QUESTION
Write a note on the evaluative process and historical background of textbooks
Course: Secondary 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
Related Topics
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Define evaluation. Differentiate between internal and external examination
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