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This article attempts to analyse the relationship between the Student Learning
Outcomes (SLOs) and evaluation systems of two simultaneously existing examination
systems in Pakistan: Secondary School Certificate (Matriculation) and Cambridge O
Level system. The major concern of the paper lies in observing the targeted outcomes
of the two types of examination systems in the light of the aims and objectives
specified by the two systems. One paper from each testing system has been analysed
and the prospective outcomes have been matched with their exclusive aims provided by
their respective boards. Results show that both the systems, in their own distinct
syllabi, aim at making the students proficient in the learning of English as foreign
language through a system that involves skills which are incorporated into the learners
and then tested so as to make them proficient in the language. The evaluation system,
however, differs widely in both. Matriculation assessments are purely a test of memory
and assess the students‟ ability on the basis of discrete implementation of skills in the
questions while the Cambridge O Level system offers as process-based learning of the
language by keeping in view a holistic approach of applying various modes of skills in
to its question papers. Hence, a reformation in the system of evaluation as well as that
of teaching needs to be promoted to meet the prescribed outcome mentioned in the
syllabus of Punjab Board.
Sadia Malik, Asra Khan, Uzma Sadiq. (2020) A comparative analysis of assessment schemes in Secondary School Certificate and Cambridge O Level English examination papers in Pakistan: Need for reform, The Journal of Humanities & Social Sciences, Volume-28, Issue-1.
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