FA FSc datesheet Balochistan Board

Balochistan Board of Intermediate & Higher Secondary Education FA-FSc datesheet 2018 .




Date sheed for Intermediate 1st year 2nd year 2018

Date   1st Time 09:00 to 12:00   Paper   2nd Time 02:00 to 5:00   Paper

16/04/2018 Monday   Arts balochi, brahui, Persian, pushto, urdu, English (1st Group)   1st Year   Arts balochi, brahui, Persian, pushto, urdu, English (1st Group)   1st Year

17/04/2018 Tuesday   Urdu (1st Group)   2nd Year   Urdu (2nd Group)   2nd Year

17/04/2018 Tuesday           Pakistani Culture (2nd Group)   3rd Year

18/04/2018 Wednesday   Computer Scienc (1st Group)   1st Year   Computer Scienc (2nd Group)   1st Year

18/04/2018 Wednesday   History (1st Group)   1st Year   History (2nd Group)   1st Year

19/04/2018 Thursday   Pakistan Studies (1st Group)   2nd Year   Pakistan Studies (2nd Group)   2nd Year

20/04/2018 Friday   Physics (1st Group)   1st Year   Physics (2nd Group)   1st Year

21/04/2018 Saturday   Chemistry (1st Group)   2nd Year   Chemistry (2nd Group)   2nd Year

23/04/2018 Monday   English (1st Group)   1st Year   English (2nd Group)   1st Year

24/04/2018 Tuesday   Physics (1st Group)   2nd Year   Physics (2nd Group)   2nd Year

25/04/2018 Wednesday   Urdu (1st Group)   1st year   Urdu (2nd Group)   1st Year

26/04/2018 Thursday   Computer Scienc (1st Group)   2nd Year   Computer Scienc (2nd Group)   2nd year

26/04/2018 Thursday   History (1st Group)   2rd Year   History (2nd Group)   2nd year

27/04/2018 Friday   Islamiat (1st Group)   1st year   Islamiat (2nd Group)   1st year

27/04/2018 Friday   Ethics for non Muslim students (1st Group)   1nd year   Ethics for non Muslim students (2nd Group)   1st year

28/04/2018 Saturday   Economics (1st Group)   2nd Year   Statistics (2nd Group)   2nd year

28/04/2018 Saturday           Philosophy (2nd Group)  

30/04/2018 Monday   Arts balochi, brahui, Persian, pushto, urdu, English (1st Group)   2nd Year   Arts balochi, brahui, Persian, pushto, urdu, English (1st Group)   2nd Year

01/05/2018 Tuesday   Mathematics (1st Group)   1st year   Mathematics (2nd Group)   1st year

01/05/2018 Tuesday   Biology (1st Group)     Biology (2nd Group)  

02/05/2018 Wednesday   Psychology (1st Group)   2nd year   Geographic (2nd year)   2nd year

03/05/2018 Thursday   Chemistry (1st Group)   1st Year   Chemistry (2nd Group)   1st Year

04/05/2018 Friday   English (1st Group)   2nd Year   English (2nd Group)   2nd Year

05/05/2018 Saturday   Psychology (1st Group)   1st year   Health and Physical Education (2nd Group)   1st year

07/05/2018 Monday   Health and Physical Education (1st Group)   2nd year   Library Science (2nd Group)   2nd year

08/05/2018 Tuesday   Library Science (1st Group)   1st year   Geographic (2nd year)   1st year

09/05/2018 Wednesday   Mathematics (1st Group)   2nd year   Mathematics (2nd Group)   2nd year

09/05/2018 Wednesday   Biology (1st Group)   2nd year   Biology (2nd Group)   2nd year

10/05/2018 Thursday   Economics (1st Group)   1st year   Statistics (2nd Group)   1st year

10/05/2018 Thursday           Philosophy (2nd Group)   1st year

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.


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.

objectives assessment

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 of assessment

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.