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Wednesday, June 28, 2023

Evaluative Process in the Evaluation System | Historical Background of Textbook |

 

QUESTION  

Write a note on the evaluative process and historical background of textbooks

CourseSecondary Education

Course code 8624

Level: B.Ed Solved Assignment 

ANSWER 

 Evaluative Process in the Evaluation System

The examination and assessment system in Pakistan The concept of examination is an assessment of ability, achievement, or present performance in a subject. Instruments of assessment can log in to easy or mixed forms of assessment and may be used for qualifying for entrance to professions and higher education (Page and Thomas (1978:17) Since the time of Pakistan’s independence, seven different education policies have been implemented in the country. The main thrust of all these policies was to promote quality education and the improvement of pedagogy. Yet, improvement in these areas has not been achieved and is quite unsatisfactory (Rizvi, 2000). In Pakistan, assessments do not judge the real competence or genuine educational accomplishment of the students. Instead, the Pakistani educational system encourages those who can best reproduce what they have learned during lessons and fails those who are unable to do that. It seems as if the whole system of education revolves around examinations. Such types of assessment and evaluation are narrow in scope (Khan, 2006).

  

Historical Background

When Pakistan came into being, using multi-textbooks was a very common practice in the country. However, this practice was stopped after the establishment of Textbook Boards in the government sector. The quality and effectiveness of textbooks require healthy competition in their development. In the mid-80s keeping in view the positive effects of using multiple textbooks around the Globe, the use of multi-textbooks in Pakistan was also allowed (Govt. of Pakistan 1992 & 1998) in all schools both government and private. Under this policy decision the Ministry of Education, Curriculum Wing (MoECW) Government of Pakistan has been approving various textbook series for classes 1 to 5 developed by private publishers along with the Textbook Boards during 2001-2004.

 

Textbook development and their approval in Pakistan

A centralized curriculum is being followed in Pakistan. The MoECW, in consultation with the provinces, develops a curriculum for each grade and subject up to grade 12. This curriculum is called the National Curriculum and is followed throughout the country. Whosoever wants to create textbooks for government and private schools affiliated with public examination bodies of Pakistan has to follow the National Curriculum. As mentioned earlier, the responsibility for textbook development in Pakistan remained with the Textbook boards until the recent past. These days’ private publishers are also developing textbooks inspired by the provision given under the recent National Educational policies. The Textbook Boards and the private publishers develop textbooks following the guidelines in the intact National Curriculum. Some of the guidelines are specifically for publishers. For example MoECW guides:

 

“For creating interest among the students, the textual materials should be presented through attractive and proper diagrams/ maps/illustrations. The font size and setting of the textual materials should properly be checked. It should be concerning the age level of the students. The arrangement of pages, exercises, and model test items at the end of each chapter should be correct.” (Govt. of Pakistan, 2002, p-16)

 

Both the Textbook Boards and the private publishers have to follow the guidelines given in the National Curriculum but they have their own procedure for textbook development. They develop textbooks and present these books to MoECW for their review and approval. The MoECW constitutes a National Curriculum Review Committee (NCRC) for this purpose. Each time on a presentation of a series of textbooks (or a book) a new NCRC is constituted. The textbook development and approval procedures are given in the following figures 1 & 2 for Textbook Boards and private publishers respectively

 


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