Beruflich Dokumente
Kultur Dokumente
SESLOAF
Learning Outcome
Mathematics
Assessment Framework
Grades VI-VIII
Developed by
Provincial Education Assessment Centre (PEACe)
Bureau of Curriculum and Extension Wing Sindh Jamshoro
In Collaboration with
European Union & British Council
Karachi
1
Acknowledgements
Unaeza Alvi
The Consultant
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Acronym
BC British Council
BoC Bureau of Curriculum
CRQ Constructed Response Question
EU European Union
GECE Government Elementary College of Education
GoS Government of Sindh
MCQ Multiple Choice Question
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Preface
The educational quality is determined by many aspects but the key indicator associated with
quality is the learning achievements and outcomes. The core to the learning achievement and
outcomes are the curriculum and assessment frameworks.
This revision has resulted into the development of the National Curriculum Framework 2006,
based on the Standards-Based Education Reform. The Standards-Based Education Reform that
has been implemented by a number of countries in the world is largely driven by the approach of
setting of academic standards for what students know and can perform.
This educational reform necessitates the use of the Standards as a reference to plan, teach and
assess students on the basis of the set standards. In addition, to this it requires an alignment of the
curriculum with the assessment system and a rethinking and broadening of the current
approaches to assessment.
Rana Hussain
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Table of Contents
Acknowledgements .................................................................................................................................. 2
Preface .......................................................................................................................................................... 4
1. Rationale for SESLOAF:......................................................................................................................... 8
2. SESLOAF MATHEMATICS VI-VIII ........................................................................................................... 9
2.1 The Mathematics Curriculum 2006: ................................................................................................... 9
2.1.1 The Strands and Standards of the Mathematics Curriculum .............................................. 10
Strand 1: Numbers and Operations .................................................................................................... 10
Strand 2: Algebra ................................................................................................................................ 10
Strand 3: Measurements and Geometry ............................................................................................ 10
Strand 4: Information Handling .......................................................................................................... 10
Strand 5: Reasoning and Logical Thinking........................................................................................... 10
2.1.2 The Benchmarks of the Mathematics Curriculum .............................................................. 11
3. Student Learning Outcomes Cognitive Categorization ..................................................................... 15
4. Scheme of Assessment ....................................................................................................................... 55
6. SLO Based Items ................................................................................................................................. 61
7. Performance Assessment and Marking Rubric ................................................................................. 71
8. Reporting Results ............................................................................................................................... 72
GLOSSARY ................................................................................................................................................. 73
Appendix I .................................................................................................................................................. 76
Appendix II................................................................................................................................................. 77
Appendix III ............................................................................................................................................... 78
.................................................................................................................................................................... 78
.................................................................................................................................................................... 78
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Introduction
The Sindh Education Student’s Learning Outcomes Assessment Framework “SESLOAF”,
is developed in alignment with the new standards based curriculum reform for systems
improvement. The SESLOAF aims at providing a model for a standardized approach to
formative, benchmark, performance and summative assessments of students learning
outcomes and improvement.
The following processes were adopted in the development of the Assessment Framework
Development of
SLO Mapping and Development of Specification for
Cognitive Scheme of Summatve/Benchmark/
Categorization Assessment
Performance Assessment
The key stage of the development of the assessment framework was SLO categorization and
expert review and validation session for content validity of assessment specification in alignment
with the National Curriculum 2006 and revised curriculum 2011. This stage also included the
development of the slo based review of the items, agreement on key learning targets for cognitive
and skill/performance assessments.
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The conceptual map below provides the design of the students learning outcome
assessment framework. This conceptual framework forms the basis of the SESLOAF, assessment
specification, performance and authentic tasks, benchmark, formative, summative
assessments, items and tests for grade level VI-VIII. The SESLOAF provides a comprehensive
framework that allows for multiple forms of assessments to provide varied opportunities to
assess demonstrate learning, feedback and improve learning outcomes.
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1. Rationale for SESLOAF:
The SESLOAF of Mathematics (VI-VIII) is designed to achieve the outcome of mathematical
literacy, logical reasoning and problem-solving in alignment with the New Curriculum 2006 and
Reviewed Curriculum 2011.
1.3 The assessment items are designed to ascertain the important cognitive learning targets in
Mathematics, according to the Content standards of Numbers and Operations, Algebra,
Measurements and Geometry, Information handling and Reasoning and Logical thinking.
1.4 The overall framework also takes into consideration the Skills, Attitude, Values and STSE Standards
through performance and authentic assessments.
1.5 Also, the International standards of assessments are considered in the design of the assessment
framework, specification, items, tasks and tools.
1.6 The test is also aligned with agreed code of practice on fair testing and also aligned with the current
assessment and grading policy.
1.7 The current policy on assessment in Pakistan recommends the assessment of 30 % Knowledge,
Understanding and Application in summative assessments this is also taken into consideration.
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2. SESLOAF MATHEMATICS VI-VIII
The National Mathematics Curriculum 2006 and revised curriculum 2011 is based on the
goal to develop mathematical literacy and induce logical reasoning and problem-solving
among students. The entire curriculum is divided into five strands, Numbers and Operations,
Algebra, Measurements and Geometry, Information handling and Reasoning and Logical
thinking. Curriculum is based on standard and benchmarks. Students’ learning outcomes are
matched with the content and topics and aligned with the standards. The learning outcomes
emphasize the development of knowledge, conceptual understanding and to stimulate
cognition to apply knowledge practically.
The National Curriculum for Mathematics 2006 for IV-VIII has the following five Strands and
numerous topics and learning outcomes:
Numbers and Operations
Algebra
Measurements and Geometry
Information handling
Reasoning and Logical thinking
The Benchmarks in the Mathematics Curriculum are placed at Five Developmental Levels:
I-III, IV-V, VI-VIII, IX-X, and XI-XII
In grades I-III, students are introduced to elementary numerical values and basic operations and
functions. The Mathematics Curriculum for grade IV-V begins to stimulate the logical cognition
of students and introduces them to elementary problem solving. Next, through grades VI-X,
students are provided with mathematical tools for logical reasoning, problem solving and
justifying conclusions to educate them to identify the relationship between mathematical
concepts and everyday situations. And finally in grades XI-XII, students are taught to develop
the ability to use Mathematics to extend and apply their knowledge in other fields of study.
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2.1.1 The Strands and Standards of the Mathematics Curriculum
Identify numbers, ways of representing numbers and effects of operations in various situations,
Compare fluently with fractions, decimals and percentages,
Manipulate different types of sequence and apply operations on matrices
Strand 2: Algebra
Standard 2:
Students will be able to collect, organize, analyze, display and interpret data/information.
Use patterns, known facts, properties and relationships to analyze mathematical situations,
Examine real life situations by identifying, mathematically valid arguments and drawing
conclusions to enhance their mathematical thinking.
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2.1.2 The Benchmarks of the Mathematics Curriculum
The Standards for Number and Operations are further sub-divided into the following
Benchmarks for Grade Level-VI-VIII:
Benchmark 1
Identify different types of set with notations.
Benchmark 2
Verify communicative, distributive and De Morgans law w.r.t union and intersection of
sets and illustratrate them through Venn Diagram.
Benchmark 3
Identify and Compare integers, rational and irrational numbers.
Benchmark 4
Apply basic operations on integers and rational ascending and desnumbers and verify
communivcativemt , associative and distributive properties.
Benchmark 5
Arrange absolute value of integers in ascending and descending order.
Benchmark 6
Find HCF and LCM of two or more numbers using division and prime factorization.
Benchmark 7
Convert numbers from decimal system to numbers with base 2, 5 and 8.
Benchmark 8
Apply the laws of exponents to evaluate expression.
Benchmark 9
Find square and square root and cube and cube root of real number .
Benchmark 10
Solve problems on ratio, proportion, profit loss, mark up, leasing, zakat, usher, taxes,
insurance and money exchange.
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The Standards for Algebra are further sub-divided into the following Benchmarks for Grade
Level-VI-VIII:
Benchmark 1
Identify algebric expressions and basic algebric formulas.
Benchmark 2
Apply four basic operations on polynomials.
Benchmark 3
Manipulate algebric expressions using formulas.
Benchmark 4
Formulate linear equations in one and two variables.
Benchmark 5
Solving simultaneeous equations using different techniques.
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The Standards for Measurements and Geometry are further sub-divided into the following
Benchmarks for Grade Level-VI-VIII:
Benchmark 1
Draw and subdivide a line segment and an angle.
Benchmark 2
Construct triangle (given SSS, SAS, ASA, RHS), parallelogram and segments of a circle.
Benchmark 3
Apply properties of lines, angles and triangles to dvelop arguments about their
geometric relationships.
Benchmark 4
Apply appropriate formulas to calculate perimeter and area of quadrilateral, triangular
and circular regions.
Benchmark 5
Determine surface area and volume of cube, cuboid, sphere, cylinder and cone.
Benchmark 6
Find trignometric ratios of acute angles and use them to solve right angles triangles.
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The Standards for Information Handling are further sub-divided into the following
Benchmarks for Grade Level-VI-VIII:
Benchmark 1
Read, display and interpret bar an pie graphs.
Benchmark 2
Collect and organize data, construct frequency tables and histograms to display data.
Benchmark 3
Find measure of central tendency (mean, median and mode).
The Standards for Reasoning and Logical Thinking are further sub-divided into the following
Benchmarks for Grade Level-VI-VIII:
Benchmark 1
Find different ways of approaching a problem to develop logical thinking and explain
their reasoning.
Benchmark 2
Solve problems using mathematical relationships and present results in an organized
way.
Benchmark 3
Construct and communicate convincing arguments for geometric situations.
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3. Student Learning Outcomes Cognitive
Categorization
The Benchmarks have a cluster of Student Learning Outcomes. The Categorization of these
Students Learning Outcomes for Grade level VI-VIII, at 3 Cognitive Levels is presented below:
UNIT 1 SETS
1.1 Set i) Define set. Recognize notation of a set and its √
Objects/elements.
Through examples.
• empty/void/null set,
• singleton,
notations.
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iii) Represent √
2.2 Addition and i) Add and subtract two given whole numbers. √
Subtraction of
Whole Numbers
ii) Verify commutative and associative law (under √
of Whole
ii) Verify commutative and associative law (under √
Numbers
Multiplication) of whole numbers.
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3.1 Factors and I) Define a factor as a number which divides the √
Multiples
Dividend completely leaving no remainder.
Can divide.
Multiples of 2.
Multiples of 2.
Number.
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3.3 Factorization i) Define prime factorization as the process of √
• prime factorization,
• prime factorization,
• Division method.
3.6 Applications Solve real life problems related to HCF and LCM. √
of HCF and
LCM
UNIT 4 INTEGERS
4.1 Integers I) Know that √
integers,
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• ‘0’ is an integer which is neither positive nor negative.
Negative integer.
Positive integer.
Descending order.
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4.4 Addition of i) Use number line to display: √
Integers
• sum of two or more given negative integers,
three steps:
three steps:
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positive integer,
Negative integer.
positive,
Is negative.
UNIT 5 SIMPLIFICATIONS
5.1 BODMAS I) Know that the following four kinds of brackets √
Rule
• vinculum,
brackets,
operations.
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ii) Know the order of preference as, , ( ), { } and [ ], √
BODMAS rule.
Decimals.
Magnitudes.
Consequent.
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v) Reduce given ratio into lowest (equivalent) form. √
Proportion.
of 100.
with 100%.
Percentage.
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vi) Solve real life problems involving percentage. √
discount.
meaning.
as statements.
both.
Δ + 2 = 9).
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• A number that makes an open statement true is said to
satisfy the statement (e.g. Δ = 7 makes the statement Δ +
2 = 9 true).
Δ + 2 = 9 to modify it to x + 2 = 9.
Algebra.
8.2 Algebraic i) Know that x, 2y and 5 are called the terms of the √
Expression
expression x + 2y + 5.
Constant term).
v) Know that √
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• addition or subtraction cannot be performed with
unlike terms.
one variable.
1 x+5=x−.
UNIT 10 GEOMETRY
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10.1 Line i) Add measures of two or more line segments. √
Segments
compasses.
It uses compasses.
angle,
angle,
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165o ,135o , 105o .
square.
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v) Find area of a parallelogram when altitude and base √
are given.
vi) Define trapezium and find its area when altitude and √
surface area.
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COGNITIVE LEVEL SLO CATEGORIZATIONMATHEMATICS VII
UNIT 1 SETS
1.1 Set i) Express a set in √
•descriptive form,
•tabular form.
ii) Find √
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1.3 Venn i) Represent sets through Venn diagram. √
Diagram
•A is subset of B,
•B is subset of A,
and q >0 .
number.
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vi) Find multiplicative inverse of a rational number. √
descending order.
UNIT 3 DECIMALS
3.1 Conversion of Convert decimals to rational numbers √
Decimals to
Rational Numbers
Decimals
2 = ⋅).
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iii) Use the following rule to find whether a given √
terminating decimal.
UNIT 4 EXPONENTS
4.1 i) Identify base, exponent and value. √
Exponents/Indices
𝑎𝑛 × 𝑏 𝑛 = (𝑎𝑏)𝑛 ,
Quotient Law:
when bases are same but exponents are different:
𝑎𝑚 + 𝑎𝑛 = 𝑎𝑚−𝑛 ,
Quotient Law:
when bases are same but exponents are different:
𝑎𝑚 + 𝑎𝑛 = 𝑎𝑚−𝑛 ,
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Power law: (𝑎𝑚 )𝑛 = 𝑎𝑚𝑛 ,
square of a number.
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ii) Find square root, by division method and √
factorization method, of
•natural number,
•fraction,
•decimal,
method
6.2 Time, Work i) Solve real life problems related to time and work √
and Distance
using proportion.
distance
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7.2 Profit and i) Explain profit and markup. √
Markup
ii) Find the rate of profit/ markup per annum. √
numerical values
an alphabet.
fundamental operations.
terms respectively.
Polynomials
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ii) Subtract a polynomial from another polynomial. √
ax + b = c,
𝑎𝑥+𝑏 𝑚
𝑐𝑥+𝑑
=𝑛
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UNIT 10 FUNDAMENTALS OF GEOMETRY
10.1 Properties of i) Define adjacent, complementary and supplementary √
Angles
angles.
or similar.
•SSS ≅SSS ,
•SAS ≅SAS ,
•ASA ≅ASA,
•RHS ≅RHS .
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iii) Draw a segment of a circle and demonstrate the √
are equal
•base is given,
•altitude is given.
given,
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UNIT 12 CIRCUMFERENCE, AREA AND VOLUME
12.1 i) Express π as the ratio between the circumference and √
Circumference
the diameter of a circle.
and Area of
12.2 Surface Area i) Find the surface area of a cylinder using formula. √
and Volume
of Cylinder
ii) Find the volume of a cylindrical region using √
formula.
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COGNITIVE LEVEL SLO CATEGORIZATIONMATHEMATICS VIII
•integers (Z),
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ii) Verify associative and distributive laws through √
Venn diagram.
non-periodic) decimals.
(e.g., 42 =1+2+3+4+3+2+1).
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Rule: Let n be the number of digits in the perfect
n digits if n is even,
2
cubes.
iii) Explain √
and 8.
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iii) Add, subtract and multiply numbers with different √
bases.
currency account).
v) Calculate √
4.2.4 Profit/ •the profit/ markup,
Markup
•the principal amount,
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•the profit/ markup rate,
•the period.
vi) Explain √
4.2.5 Types of •Overdraft (OD),
Finance
•Running Finance (RF),
•Leasing.
finance.
√
4.3.2 Discount
iii) Solve problems involving successive transactions.
insurance.
4.5 Income Tax i) Explain income tax, exempt income and taxable √
income.
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income tax assessee.
UNIT 5 POLYNOMIALS
5.1 Algebraic i) Recall constant, variable, literal and algebraic √
Expression
expression.
•polynomial,
•degree of a polynomial,
•coefficients of a polynomial.
ka + kb + kc,
ac+ad+bc+bd,
a2±2ab+b2
a2-b2,
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a2±2ab+b2 – c2.
two variables.
•Substitution,
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•application of formulae.
equal.
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iv) Describe the following relations between the pairs √
lines.
transversal is supplementary,
parallelogram.
exterior of a circle.
concentric circles.
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ii) Bisect the angle between the two converging lines √
side is given.
v) Construct a rhombus √
is given.
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ix) Construct a regular hexagon √
theorem.
9.2 Hero’s State and apply Hero’s formula to find the areas of √
Formula
triangular and quadrilateral regions.
9.3 Surface Area i) Find the surface area and volume of a sphere. √
and Volume
ii) Find the surface area and volume of a cone. √
10.1.2 Axioms,
iii) Describe the types of assumptions (axioms and √
Postulates
postulates).
and Theorem
iv) Describe parts of a proposition. √
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corollary and converse of a theorem.
10.2 Theorems Prove the following theorems along with corollaries and √
parallel.
triangle is180o .
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UNIT 11 INTRODUCTION TO TRIGONOMETRY
11.1 i) Define trigonometry. √
Trigonometry
ii) Define trigonometric ratios of an acute angle. √
Acute Angles
iv) Define trigonometric ratios of complementary √
angles.
ratios.
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iii) Solve real life problems involving mean (average), √
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4. Scheme of Assessment
Number of SLO per Topic and Cognitive Level for Class VI
Topic Name of the topic Number Number Number of Number Total
# of sub of SLOs SLOs of SLOs Number of
topics SLOs
K U A
1. SETS 2 1 7 0 8
2. WHOLE NUMBERS 4 3 3 10 16
3. FACTORS AND 6 12 7 1 20
MULTIPLES
4. INTEGERS 7 17 11 5 33
5. SIMPLIFICATIONS 1 5 1 2 8
6. RATIO AND 2 4 4 1 9
PROPORTION
7. FINANCIAL 2 3 5 2 10
ARITHMETIC
8. INTRODUCTION TO 2 13 3 2 18
ALGEBRA
9. LINEAR EQUATIONS 2 2 1 3 6
10. GEOMETRY 3 0 2 12 14
13. INFORMATION 3 1 3 0 4
HANDLING
Total 36 63 54 40 157
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Number of SLO per Topic and Cognitive Level for Class VII
2. Rational numbers 2 6 4 4 14
3. Decimals 3 2 2 2 6
4. Exponents 2 1 6 1 8
7. Financial arithmetic 3 1 2 4 7
8. Algebraic expressions 4 5 8 5 18
9. Linear equations 2 1 2 2 5
Total 33 28 53 48 129
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Number of SLO Per Topic and Cognitive Level for Class VIII
18. Polynomials 3 6 2 0 8
24. Introduction to 2 3 1 2 6
trigonometry
Total 37 45 70 43 158
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Class VI -Mathematics MCQ’s = 70 Marks
5. Distribution of SLO’s for Summative Assessment CRQ’s = 30 Marks
100 Marks
157 11 18 6 35 25 10
63 54 40 35% 57% 18%
58
Distribution of SLO’s for Summative Assessment Class VII - Mathematics 70 Marks 30 Marks
Standard-II 5. Exponents
Algebra 6. Square Root of Positive
Numbers
7. Direct and Inverse
Variation
8. Algebric Expression
9. Linear Equations
Standard-IV
Information 13. Information Handling
Handling
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Distribution of SLO’s for Summative Assessment Class VIII - Mathematics 70 Marks 30 Marks
Standard-II 5. Polynomials
Algebra 6. Factorization
Simultaneous Equations
Standard-IV
Information 12. Information Handling
Handling
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6. SLO Based Items
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Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty
Competency/ Sub- Level Process Level
Benchmark topic
(K/U/A)
Please tick on type of 1. Do the following statements represent Sets? If yes then
item: MCQ/CRQ/Essay write in Set notation
A) Odd numbers less than 9
B) Clever students of a school
C) Two beautiful flowers
D) The first 4 days of a week
2. Prove that the following 2 Sets are equal:
A= (even numbers less than 4)
B= (even prime numbers)
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Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty
Competency/ Sub- Level Process Level
Benchmark topic
(K/U/A)
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Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty
Competency/ Sub- Level Process Level
Benchmark topic
(K/U/A)
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Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty
Competency/ Sub-topic Level Process Level
Benchmark
(K/U/A)
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Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty
Competency/ Sub- Level Process Level
Benchmark topic
(K/U/A)
Prime
Factorization
Long Division
Please tick on type of
item: MCQ/CRQ/Essay
1) Find the HCF of the following:
i) 2x2x3x3x3x5x5
ii) 2x3x3x5x5
2) Find HCF of 27, 36 and 45 by factorization
3) Find the greatest length of a measure of tape which can be
used to measure exactly 360cm and 840cm.
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Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty
Competency/ Sub- Level Process Level
Benchmark topic
(K/U/A)
Prime
Factorization
Division method
Please tick on type of 1) Find the least number which, when divided by 12, 15 and 20
item: MCQ/CRQ/Essay leaves 3 as a remainder in each case.
2) If the LCM of 60 and 80 is 240, find their HCF.
3) Find the least number divisible by 15, 20 and 25.
4) A) Find the product of:
i) 12, 18
ii) 15, 25
B) Find the product of their LCM and HCF
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Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty
Competency/ Sub- Level Process Level
Benchmark topic
(K/U/A)
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Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty
Competency/ Sub- Level Process Level
Benchmark topic
(K/U/A)
Please tick on type of 1) State which of the following statements are True or False.
item: MCQ/CRQ/Essay i) -12 + 15 = 15+(-12)
ii) 3 + (-5) is an integer
iii) 5 + (-5) is a positive integer
iv) 0 x (2+3) = 0 + 3
v) (-32)x0 = 0
2) At noon on a certain day in Khairpur, the temperature rose to 11
above zero. At midnight the temperature fell to 5 below zero.
Find the change in Temperature?
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Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty
Competency/ Sub- Level Process Level
Benchmark topic
(K/U/A)
Marking Key/Rubric
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7. Performance Assessment and Marking Rubric
71
8. Reporting Results
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GLOSSARY
Assessment: This is a process of the collection and synthesis of data and evidences on students’
learning, by using a variety of methods.
Cognitive Processes: The cognitive processes also referred to as ‘cognition’ encompasses all
information processing at the conscious and sub-conscious levels. The Latin root of cognition is
cognoscene, which translates into "to conceptualize," "to recognize," and "to know." According to
Bloom’s taxonomy this processing of information may be at six level from simple recall, retrieval of
knowledge to understanding, application, analysis, evaluation and create. In SESLOAF Framework three
cognitive processes will be considered.
Knowledge: Information processing that requires remembering, recognition, retrieval and recall
of knowledge.
Understanding: Information processing that requires construction of meaning from oral, written
or graphic text/communication. It involves Interpreting, exemplifying, summarizing, inferring,
explaining
Application: Carrying out a procedure, comparing, executing, implementing, evaluating, and
creating.
Summative Assessment:Summative Assessment (Assessment of learning) is assessment for
accountability purposes and for determining a student's level of performance after a certain
period of time, on a specific task or at the conclusion of a unit of teaching and learning. This
is formal way of testing students in order to find out what they have learnt. The information
gained from this kind of assessment is used for giving marks, reporting the grades, awarding
certificates, promoting to the next classes, evaluating teachers’ performance, making school
accountable, selection of students for further studies and professions and helping policy
makers to take certain decisions for future educational planning and improvement.
Formative Assessment: Formative Assessment (also called assessment for learning) is an
integral part of day- to- day teaching and learning processes. The information gained from
formative assessment activities can be used for shaping the teaching and learning processes. This
information helps the teachers know how students are progressing and where they are having
trouble, which leads toward making the necessary instructional adjustments, such as teaching the
concept again, trying alternative instructional approaches, or offering more opportunities for
practice. Hence formative assessment can lead to more opportunities for learning and improved
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student achievements.
Continuous Assessment: Continuous assessments are regular assessment conducted at the
classroom level to assess student learning outcomes frequently and regularly as opposed to one
time annual examination. The results could be used for immediate improvement of the teaching
and learning process and also accountability purposes.
Benchmark Assessment: These are continuous and regular assessment conducted to assess the
achievement of benchmarks and standards.
Performance Assessment: Performance assessment is a form of assessment that comprises
of the application and assessment of knowledge, skills, attitudes, values and work habits
through the performance of tasks in a given situation that are both meaningful and engaging to
students.
Authentic Assessment:
1. Is realistic: The task or tasks replicate the ways in which a person’s knowledge and
abilities are “tested” in real –world situations.
2. Requires Judgment and Innovation: The student has to use knowledge and skills
wisely and effectively to solve unstructured problems, such as when a plan must be
designed, and the solution involves more than following a set routine or procedure or
plugging in knowledge.
3. Ask the students to “do” the subject: Instead of reciting, restating, or replicating
through demonstration what he or she was taught or what is already known, the
student has to carry out exploration and work within the discipline of science, history,
or any other subject.
Validity: Validity is the extent to which a test measures what it claims to measure.
Reliability:Reliability refers to the consistency of a measure. A test is considered reliable if we
get the same result repeatedly.
Specification: An Assessment Specification is a two-way chart which illustrates the topics to be
assessed in the tests, the cognitive levels for each of the topics and the number of test items. It
has the topics on one axis and the SLOs on the other axis. The specification table gives the
outlines the complete content areas and also the learning outcome at each level of the cognitive
domain. Hence, it is recommended that a Table of Specifications be developed before the test is
developed to guide complete content converge and to ensure test validity.
Benchmark:Components of the standards. These are statements that identify what students
know and can do at the end of a particular developmental and grade levels. These may also
represent students’ learning outcomes for a particular grade cluster or course.
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Content Standard: Content standards are general statements that describe what students are
expected to know and be able to do. It is a statement of the knowledge or understanding we
would expect students to have.
Curriculum Mapping: These are strategies to interpret the curriculum and develop an alignment
of SLOs, teaching and learning and planning and evaluation with standards.
Evaluation : Evaluation is the process of judging the quality of students’ work on the basis of
established criteria, by using collected information (assessment) for making informed decisions
about continued instruction, programs, and activities.
Performance Standard: Performance Standards are descriptions via tasks of what it is students
should know and be able to do to demonstrate competence. It is a description of specific use of
knowledge.
Rubric: It is a set of scoring guideline for evaluating students’ work. It explicitly describes
different levels of the quality of a work.
SLO: The Student Learning Outcomes are detailed statements describing what students are
supposed to learn, know and able to do at each grade level in order to achieve the specified
benchmarks.
Objective: The teaching objective is detailed statements of what teachers wants to do in the
teaching lesson in order to accomplish the specified teaching goal.
Standard: General statements that describe what students are expected to know and be able to
do.
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Appendix I
MULTI- STAKEHOLDERS INVOLVED IN THE SESLOAF DESING,
DEVELOPMENT AND EXPERT REVIEW & VALIDATION PROCESSES AND
WORKSHOPS
PEACe Institution:
10. Mr. Tanweer Ahmad Khan Subject Specialist, PEACe
11. Mr. Ajeeb Nonari Subject Specialist, PEACe.
12. Ms. Majida Soomro Subject Specialist, PEACe.
13. Mr. Ajeeb Nonari Subject Specialist, PEACe.
14. Ms. Tahseen Kousar Ansari Subject Specialist, PEACe.
Government Institution:
15. Mr. Muhammad Waseem Mughal Assistant Professor GECE (M) Mirpurkhas.
16. Dr. Khalil Ahmed Koria Principal GECE(M) Qasimabad, Karachi.
17. Mr. Khalid Mehmood Assistant Professor. Government National Agro-Tech TTI,
Hyderabad.
18. Mr. Sher Nawaz Assistant Professor GCE F.B Area, Karachi.
19. Mr. Imdad Ali Lakho Assistant Professor GECE(M) Qasimabad, Karachi
20. Ms. Attia Tabasum Bhutto. Assistant Professor Govt. Zubeda Girls College, Hyderabad.
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Appendix II
Current : Desired:
Emphasizing on outcomes after learning Assessing learning outcome during the learning
process.
Assessing disconnected and; Isolated facts Assessing Integrated and Interconnected skills.
and skills
Assessing with de-contextualized tasks Assessing with contextualized tasks
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Appendix III
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