Datesheet 2018

Datesheet Class 8th 2018 Annual examination

Summar Zone


Datesheet Class 8th 2018 Annual examination

Datesheet of Grade VIII

 
Monday 21.01.2019 Urdu at 09:30 to 12:30

Tuesday 22.01.2019 Islamiat/Ikhlaqiat at 09:30 to 12:30

Wednesday 23.01.2019 Math at 09:30 to 12:30

Thursday 24.01.2019 Arabic/Computer at 09:30 to 12:30

Friday 25.01.2019 General Science at 09:30 to 12:30

Saturday 26.01.2019 Pak Studies/histry at 09:30 to 12:30

Monday 28.01.2019 English at 09:30 to 12:30

Form examination 2018 Class 8th

Download Form

Conduction-of-standarised-examination-session-2018-of-grade-8th-summar-zone

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Class 8th datesheet Annual exam 2018

Winter Zone

Class 8th datesheet Annual exam 2018

Datesheet of Grade VIII

 
Monday 03.12.2018 Urdu at 09:30 to 12:30

Tuesday 04.12.2018 Islamiat/Ikhlaqiat at 09:30 to 12:30

Wednesday 05.12.2018 Maath at 09:30 to 12:30

Thursday 06.12.2018 Arabic/Computer at 09:30 to 12:30

Friday 07.12.2018 General Science at 09:30 to 12:30

Saturday 08.12.2018 Pak Studies/histry at 09:30 to 12:30

Monday 10.12.2018 English at 09:30 to 12:30

Download Registration-Examination-Form-class-8th-2018

Board-Notification-for-8th-class

Board-Notification-for-8th-class
Board-Notification-for-8th-class


assessment what is it

Provision for three categories of assessment exists in the education sector: internal, external and diagnostic. Teachers conduct internal assessments within schools, the Directorate of Schools and the Board of Intermediate and Secondary Education (BISE) conduct external examinations at the primary and secondary (and higher secondary) levels and the Provincial Education Assessment Centre (PEACE) has the mandate for system wide diagnostic assessments.

Assessment

The routine assessment systems (BISE, DOS and internal assessments in schools) lack standards and are criticized for inducing rote learning in the classrooms. Neither the teachers in the classroom nor examiners employed by the BISE receive training in developing assessment tools. They have normally no access to curriculum and the exams are based purely on the textbooks. Cheating in public examinations has been identified as, the second, and more debilitating perversion of the assessment system. Endemic across the province and societal divides the problem needs reforms that include all sections of government and society. Another area of assessment is the diagnostic assessments under the Provincial Education Assessment Centre (PEACE), which has become redundant as the last assessment was conducted in 2008 and now no funds are available to undertake the function. Secondly no demand exists for use of the analysis generated into systemic improvements.

Strategic Objectives

Examinations are the single most critical influence on the teaching-learning process in the classroom. The sector plan aims at changing the current approach and improve the quality of assessments at both the school level the external examinations conducted by the Directorate of Schools and the BISE.

1.	Improve the quality of examination at all levels to shift away from testing of memory
    to assessment of critical analytical ability.
2.	Shift to curriculum based examinations from textbooks based ones. 
3.	Ensure credibility of public examinations at all levels.
4.	Enhance provincial capacity to develop and conduct quality examinations. 
5.	Develop provincial capacity to conduct diagnostic assessments to support decisions on 
    systemic improvements.
	

Strategies

1. Train current set of teachers on assessments based on curriculum under the CPD process

In school assessments can be improved through interventions in the CPD conducted by PITE. These must not only be targeted at teachers but also head teachers as the latter’s role will be critical in ensuring the change.

2. Training on assessment in the pre-service teacher education programme

Similar to other specialized areas assessments are neglected in the current pre-service teacher education. The revised pre-service structure should include courses on assessments. As expertise in the area is extremely limited professionals will have to be employed as visiting faculty.

3. Standards for assessments developed at input, process and output levels

Both schools and the BISE will have to transit to standardised assessments, that test not only content and memory, but also higher order thinking. This will require interventions in pre-service and in-service teacher training as well as standardization of examination processes of the BISE.

Similar to other quality areas the BESP calls for standards to be developed for examination papers, supervision and examiners.

4. Eradication of cheating in examinations through social awareness

The BESP includes strategies and plans for encountering the problem of cheating through improvement and standardization of the examination system as well as creating societal awareness on the seriousness of the problem.

5. Enhance capacity of BISE to conduct quality examinations

The purpose, as in teaching and textbooks, is to transit from the current rote inducing textbook based examinations to an assessment system that tests critical thinking and is based on curriculum. It specifically recommends training and certification of examiners. The BISE (and PITE) will have to review its current capacity and approach to make the shift.

Similar to BISE the public examinations conducted by DOS will also have to transit to curriculum based assessments that test critical analytical ability and not just memory. The sector plan recommends a separate education body, Balochistan Examination Commission, under the administrative control of DOS for the purpose.

6. Revival of the function of PEACE through capacity development and financial allocations

Finally the diagnostic assessment by PEACE should be revived as it would provide an important feedback on BESP implementation in terms of quality improvements in students’ learning.



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