تلخیص
The Examination conducted by the Punjab Examination Commission (PEC) at grade VIII is
considered high-stakes as both intended and unintended consequences are associated with result of
the examination. A mixed methods study using explanatory sequential design was conducted to
investigate effects of the examination conducted by the PEC on curriculum at grade VIII. Survey
data were collected from 521 elementary school teachers teaching in seven districts of the Punjab
selected through simple random sampling. To ensure a maximum variation for purposive
sampling, the qualitative participants were selected from among those who participated in the
survey. Quantitative results revealed no significant differences in the perceptions of teachers
regarding the effect of the examination on curriculum. Teachers irrespective of gender, school
location and type, perceived that the examination has changed the curriculum in grade VIII.
Qualitative analysis of data collected through interviews yielded theme “Examination controls the
Curriculum.” It was further emerged that curriculum in grade VIII was dictated by the helping
books which were used extensively by the teachers. Additional findings indicated that old
examination papers were extensively used by the teachers to prepare students for subsequent
examinations and thus became the curriculum, the examination fostered selective study in classes
to specifically prepare for the examination and the curriculum was reduced to objective type items
only. Furthermore subjects not tested in the examination were ignored more as compared to tested
subjects. One of the objectives of the PEC was to improve curriculum and in the light of this study
it remains rhetoric. The findings of the study have posed several challenges for curriculum,
examination and educational authorities in the Punjab.
Sajid Masood, Abdul Hameed, Ijaz Ahmad Tatlah. (2017) Effect of Examination on Curriculum at Elementary Level in Punjab: A Mixed Methods Study, Journal of Elementary Education, Volume-27, Issue-2.
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