and learning experiences.

It is a triangulated process that enables assessors to measure the effectiveness of the
teaching by linking student performance to learning objectives [1]. As a result, teachers
become able to institutionalize effective teaching choices and revise ineffective ones in
their pedagogy. Without obtaining and analyzing evidence of student learning, teachers
can never know whether their teaching, the curricula and the teaching methodologies are
developing desired knowledge, skills, and attitudes.

Learning.
objectives

Assessment

Instructional
activities

Figure 1-1 Triangulated Process of Assessment Activities [1]

There has been a continuous effort to bring education in Pakistan at par with the
successful educational systems of the world. Educational curriculum has always been

1
criticized for promoting habit of cramming among the students. However, it is obvious
that it is not the curriculum but assessment that drives not only curriculum but also
teaching-learning practices.

1.2. Assessment Framework

The most important pre-requisite of any assessment is a well-defined framework
[3]. A framework is an outline that guides to follow a certain process of developing an
assessment tool. Since every subject has specific requirements to be assessed therefore a
separate assessment framework is required.

An assessment framework comprises of taxonomy of desired learning outcomes,

taxonomy levels, content details, types of items, weightage of items and prompts,
proportionate of cognitive level and difficulty level of items.

1.3. Bloom’s Taxonomy

The taxonomy of educational objectives is a framework for classifying statements
of what we expect or intend students to learn as a result of instruction [4]. Benjamin S.
Bloom (1956) initiated the idea of classifying educational objectives (Original
Taxonomy). He wrote a book titled as Taxonomy of Educational Objectives: The
Classification of Educational Goals [5]. This classification enables assessment experts
to devise appropriate test items. The revision of this classification was done in 2001 by
Anderson and Krathwohl (Revised Bloom’s Taxonomy) [4].

Cognitive levels of original and revised Bloom’s Taxonomies are as under:

Nouns Verbs
Evaluation Creating

Synthesis Evaluating

Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Original Bloom’s Taxonomy (1956) Revised Bloom’s Taxonomy
Figure 1-2 Original and Revised Bloom’s Taxonomy [2]

2
Six cognitive levels, their definitions, sub categories and some action verbs are given
below:

Table 1-1 Structure of the Cognitive Process Dimension of the Revised Taxonomy

Major Category Sub Categories Action Verbs

cite, define, group, list, match,
Remembering: Retrieving
• Recognizing memorize, quote, record, repeat,
relevant knowledge from
• Recalling reproduce, select, state,
long-term memory.
underline, etc.
• Interpreting associate, classify, describe in
• Exemplifying own words, discuss, explain,
Understanding: Determining
give examples, identify,
the meaning of instructional • Classifying
interpret, locate, observe,
messages, including oral, • Summarizing
paraphrase, recognize, report,
written, and graphic • Inferring reorganize, research, restate,
communication. • Comparing review, select, summarize,
• Explaining translate, etc.
adapt, apply in familiar context,
apply in unfamiliar context,
Applying: Carrying out or collect, change, choose,
• Executing
using a procedure in a given demonstrate, dramatize, exhibit,
• Implementing
situation. employ, illustrate, manipulate,
operate, solve, schedule, sketch,
etc.
arrange, calculate, categorize,
compare, contrast, criticize,
Analyzing: Breaking material differentiate, dissect,
into its constituent parts and • Differentiating discriminate, distinguish,
detecting how the parts relate • Organizing examine, experiment, group,
to one another and to an • Attributing investigate, inspect, make a
overall structure or purpose. diagram, order, organize,
question, research, revise,
separate, survey, test, etc.
appraise, argue, check, critique,
criticize, defend, determine,
debate, discriminate, evaluate,
Evaluating: Making
• Checking experiment, hypothesis, judge,
judgments based on criteria
• Critiquing make a monitor, predict, probe,
and standards.
rate, rank, reject, revise, select,
support, score, test, value,
validate, etc.
act, assemble, blend, construct,
Creating: Putting elements compile, create, develop, devise,
• Generating
together to form a novel, design, formulate, forecast,
• Planning
coherent whole or make an imagine, improvise, invent,
original product. • Producing make, organize, originate, plan,
predict, set up, write, etc.

3
 1.4. Alignment of Assessment with Curricula (SLO) and Cognitive Domain
Assessment items are developed in accordance with the cognitive level and
content/concept [6] as given in the students’ learning outcomes (SLO) of respective
subjects and grades. Every subject has specific SLOs which can be assessed through
different types of assessment items. Some SLOs will be better assessed through MCQs
while others through CRQs. The skills listed in the curricula of science subjects may
either be aligned with SLOs or with practical work depending on the requirement of each
skill.

1.5. Training manual outline

This training manual is divided into four units. A brief description of each chapter
is given below:

Unit 1: A brief introduction of Assessment, its Importance and Purpose along

with the introduction of Assessment frame work. Brief discussion on Revised Bloom’s
Taxonomies (Overview) and Action Words / Verbs and Importance of Alignment of
Assessment with Curricula (SLO) and Cognitive Domain Levels

Unit 2: This unit deals with the guidelines regarding Question Paper and its
contents. Brief guidelines for

• Setting Question Paper

• Percentage Allocation of levels of Cognitive domains (K, U, A)
• Level(s) of difficulty (Easy, Moderate, Difficult)
• Equitable representation of contents (SLO Units)
o Testing the Learning outcomes (Content + Cognitive)
have also been provided in this unit.

Unit 3: In this unit, fundamental principles for writing questions in question

paper in accordance with layout of question paper are listed. Some guidelines for
assurance of the quality of the stem of the question are also provided.

Unit 4: This unit deals with formation and development of rubrics and answer
key of every question paper of respective subjects.

Unit 5: The final part deals with the practical implementation of learned
assessment practices in line with relevant documentation.

4
 Unit 2

Question Paper and its Contents

2 Question Paper and Its Contents

2.1. Setting Question Paper

There are various techniques to measure students’ learning including paper-pencil
test. The paper-pencil test comprises of content domain and cognitive levels that
represent the desired curriculum. This question paper is meant to give a measure of
students’ learning accumulated over an academic year thus its validity and reliability
have to be ensured. A question paper must be balanced and prepared carefully according
to the table of specification because it has consequences upon students’ future. Following
are key guidelines which must be kept in mind while developing question papers:

1. Curriculum be divided (if required) into content strands as per Table of

Specification (ToS). Number of questions in each strand be included (Selection
type and Supply Type) for equitable representation of SLO units.
2. Paper developers will propose difficulty of level of each question by his expert
opinion.
3. Preferably mark the question easy, moderate and difficult if 80% or more, 40%
to 80%, and 40% or less students respectively can answer the question correctly.
4. Every paper developer (coordinator) will prepare the number of question papers
as per policy.
5. Sets of question papers shall be sent in a sealed envelope to the Strong Room of
FBISE.

5
 2.2. Percentage Allocation of levels of Cognitive domains (K, U, A)

Question papers may be developed keeping in view cognitive levels as per

curriculum requirements. Following proportion of Cognitive Levels may be adopted:

Table 2-1 Preferred allocation of different cognitive levels to the questions in each
section of question paper

Percentage * for
Cognitive Level
Grades 9th – 12th
Knowledge (Remembering) 30%
Understanding 50%
Applying (Analyze + Evaluate + Create) 20%
Total 100 %
* With ± 5% variation
2.3. Level(s) of difficulty (Easy, Moderate, Difficult)
While setting the question paper, the target audience i.e., students from different
backgrounds (gender, locale, socio economic status, ethnicity, sects etc.) may be
considered. A valid question paper should preferably address all ability ranges of the
appearing candidates.

In order to produce a normal curve, the question paper should contain all types of
questions i.e., easy, moderate and difficult in all sections (A, B, C, D etc.) of the question
paper. A question belonging to knowledge level may be easy, moderate or difficult owing
to the use of language and the candidates appearing. Similarly, for understanding and
application levels the questions may not be limited to any specific difficulty level.

Table 2-2 Preferred allocation of different difficulty levels to the questions in each
section of question paper

Preferred allocation* for

Difficulty Level
Grades 9th – 12th
Easy 40%
Moderate 40%
Difficult 20%
Total 100 %
* With ± 5% variation

This difficulty level is dependent on the subjective approach of paper setter and nature of
the subject.

6
 2.4. Equitable representation of Contents/SLOs
In order to cover the contents (chapters/units) listed in the curricula, the spread of
the question paper should be such that proportional representation of each unit is ensured.

2.4.1. Testing the learning outcomes (Content + Cognitive)

The question paper should cover, in all sections, the contents and the cognitive
levels in accordance with the nature of each subject e.g., it is easier to give a higher
percentage of application-based questions in Mathematics and Physics whereas in
Biology the knowledge-based questions seem more convenient for the purpose ranges
are given in the tables 2.1 & 2.2 of paper setting. Assessment of SLOs with respect to
their due weightage is essential.

7
 Unit 3

Construction of Test/Question Paper

3 Construction of Test/Question Paper

3.1. Format of Question Paper:

There are mostly three sections in each question paper. Distribution of the
questions with respect to cognitive domain and difficulty level within each section shall
be according to the Table of Specification.

3.1.1. Section-A

It comprises of Multiple-Choice Questions (MCQs). All questions are

compulsory without any external or internal choice. Usually comprises of 20% of total
marks of the (theory if applicable) paper. Each MCQ usually carries 1 mark.

3.1.2. Section B

It comprises of Short Response Questions (SRQs). Candidates may have external

choice up to 33%. In addition to that, internal choice may also be offered based upon
model, content and/or nature of the subject. This section may contain almost 50% of total
marks in some subjects of the (theory if applicable) paper. An SRQ may carry marks
based upon the subject and relevant policy.

3.1.3. Section C

This section comprises of Extended Response Questions (ERQs). Candidates

may have external choice in the questions. In addition to that internal choice may also be
offered based upon model, content and/or nature of the subject. For ERQs it should
contain around 30% of total marks in some subjects of the (theory if applicable) paper.
All ERQs may or may not carry equal marks based upon the subject and relevant policy.

8
 3.2. Layout of Question Paper

1. The layout of the paper be as per policy. While developing the questions, the
designated space should be kept in consideration for write-on papers. There be
enough space (about 1.5 times the model answer) for responding to each question.
2. Instructions to candidates should be clear and unambiguous. They be presented
in bold type.
3. Wherever possible, use a straightforward and consistent format with regular line
lengths.
4. Use typesetting features such as bold, italics, indentation or boxes effectively to
help candidates focus their attention on the task. (Note: Print in italics may
present reading difficulty for young children.)
5. Long complex questions are best split up by the use of subsidiary numbering
systems.
6. Structured questions should follow a graded and logical sequence.
7. Stimulus based questions (diagrams, pictures and photographs etc.) be of high
quality and clear to have accurate responses.
8. Prompt (text for comprehension) and appended questions be set on the same page
or on adjacent pages.
9. Ensure that marks assigned to each item / section are clearly indicated on the
paper.

3.3. Development of Test Items (questions):

3.3.1. Multiple Choice Questions (MCQs):

Multiple choice questions (MCQs) are a form of objective test items, in which
students are asked to select suitable answer from the choices offered as a list.

9
 3.3.1.1. Anatomy of MCQ:
Example 1:

A body of mass 1500g when dropped from 20m high tower.

Stimulus
It will reach the ground in:
Stem/ Lead in
Options/ Alternatives

A. 6.5 seconds
B. 5.0 seconds Distractors
C. 3.5 seconds
D. 2.0 seconds → Key

Other ways to write the same question are as follows:

• What time is required for a body of mass 1500g to reach the

ground if dropped from a height of 20m?

• A body of mass 1500g reaches the ground in ________ seconds

when dropped from 20m height.
Example 2:

All of the following words have primary stress EXCEPT:

A. Increase → Distractor
B. Understand → Key
C. Record → Distractor
D. Black → Distractor
3.3.1.2. Stem of an MCQ:
Stem presents a specific problem to the examinee. It may be written either as an
incomplete statement, question or as a stimulus. It states an issue or describes a situation.
This situation is mostly in a paragraph or a picture called the Stimulus.

3.3.1.3. Guidlines for writing Stem of MCQ:

• Stem should be Simple in language
• It should be Understandable
• It should be Directed
• It should be a Body of knowledge within itself
• It should be Smart in its length/size
• It measures single idea or concept

10
 3.3.1.4. Avoid the following:
• Clue in the stem
• Difficult & ambiguous language
• Double Negative
• Tricky
3.3.1.5. Options of an MCQ:
There are four (4) options in an MCQ, out of which only one option should be
the correct whereas the other three (3) are the unkeyable options called distractors.

Simply,
• The “Correct” answer is the key
• The other responses are “DISTRACTORS”
• “DISTRACTORS” are the logical misconceptions of the correct answer and
seem plausible to the candidates who have partial, incomplete or
inappropriate knowledge
3.3.1.6. Guidelines for devising options:
When developing options for an MCQ following may be followed:

Options should be

• Parallel in structure
• Homogenous
• Clear and concise
• Smart in size
• Fit logical with stem /Syntax (with stem)
• In order (smallest to largest)
3.3.1.7. Characteristics of Distractors:
While developing “Distractors”, it should be kept in consideration that it is the
hard part of MCQ. It can control/tune the difficulty level of an MCQ. Distractors have
the following characteristics:

• Use to control for difficulty of item

• Logical misconception to the key
• Plausible but wrong; attractive to those lacking the required knowledge, skill
or attitude
• Parallel in syntax and grammar and should make sense
• Avoid “specific determiners”: Always, never
• If the stem is negative, avoid negative distracters
• Avoid All of the above, None of the above, both A & B etc.

11
 3.3.1.8. Guidelines for writing Key:
In an MCQ key should have the following characteristics:
• One key and one key only
• Should not stand out
• Should not contrast directly with another option
• No clue in the stem
• Should not follow any pattern in placing key

Example of SLO Based MCQ:

SLO #24 (Physics X): State the rules for obtaining images formed by concave
mirror, image formation by concave mirror, image formation by convex mirror, spherical
mirror formula, and uses of spherical mirror.

Which of the following are commonly used in vehicles to observe rear view?
A. Concave mirror
B. Convex mirror
C. Concave lens
D. Convex lens

3.3.2. Restricted Response Question (RRQ)

Restricted Response Questions (RRQs) are short answer questions that measure
knowledge, understanding and application-level cognitive skills. Restricted-response
questions are assessment items that ask students to apply knowledge, skills, and critical
thinking abilities to real-world, standards-driven performance tasks. These should be
simple, requiring students to answer within designated space on E-sheet.

For example:

SLO: Outline the basic reactions of Solvay process

Question: What is slaked lime? How is it produced during Solvay process? (1+2 marks)

Sometimes students must use information to create a graphic organizer, create

and correctly label a diagram, or draw a diagram showing a solution.

Restricted-response questions are scored using a pre-established rubric and sets

of pre-scored sample papers. Scoring is relatively objective, based on the actual

12
components included in the response. Students may receive marks based on the pre-
established rubric criteria. The SRQ portion should:

1. Reduce guessing about the content

2. Involve Teachers’ judgment
3. Develop an understanding of content hence rote learning is minimized
4. Test a wide range of abilities
5. Give more room to students to express their point of view
6. Be easy to construct and score

3.3.2.1. Example of SLO Based RRQ:

SLO: Skim text to
• have general idea of the text.
• infer theme/ main idea.
Question: “La Belle Dame sans I saw pale kings and princes too,
Pale warriors, death-pale were they all;
Merci”, a timeless ballad by
They cried— “La Belle Dame sans Merci
John Keats is a manifestation of Thee hath in thrall!”
his moving poetry. Given
I saw their starved lips in the gloam,
stanzas of the poem are the With horrid warning gapèd wide,
And I awoke and found me here,
closing remarks of the central
On the cold hill’s side.
character of the poem known as
And this is why I sojourn here,
“Knight-at-arms”.
Alone and palely loitering,
Write a summary of the given Though the sedge is withered from the lake,
three stanzas. And no birds sing.

3.3.3. Extended Response Question (ERQ):

Extended response items are those items where students are asked to give a
detailed answer to a question, hence allowing them to write down their detailed view
point in response to a question. ERQs are best for measuring higher order thinking skills.

3.3.3.1. Constructing Effective ERQs

While constructing an Extended Response Questions following guidelines may
be considered:

13
 • Be clear about the requirement of the SLO
• In constructing ERQs, the time limitations should be considered.
• Items should be constructed in such a way that it may look attractive and
motivating for the students.
• Clearly identify the main points to be addressed in the ERQ.
• The question posed in the question paper should address the scope and limitations
of the required response.
• In order to cover maximum ideas (SLOs), the ERQs may be divided into sub-
parts or questions. However, these sub-parts should have more marks than the
marks of the SRQs.

3.3.3.2. Example of SLO Based ERQ:

:‫احالصتملعت‬
‫ رکدار‬،‫ اکمہمل اگنری‬،‫ دمعہ اثمولں ےک اسھت رظنم اگنری‬، ‫ ادتسالل‬،‫یسک یھب وموضع رپ اےنپ وعیس رت اطمےعل یک روینش ںیم رتبیت‬
‫ااشنہیئایومضمنوریغہیکوصرتںیمرحتریشیپرکےکس۔‬،‫اہکین‬،‫اگنری‬
:‫وسال‬
‫اافلظرپلمتشمومضمنرحتریےیجیک۔‬۲۵۰‫دےیےئگونعانرپ‬
“‫اعمیشرتیقاکاضنم‬:‫”انم‬
‫اعیملاعمیشرظنمانےماورانماعہمیکوصرتاحلاکرھبوپراقتیلباجزئہوسددنموہاگ۔‬
3.4. Proof Reading of Question Papers
After formation of question papers, it is mandatory to validate it against the set
criteria and requirements. Thus, the proof reading is mandatory. While proof reading,
along many others, following aspects should be kept in consideration:

i. The question paper is based on curriculum and not on a particular textbook.

ii. The question paper is valid (measuring accurately and well) and reliable
(measuring consistently);
iii. The Question Paper is strictly from within the prescribed curricula and is
aligned with SLOs according to the Model Question Paper;
iv. Marks of every question, every section and total number of marks of the
Question Paper are according to the Model Question Paper;

14
v. Numbers of questions in each section are in accordance with the Model
Question Paper;
vi. The question paper covers and represents all the SLOs to the possible extent;
vii. The question paper does not contain material which can cause ethnic, social
or religious hatred in the country;
viii. No Spelling, Grammar and Technical mistakes (Scientific terms, mathematical
expressions, chemical formulae, botanical / biological names and statistical
terms etc.) have been left unchecked;
ix. There is only one correct answer for each Multiple-Choice Question (MCQ)
which has been checked and necessary correction (if any) has been made. The
distracters have also been checked/reviewed and necessary corrections (where
required) have been made in order to make them logical, rational and stronger
and in order to attract the low achievers. Moreover, week distracters like all of
them, none of the above, both A and B etc. have been removed;
x. The question paper is balanced and it discriminates among the abilities of all
categories of the candidates (i.e., below average, average and above average /
brilliant students)
xi. The question paper is solvable by an average student within the stipulated /
allocated time;
xii. No question has been repeated in any of the three/four sections of the question
paper;
xiii. No question has been repeated in the two simultaneously set question papers;
xiv. The supplementary material (i.e., Graph Paper, Drawing Paper, Log Table,
Periodic Table and Calculator etc.) which is required in the examination hall
has been mentioned against the relevant question in the Question Paper in the
form of additional note(s);
xv. The supplementary material recommended at point (xiii) above will not
become cheating material for the rest of the question paper;
xvi. The language of questions is correct, simple, precise and easily
understandable; and
xvii. The Urdu version (if applicable) is equally good and corresponds with its
English version. At the same time both the versions communicate the same
sense, meaning, tone, connotations and context.

15
 Unit 4

Marking Scheme and Rubrics

4 Marking Scheme and Rubrics

4.1. General
In order to evaluate the responses, following terms are used:

Table 4-1 A brief of fundamentals of assessments’ evaluation

Answer Key Limited to MCQs only

Possible answers of the Questions and are mandatory for
Solution
developing Rubrics
A detailed evaluating predefined-criteria for scoring SRQs and
Rubrics
ERQs
Marking Scheme Award of marks according to required response

4.1.1. Formation of answer key and solution

A solution set/answer key is prepared at the time of paper development, keeping

in view the requirement of the question(s). The total number of marks available for each
question and each part of a question is shown in the marking scheme and must tally with
the marks shown on the question paper.

Following are some of the guidelines:

• Select the correct answer for each question
• State the responses in a standardized manner with sufficient detail
• Allocate marks for each question and parts of a question, with a detailed
breakdown where necessary; each mark should reflect equal demand.
• Include instructions for assessing the quality of written expression, where
applicable.

4.1.2. Marking Scheme and Rubrics

Marking scheme is a system of awarding marks to responses or part of a response

in an examination. A rubric is a useful assessment tool that evaluates a student’s response

16
in terms of a particular score, point or grade. Rubrics clearly outline the criteria and
expectations for one or more categories as they relate to a particular response.

4.1.3. Basic Design of Rubric

A rubric improves marking efficiency. It has three parts: criteria, standards and
performance descriptors.

• Criteria - the properties or characteristics used to judge the quality of the

assessment task/ answer.
• Standards - the levels of achievement or performance.
• Performance Descriptors - the qualities required to demonstrate achievement of
each standard for each criterion.

Table 4-2 Parts of rubrics

Standards
Criteria
I II III IV V VI
Criterion A
Criterion B
Criterion C
Criterion D

4.2. Developing Assessment Rubrics

A good rubric communicates criteria and standards simply, concisely and clearly.
It also provides sufficient detail to assist assessors, guide students and facilitate feedback.
Following are the key steps in developing rubrics:

I. Model answer/solution (refer or develop)

II. Identification of important steps (refer or develop)
III. Description of criteria for each step
IV. Development of Grid/Matrix
V. Add a descriptor or numerical score to each performance level
4.3. Flexibility in Solutions and Rubrics
Preparing a marking scheme ahead of time helps the paper setter to review the
questions, to think about possible alternative answers that might come up, and to verify
that they are really testing the Student Learning Outcomes (SLOs).

17
 I. Make a user-friendly marking scheme/rubric to ensure that all the external
examiners, assessors, paper checkers inside and outside the country can easily
understand the marking scheme.
II. Give consequential marks. Generally, rubrics/marking schemes do not deduct
marks for the same error repeatedly. If an error is made early but carried through
the answer, mark is only deducted once if the rest of the response is sound. Allot
positive marks only; learners gain marks for valid answers and no negative
marking for incorrect or irrelevant answers.
III. Review the rubrics/marking scheme after the exam if maximum students
interpreted the question in a way that is different from what was intended by the
paper setter.
IV. Make notes on question paper, when marking, to clarify a particular mark, if
needed. Notes help the students to understand their mistakes and correct them. It
will also help to review their exam paper in case of rechecking.

18
 Unit 5

Understanding Model Question Paper

5 Understanding Model Question Paper

5.1. General
It is a known fact that every subject has its own demands to be taught in a suitable
way which requires different competencies to be tested for reliable evaluation of learners’
achievement. Similarly, it can also be understood that development of a question paper,
in the light of a defined curriculum, demands a better and reasonable understanding of
curriculum and its SLOs. Having acquired the knowledge regarding the relevant
curriculum would be pivotal for setting an SLO based question paper.

This unit deals with the practical orientation of the SLO based model question
papers and alignment of their different question items with relevant SLOs.

5.2. Model Question Paper

Model question paper is a specimen question paper that sets the tone for the
upcoming summative examination at the end of the academic year/term/session. It
preferably comprises of three different parts namely Section A (Multiple Choice
Questions), Section B (Short Response Questions) and Section C (Extended Response
Questions). These sections are designed in such a manner to evaluate the true abilities of
the candidates appearing in the examination in variety of test types. Principally, emphasis
is laid upon the strengths of the students and not the weaknesses; thus, use of facilitative
language and necessary aid-material is ensured along with the model question papers.
The pattern of model question papers will be followed in the actual examinations.

5.3. Producing Questions from SLOs

In this section, we shall practically identify the requirements of each section of
the model papers in the light of the curriculum and develop some sample questions and
their rubrics accordingly. We shall learn about the spread of different cognitive levels
and different knowledge areas within the curriculum as well as its comparison with the
policy guidelines issued from FBISE time to time.

19
 References

1. https://www.cmu.edu/teaching/assessment/basics/alignment.html (on 17-Dec-

2021)
2. DeFalco, Jeanine A., Standardizing Metadata Tagging with Pedagogical
Identifiers, June 2018.
3. Ghaicha Abdallah, Theoretical Framework for Educational Assessment: A
Synoptic Review, Journal of Education and Practice, Vol.7, No.24, 2016, pp. 212-
231
4. Krathwohl, D. R., A revision of Bloom’s taxonomy: An overview. Theory into
Practice, 41 (4), 2002 pp. 212-261
5. Bloom et al., Taxonomy of educational objectives: The Classification of
Educational Goals, 1956.
6. Tariq S, Tariq S, Maqsood S, Jawed S, Baig M. Evaluation of Cognitive levels
and Item writing flaws in Medical Pharmacology Internal Assessment
Examinations, Pak J Med Sci. 2017 Jul-Aug;33(4) pp.866-870. doi:
10.12669/pjms.334.12887. PMID: 29067055; PMCID: PMC5648954.

20
 Appendix A List of commonly used command words with examples

WORD MEANING EXAMPLE

Define Only a formal statement or meaning of the term required. Define the term "energy".

Implies that a definition should be given, together with some relevant What is meant by the term "weak acid"? Give
What is meant by
comment on the significance of the term(s) concerned. one example.

Explain the central idea of the poem….

Explain Make clear; interpret the term or process; express clearly.
/Given verses.
Implies a concise answer with little or no supporting argument; tell in a
State State Boyle's law.
straight-forward or brief manner.
Requires a number of points with no elaboration. Where a given number
List List the components of an ecosystem.
of points are specified, this should not be exceeded.

Describe Give an account of; talk about; to state in words. Describe the two functions of the parliament.

Requires candidates to give a critical account of the points involved in the

Discuss Discuss the oxidation process with examples.
topic; examine a topic thoroughly.
Implies that candidates are not expected to produce the required answer
Deduce the empirical formula of the given
Deduce/Predict by recall but by making a logical connection between the given pieces of
compound----.
information.

21
WORD MEANING EXAMPLE

Contrast between forest and desert

Contrast Bring out the points of difference.
environments.

Compare Tell what is similar or different between things or processes. Compare the games of basketball and cricket.

Criticize the use of nuclear power for

Criticize State your opinion of the correctness or merits of an item or issue.
generating electricity.

Enumerate Name or list in some order and in concise form. Enumerate the Prime Ministers of Pakistan.

Give the good points and the bad ones; explore the advantages and Evaluate the use of teaching machines in
Evaluate
disadvantages of. classroom learning.

Suggest a media slogan against air pollution

Suggest To apply their general knowledge to a 'novel' situation.
in your region.

Calculate the oxidation number of Mn in

Calculate Is used when a numerical answer is required. Working to be shown.
KMnO4.

Implies that the quantity concerned can be directly obtained from a Measure the angles of the triangle using a
Measure
suitable measuring instrument, e.g., length, using a ruler. protractor.

Often implies that the quantity concerned cannot be measured directly but Determine the density of a solid by measuring
Determine
is obtained by calculation. its mass and volume.

22
WORD MEANING EXAMPLE
Show that the two identical balls will
Show To derive a given result stating important steps. interchange their speeds after head on
collision between them.

Write a letter to the editor ------/or a story on

Write To state; to record; to put on paper.
the-----/ an essay on -----.

Estimate A reasoned order of magnitude or calculation of the quantity concerned. Estimate in km the distance in one light year.

When applied to graph work, implies that the shape and/or position of the
Sketch the velocity of a ball thrown vertically
Sketch curve need only be qualitatively correct. On a sketch graph it is essential
upward against time.
that candidates clearly indicate what is being plotted on each axis.

Sketch/Draw In case of diagrams, a simple, freehand drawing is acceptable. Draw structure of nitric acid.

Analyze Break the process into parts and show their linkages. Analyze the working of a diesel engine.

Illustrate the main steps of the nitrogen cycle

Illustrate Use a picture, diagram, sketch, chart of concrete example.
in the environment.

Make plain; give the meaning of; give your thinking about the meaning Interpret the information reflected from the
Interpret
of. graph.

23
WORD MEANING EXAMPLE

Justify / Show how Give reasons for; give evidence and facts to support your position. Justify the American entry into World War II.

Outline Give in order, the main points of; give a brief overview of a topic. Outlines the issues of an urban environment.

Briefly give the basic points of a topic or review the main points. No Summarize the play---/the story--/given
Summarize
detail. paragraph.

Trace the development of counting machines

Trace Give a description of the development of events.
from the abacus to the microcomputer.

Labels the names of internal organs in the

Label Identify and write the names of the parts of a structure/diagram/body.
figure of the human body.

Demonstrate To show clearly the learning. Demonstrate the working of an AC generator.

Classify the biotic and biotic components of a

Classify To arrange or organize according to the category.
pond ecosystem.

Relate the civic sense of a community with its

Relate To give logical linkage or rational association.
literacy rate.

Find out the potential energy of a body of 5 kg

Find out General term to calculate measure or determine.
at a height of 8 m.

24
WORD MEANING EXAMPLE

Carry out one day study of traffic violations

Carry out To put into practice or effect. on a busy road in your town and submit a brief
report

25
 Appendix B Sample Rubrics
Rubrics for Short Questions /Restricted Response Questions

Criterion/ Excellent Response Average Response Below Standard Response

Rating Scale 3 Marks 2 Marks 0 - 1 Mark

clear and well-expressed,

More specific information is needed /needs to There is no clear or specific explanation in
Ideas/Content including specific examples to
follow the directions more closely (1) answer to the question. (0-0.5)
demonstrate what is learnt (1)

All terms are fully defined and A few terms, related to context are used, reflecting No terms from the lesson/context are used.
Use of terms
used in the proper context. (1) insufficient understanding (0.5) (0.5)

Sentences are complete and

Sentences are incomplete, contain
Sentence Fluency & they connect to one another Some sentences are complete. Mistakes make it
irrelevant details. Answers contain
structure easily. No structural mistakes / hard to mark. (0.5)
numerous spelling or structural errors (0)
errors (1)

26
 Rubrics for Long Questions /Extended Response Questions

Criterion/ Excellent Response Average Response Below Standard Response

Rating Scale full Marks 50% Marks 0 - 1 Mark
Accomplishes the task, Clear
and well-expressed answer, Attempts to accomplish the task, less Fails to accomplish the task, there is no clear or
Ideas/Content
including specific details/ specific information / details shared specific details in answer
information
Provides explanation that
address How & Why Provides very little/basic explanation, Does not provide any explanation at all, with
Explanation
phenomenon with logical beginning/ending is abrupt disconnected details
sequence

.
All terms are fully defined and
Use of vocabulary A few terms related to context are used, No terms related to the context are used.
used in the proper context.
reflecting insufficient understanding

Sentences are complete and

Some sentences are complete. Mistakes
they connect to one another Sentences are incomplete, contain irrelevant details.
Sentence structure make it hard to comprehend the concept
easily. Errors do not hinder Errors impede overall clarity of concept.
shared.
overall clarity of the concept.

Shares particular examples &

Examples / Evidences/ Shares example but cannot provide any Shares little/vague or no example / evidence to
evidences/reasoning to support
Reasoning evidence/reason to support the question. support the question.
the question.

27
 Specific Examples
Subject: Chemistry

Question: Draw Bohr’s Atomic Model for Potassium 19K39 indicating the location of electrons, protons and neutrons (3 marks)
SLO: Describe the structure of an atom representing the location of protons, electrons and neutrons.

Criterion/ Excellent Response Average Response Below Standard Response

Rating Scale 3 Marks 2 Marks 0 - 1 Mark

Show proper arrangement shells, placement Atom structure is correct but has some Atom structure is not accurate/not drawn
Design of an atom
electrons in each shell around the nucleus (1) flaws. (0.5) (0)

Correct numbers of electron, protons &

Correct calculation of numbers of electron, No/Incorrect calculation of numbers of
Calculation neutrons written directly without any
protons & neutrons from the data shared. (1) electron, protons & neutrons. (0)
calculation. (0.5)

Incomplete diagram (0.5) or

Neat and well-drawn labeled diagram for Labeled diagram for Potassium
wrong diagram (0) or
Diagram with labeling Potassium reflecting its electrons, protons & reflecting its electrons, protons &
Diagram is correct but wrong labeling
neutrons (1) neutrons (1)
(0.5)

28
Question: Define ionic bond. Give one example of two elements forming an ionic bond between them. (3 marks)
SLO: Describe the characteristics of ionic bonds (compounds).

Criterion/ Excellent Response Average Response Below Standard Response

Rating Scale 3 Marks 2 Marks 0 - 1 Mark

Student has a very good / firm grasp of the Student has basic understanding of the Student has no understanding of the
Ideas/Content
Ionic Bond Concept /definition (1) concepts of Ionic bonds. (0.5) concepts of Ionic bonds (0)

Correct selection of atoms (as an example) based on their number of electrons are in
Selection of Elements Incorrect selection of atoms (0)
outer shell (1)

Draws neat and labeled diagram (electron Labeled diagram showing ionic bonds Incomplete diagram (0.5) or
Diagram with labeling dot diagram) that illustrates ionic bonds between two atoms. No steps-wise bond wrong diagram (0)
between two atoms (1) formation shared (0.5)

29
 Rubrics for Long Questions /Extended Response Questions
Question: (a) Describe Rutherford’s Experiment and its conclusions. (6)
(b) Why is the boiling point of water 70○C at the top of Mount Everest? (4)

Criterion/ Excellent Response Average Response Below Standard Response

Rating Scale Full Marks 50% Marks 0 - 1 Mark
Clear and well-expressed
Very precisely expressed, less specific Fails to accomplish the task, there is no clear or
Ideas/Content answer, including specific
information / details shared (0.5) specific details in answer (0)
details/ information (1)
Provides explanation that
Explanation/ address How & Why Provides very little/basic explanation, Does not provide any explanation/reasoning at all,
reasoning phenomenon with logical beginning/ending is abrupt (0.5-1) with disconnected details (0)
sequence (1-2)
A few terms related to context are used,
All terms are fully defined and
Use of vocabulary reflecting insufficient understanding No terms related to the context are used. (0)
used in the proper context. (1)
(0.5)
Sentences are complete and
they connect to one another Some sentences are complete. Mistakes Sentences are incomplete, contain irrelevant details.
Sentence structure easily. Errors do not hinder make it hard to comprehend the concept Errors impede overall clarity of concept.
overall clarity of the concept. shared. (0.5) (0)
(1)

Example / Shares particular examples/

Shares incomplete diagram/example to Shares no example / diagram to support the answer.
Diagram evidences or diagram to support
support the answer. (0.5) (0)
(If required) the answer. (1)

30
 Rubrics for Long Questions /Extended Response Questions

Question: (a) Define isomerism. Make all possible structural isomers of C4H10O, classify each giving IUPAC names. (1+2+2+2)

Criterion/ Excellent Response Average Response Below Standard Response

Rating Scale Full Marks 50% Marks 0 - 1 Mark
Clear and well-expressed
Definition/ Fails to define or share specific details in answer.
answer, including specific Less precisely stated definition (0.5)
Content Errors impede overall clarity of concept. (0)
definition (1)
Shares all possible structures/
Structures / Shares one of the diagram/structures to Shares no structure / diagram to support the answer.
diagram to support the answer.
Diagram support the answer. (1) (0)
(2)

Classification Correct Classification (2) Partially correct classification (0.5) Incorrect classification /naming. (0)

IUPAC Naming correct naming as per rules (2) Partially correct naming (1) Incorrect naming. (0)

31
 Rubrics: SSC-I Model Paper 2021
Subject: Computer Science

Q# Level IV
Criteria Level I (Marks) Level II (Marks) Level III (Marks)
Part# (Marks)
Benefits and Correct two benefits (2) Correct one benefit (1) Irrelevant/wrong Answer (0)
2(i) drawback of Laser Correct one drawback
Printer Irrelevant/wrong Answer (0)
(1)
Characteristics of
Three correct Irrelevant/wrong
2(ii) third generation Two correct characteristics (2) One correct characteristic (1)
characteristics (3) Answer (0)
computer
Memory Correct Justification of
Partially Correct Justification Little Correct Justification of Irrelevant/wrong
2(iii) Management is an memory Management
of memory Management (1.5) memory Management (1) Answer (0)
important function (3)
Purpose of Freeware
Correct Purpose (1) Partially Correct Purpose (0.5) Irrelevant/wrong Answer (0)
and Shareware Irrelevant/wrong
2(iv)
Correct example of each Answer (0)
Example Correct example of anyone (1) Irrelevant/wrong Answer (0)
(2)
Definition of three Correct Definitions of Partially Correct Definition
Irrelevant/wrong Answer (0)
2(v) transmission each (1+1+1) (0.5+0.5+0.5)
impairments
Irrelevant/wrong
Explanation of four
Correct explanation of Partially Correct explanation Little Correct explanation of Answer
3 types of unguided
each type (2+2+2+2) of each type (1+1+1+1) each type (0.5+0.5+0.5+0.5) (0+0+0+0)
Transmission
Explanation of four Correct explanation of Partially Correct explanation Little Correct explanation of Irrelevant/wrong
4 data communication each communication of each communication line each communication line Answer
lines line (2+2+2+2) (1+1+1+1) (0.5+0.5+0.5+0.5) (0+0+0+0)
32
 Assessment Rubric for Picture Description (Total Marks 6)

Exceptional Very Good Average Emergent

Criteria Total
2 pts 1.5 pts 01 pts 0.5 pt
Includes 4 elements of Includes 3 elements Includes 2 elements Includes 1 elements
a good writing: of a good writing: of a good writing: of a good writing:
Introduction Introduction Topic Introduction Introduction
Organization of
Topic sentence Sentence Topic Sentence Topic Sentence
ideas
Supporting sentences Supporting Supporting Supporting
conclusion Sentences Sentences Sentences
Conclusion. Conclusion. Conclusion.
Student uses Student uses some
Student uses Student uses limited
appropriate appropriate
sophisticated and and repetitive
vocabulary to vocabulary to
Vocabulary varied vocabulary to vocabulary to
express ideas suited express ideas suited
express ideas suited to express ideas suited
to the topic with no to the topic with 1-2
the topic. to the topic
vocabulary errors. vocabulary errors.
Student makes one Student makes three Student makes five
Student makes no
Sentence structure or two sentence or four sentence or six sentence
sentence structure and
and Grammar structure and structure and structure and
grammar errors at all.
grammar errors. grammar errors. grammar errors.

33
 Assessment Rubric for Comprehension (Total Marks 3)

Criteria Very Good Average Limited Total

Understanding 1 Point 0.5 point 0 point
Response is thoughtful and demonstrates Demonstrates some Demonstrates little if any
clear under of text, is clearly supported understanding of the text but understanding of text,
with specific and relevant information includes limited or no response is illogical and
from the text. examples from text, a basic vague.
understanding is shown by
including some relevant
information from text to
support ideas.

Detail 1 Point 0.5 point 0 point

Shows ability to explore and further Shows some ability to Shows limited or no ability
develop more ideas found in the text explore or develop ideas to explore the text or
using specific and relevant information. presented in text by develop ideas from the text,
including some relevant incomplete or limited
information from the text. connection between ideas
and text.
Connection 1 Point 0.5 point 0 point
Is able to make thoughtful, clear, and Shows some ability to make Shows little or no ability to
understandable connections between some connections between make important connections
texts, other texts, and/or outside texts, and outside between texts, other texts,
experiences and knowledge that are experiences and knowledge, and/or outside experiences
supported with relevant examples. but does not use relevant and knowledge.
information from text to
support response.

34
 Assessment Rubric for Paraphrasing (Total Marks 2)

Criteria Meets Needs Improvement Total

0.25 point 0 point
Accurately conveys main idea The information
Content Information and all relevant information from conveyed is not
the source text without being too specific.
specific Personal opinion is
Avoids use of personal opinion repetitively given.
0 point
0.25 point
Vocabulary used is
Word Choice Grade level word choice and
very weak and
avoids weak/ overused words
replication of words.
0.25 point
0 point
Spelling
Correct Convention There are spelling and
Punctuation
grammatical errors.
Correct use of Grammar
0.25 point
Writing is well organized and 0 point
Organization
follows information found in Ideas or points are not
original text connected.

35
 Assessment Rubric for Letter Writing (Total Marks 6)

CATEGORY Exceptional 1 pts Very Good 0.5 pts Average 0.25 pts Emergent 0 pt Total

Used one salutation and Used one salutation and

Used one salutation and closing
Salutation and closing and have no errors in closing and have 3 or more Salutation and/or closing are
and have 1-2 errors in
closing capitalization and errors in capitalization and missing.
capitalization and punctuation.
punctuation. punctuation.
Ideas were somewhat The letter seemed to be a
Ideas were expressed in a Ideas were expressed in a pretty
organized, but were not very collection of unrelated
clear and organized fashion. clear manner, but the
Ideas clear. It took more than one sentences. It was very
It was easy to figure out what organization could have been
reading to figure out what difficult to figure out what
the letter was about. better.
the letter was about. the letter was about.

Most sentences are

Sentences and paragraphs are All sentences are complete and Many sentence fragments or
complete and well-
complete, well-constructed well-constructed (no fragments, run-on sentences OR
Sentences & constructed. Paragraphing
and of varied structure. Each no run-ons). Paragraphing is paragraphing needs lots of
Paragraphs needs some work. Some
new idea starts a new generally done well. Most new work. All ideas are grouped
new ideas start new
paragraph. ideas start new paragraphs. into one paragraph.
paragraphs.

Grammar & Writer makes more than 4

Writer makes no errors in Writer makes 1-2 errors in Writer makes 3-4 errors in
spelling errors in grammar and/or
grammar or spelling. grammar and/or spelling. grammar and/or spelling
(conventions) spelling.

Writer makes no errors in Writer makes 3-4 errors in Writer makes more than 4
Capitalization Writer makes 1-2 errors in
capitalization and capitalization and errors in capitalization and
and Punctuation capitalization and punctuation.
punctuation. punctuation. punctuation.

Message stated is clear,

precise, and shows insight.
Message is mostly clear. Message is not focused.
Letter has three or more Message is clear. Letter has two
Content paragraphs. Letter paragraphs.
Letter is one paragraph in Ideas wander. The reader
length. may have to infer at times.
encourages a response from
the reader.

36
 Assessment Rubric for Paragraph/ Essay Writing (Total Marks 12)

NEEDS
EXCELLENT VERY GOOD AVERAGE UNACCEPTABLE
Criteria IMPROVEMENT Total
2 Points 1.5 points 1 point o point
0.5 points
As yet, the paper has no
This paper is clear The writer is clear sense of purpose or
This paper is
and focused. It holds beginning to define central theme. To extract
mostly focused, Topic is not well-
the reader's attention. the topic, even meaning from the text,
Ideas and has some defined and/or there are
Relevant details and though development the reader must make
good details and too many topics.
quotes enrich the is still basic or inferences based on
quotes.
central theme. general. sketchy or missing
details.
The organization
enhances and Paper (and The writing lacks a clear
The organizational
showcases the paragraphs) are sense of direction. Ideas,
structure is strong Sentences within
central idea or theme. mostly details, or events seem
enough to move the paragraphs make sense,
Organization The order, structure organized, in strung together in a loose
reader through the but the order of
of information is order, and makes or random fashion; there
text without too paragraphs does not.
compelling and sense to the is no identifiable internal
much confusion.
moves the reader reader. structure.
through the text.
The writing has an
The text hums along
easy flow, rhythm,
The writing with a steady beat,
and cadence. The reader has to practice
mostly flows, but tends to be more The text seems choppy
Sentence Sentences are well quite a bit in order to give
and usually businesslike than and is not easy to read
Fluency built, with strong and this paper a fair
invites oral musical, more orally.
varied structure that interpretive reading.
reading. mechanical than
invites expressive
fluid.
oral reading.
The writer The write The writer shows The writer seems to Errors in spelling,
Conventions
demonstrates a good understands reasonable control have made little effort punctuation,

37
 NEEDS
EXCELLENT VERY GOOD AVERAGE UNACCEPTABLE
Criteria IMPROVEMENT Total
2 Points 1.5 points 1 point o point
0.5 points
grasp of standard good writing over a limited range to use conventions: capitalization, usage, and
writing conventions conventions and of standard writing spelling, punctuation, grammar and/or
(e.g., spelling, usually uses conventions. capitalization, usage, paragraphing repeatedly
punctuation, them correctly. Conventions are grammar and/or distract the reader and
capitalization, Paper is easily sometimes handled paragraphing have make the text difficult to
grammar, usage, read and errors well and enhance multiple errors. read.
paragraphing) and are rare; minor readability; at other
uses conventions touch-ups would times, errors are
effectively to get this piece distracting and
enhance readability. ready to publish. impair readability.
The form and
presentation of the The format only
The reader receives a
text enhances the has a few The writer's message is
The writer's message garbled message due to
ability for the reader mistakes and is only understandable
Presentation is understandable in problems relating to the
to understand and generally easy to occasionally, and paper
this format. presentation of the text,
connect with the read and pleasing is messily written.
and is not typed.
message. It is to the eye.
pleasing to the eye.
Sophisticated use of
Nouns and verbs
nouns, verbs make Needs more nouns and Little or no use of nouns
Word Choice make essay
the essay very verbs and verbs
informative
informative

38
 Assessment Rubric for Phrasal Verbs (Total Marks 1)

Emerging Expanding Bridging

Criteria
0 Point 0.5 Point 1 Point
Basic/Minimal knowledge of Developing/Some knowledge of
how to use Phrasal Verb in how to use Phrasal Verb in Approaching/substantial
sentences sentences knowledge of how to use Phrasal
Overall Description of Writing Errors (grammar, syntax, Errors (grammar, syntax, Verb in sentences
semantic) often impede the semantic) sometimes impede the Written expression is approaching
meaning of the Written Written expression, but much of grade level proficiency
expression the meaning is retained

39
 Marking criteria for translation into English (Total Marks 8)

Bridging Expanding Emerging Total

7-8 Marks 4 – 6 Marks 1-3 Marks Points
3 Marks
General comprehension of a reasonable range of
8 Marks structures and vocabulary, but with evidence of
6 Marks
No errors in comprehension of the inability to handle some or the more difficult areas.
Very good comprehension of the
passage. Rendition of the passage Evidence of a reasonable attempt to handle areas of
passage; any problems are handled
into English conveys, as far as is difficulty should be awarded a mark at the top of the
resourcefully, resulting in an English
possible for a translated text, all range. English version shows awkwardness and
version that reads clearly and
aspects of the sense of the original, tendency to literal translation. Where some of the
convincingly with no mistranslations or
including nuances of style, register, English lacks sense and there is a lack of ability to
awkwardness of style.
metaphor and cultural reference. handle some basic grammar in the language of study,
the work should be awarded a mark at the bottom of
the range.
7 Marks
No problems of comprehension of
5 Marks
the passage. The English version
Good comprehension of the majority of
shows flair in use of English, which 2 Marks
structures and no significant difficulties
accurately renders the original in an Satisfactory understanding of the original but shows
with vocabulary. Demonstrates
appropriate register. The student inability to handle relatively common structures and
sensitivity to the mismatch between
correctly identifies all points of vocabulary. There may be serious misunderstanding of
structures existing/in common use in the
difficulty in the translation and part of the passage. The translation is literal, showing
language of study and those existing/in
shows imagination in dealing with several instances of failure to produce a
common use in English. There may be a
them. Only one or two imperfections. comprehensible English text.
few mistranslations and one or two
Work which would be judged as
examples of awkwardness of style
excellent or very good at the next
highest level of study.
4 Marks 1 Mark
Good comprehension of the majority of Understanding of a minority of the passage
structures and vocabulary, but attempts demonstrating inability to comprehend basic

40
Bridging Expanding Emerging Total
7-8 Marks 4 – 6 Marks 1-3 Marks Points
to overcome translation problems posed grammatical structures and vocabulary in context.
by the passage are not always English version not able to convey the gist of the
successful. English version reads well passage, lacks sense and is disjointed.
but shows some areas of unsuitable
register, mistranslations and
awkwardness of style. The student
sometimes assumes wrongly that a
grammatical or idiomatic structure that
exists in the language of study also
exists, or is in common use, in English.

41
 Messages of the Developers and Reviewers
Expert Message

Training Manual for Paper Setters and Question Item Writers is a great effort of FBISE. I am fortunate to be able to
witness and work amongst diverse educational experts & to devise a module, which will help to address the following
questions:
• How can we ensure that our instructional design will help our students achieve their intended learning outcomes?
• What pedagogic options do we have to make our teaching successful?
• What assessment practices can help our students learn more effectively?
I am always left astounded at the level of dedication and hard work FBISE put in every stage. May it reach every height
Mrs. Maryam Adeel Awan
APSACS Secretariate, GHQ, Rwp. of success! Ameen.

This gives me immense pleasure that FBISE has taken a long-standing initiative as required by National Curriculum since
2006 i.e., SLOS-based examination. It is truly “better late than never”. It goes without saying that credit goes to the
dynamic leadership of FBISE who not only thought, convinced policy makers and implemented but get prepared this
SLO-Based Manual for test developers / item writers by involving assessment experts. This is a historic decision towards
quality education as it may entirely revolutionize teaching learning processes where learning takes place. I am highly
obliged that I was also given an opportunity to contribute in the manual. High stake examinations are always a driving
Dr. Shafqat Ali Janjua force of any education system; therefore, this manual may be an excellent tool if it is used in an orderly fashion. I
Federal Directirate of Education, congratulate all those associates who contributed in any capacity. May Almighty bestow upon us the wisdom and courage
Islamabad
to care about today’s students because this is really caring about tomorrow’s Pakistan!

42
 Expert Message

Attaining a strong and coherent relationship between SLOs and assessment standards demands careful attention to what,
why, and how of the authentic assessment. This manual highlights a comprehensive and thoughtful combination of
assessment methods, techniques and rubrics for improved standards. It had been an insightful experience which not only
enriched my knowledge and skills but also helped me understand the nature of work and notions followed in board as a
Ms. Oneeza Amber Asif policy maker and public and private sectors as stakeholders, the three edges of this triangle.
Fauji Foundation Education
System, Rawalpindi

In the 21st century, the core responsibility of the question paper setters is to assess higher order thinking and constructive
mind mapping under the umbrella of cognitive, affective and psychomotor skills among students. The holistic and
analytical rubrics are essential tools for maintaining consistency and level of quality during the assessment process. FBISE
is highly appreciated for designing and developing training module for question paper setters to enhance their capabilities
as per needs of the digital era.
Dr. Tariq Javed
FGEI (C/G) Directorate Rawalpindi

This training manual for paper setters will serve not only as a sacred document regarding an effective assessment of
students' learning outcomes envisaged in introduced curricula by Federal Board but also an embarkment towards taking
the role of paper setter in overall learning process to the next level. I firmly believe that the sincere efforts that have been
put in, to make this task worthwhile, will have their positive outcome manifested in the change we are all going to witness
Ms Bushra Saqib in future. In sha Allah.
Bahria Schools and Colleges
Systems, Islamabad
43
 Expert Message

An Education System cannot work in isolation in face of our globalized world and its multiple challenges. Rapid
advancement in the fields of science and technology have made education system a complex, vibrant and dynamic activity.
To meet the international standards Assessment in education also needs improvement and I appreciate the initiative taken
by Chairman FBISE to conduct SLO based Examination and I feel greatly proud being part of this team. Improvement in
Assessment will surely lead to change in teaching practices. This manual is a work of experts who are visionary and it is
the product of their extensive deliberation and addresses the needs of paper setters. Now it is the ability of paper setters
Mrs. Riffat Jabeen
FDE, Islamabad to conceive the idea and incorporate their skills in paper setting to achieve the desired outcome.

Fortunately, this is Federal Board of Intermediate and Secondary Education Islamabad that has kept pace and moved
forward for standardization of assessment and examination by developing the training manual for paper setters/item
developers. In the past the focus of exams was tilted toward content only. Concepts and skills were ignored as if these
weren’t necessary for future success. Our students are extremely capable and can compete in the global setting if they are
appropriately equipped. Change is a given. It will happen. Why not embrace change and continue to work towards
achieving standards in our education that will make our students stand out among the international student community at
Mr. Zulfiqar Ali Khan
ESE, Khyber Pakhtunkhwa par or better.

44
 Expert Message

It is an honor to be a part of development of Training Module of Paper Setters and Item Writers. It is a wonderful initiative
by the FBISE under the supervision of Mr. Qaiser Alam. This was envisioned in National Education Policy 2009 that
“National standards shall be developed to reduce the differences in quality across regions. Assessment processes shall be
standardized and become uniform across the Boards over time, so that students appearing in examinations under different
Boards are assessed against standardized benchmarks”. This module will be pivotal in the paradigm shift for the
enhancement of quality of education. It is because the examination system will slowly and gradually change from book-
Mr. Syed Zulfiqar Shah
National Education Assessment based examination to students learning outcomes-based examination. In the same time the paper setters have huge
System, Islamabad responsibilities to design representative question papers based on the provided guidelines.

Assessment serves as an engine or driver to achieve educational objectives. It is an important and high-stake element of
teaching learning process. Well-designed assessment can encourage active learning especially when the assessment
delivery is innovative and engaging. Curriculum based assessment plays a vital role for engaging students towards higher
order thinking and problem-solving skills. FBISE initiative for outcomes-based assessment will prove a game changer in
the history of Pakistan. I hope this assessment manual will help all the stakeholders of test development to streamline
Dr. Muhammad Idrees procedures according to international practices.
Govt. Gordon College, Rawalpindi

45
 Expert Message

I am Dr Muhammad Azeem, Research Fellow, Punjab Examination Commission (PEC). I participated in development
and review process of Training Manual for Paper setters. This manual will facilitate the paper setters to develop
curriculum representative papers for measuring students' achievements based on Bloom's taxonomy of cognitive
development levels.
Dr. Muhammad Azeem
Punjab Examination Commission,
Lahore
This is encouraging to see that FBISE has developed “Training Manual for Item Developers” with a collaborative effort
of the assessment experts. Bringing the concerned experts from public and private sector on one platform for developing
such an important document, using their expertise and rich experience, is indeed a laudable effort. It is hoped that reliable
high stake summative assessments at SSC and HSSC level would help gauge true potential of the learners, not on the
basis of rote learning but on their conceptual understanding. This document is expected to be a stone breaking step to
Mr. Suhail Bin Aziz
National Curriculum Council, bring a revolution in our teaching-learning practices.
Islamabad

Students’ Learning Outcome based examination at SSC and HSSC levels in Pakistan was not only a dream but also a
challenge. FBISE accepted this challenge and took the initiative to conduct first ever exam of its nature in Pakistan. This
training module will definitely help to train the teachers, and guide the experts for developing test items and setting papers,
based on SLOs. It will play a pivotal role to change the dream into reality.
Mr. Javed Iqbal
Fazaia TTI, PAF Complex,
Islamabad

46
 Expert Message
It gives me immense pleasure to share my gratitude to Federal Board of Intermediate and Secondary Education for taking
initiative towards developing a reliable and valid assessment by taking steps by declaring the in future assessments will
be developed by considering skills and concepts to be measured rather than bookish content based on memory skills only.
I am happy to contribute in developing manual for test developers and markers. I hope this will prove to be a milestone
in the history for shifting paradigm from rote memorization to concept based assessment. I appreciate the efforts of Federal
Board to be happen a changing catalyst at secondary and higher secondary level. Punjab Examination Commission is
Dr. Nasir Mehmood
Punjab Examination Commission, already doing this kind of assessment in Punjab at elementary level, so this act of FBISE will help to bridge the gap of
Lahore learning and assessment systems. PEC is always happy to assist in developing assessment system at federal level.

This training manual covers the best international practices of test development process for a quality exam construction.
Guidelines given in the training manual are extremely helpful to understand the basic techniques of item writing and easy
to follow the steps to assemble a good question paper. This great initiative of curriculum-based assessment will enable
the existing examination system to cope with modern challenges and play a vital role in quality teaching and learning
process.
Mr. Muhammad Shaifque Awan
ESE, Khyber Pakhtunkhwa

47