From Numbers To Learning. Vision Of FEN We believe in providing a holistic educational system, encompassing all learning fields that emphasize achievement.

From Numbers From Numbers To LearningTo Learning

Vision Of FEN

We believe in providing a holistic educational system, encompassing all learning fields that emphasize achievement of quality at affordable terms.

Developmental Plan of FENDevelopmental Plan of FEN

•Focused areas.Focused areas.

Skill based Curriculum Skill based Curriculum Teaching Learning Process.Teaching Learning Process. Professional Development of Faculty.Professional Development of Faculty. Assessment Mechanism.Assessment Mechanism.

Assessment

Teaching Learning PracticeCurriculum

AssessmentAssessment

•Assessment is a process of Assessment is a process of collecting, Synthesizing and collecting, Synthesizing and interpreting information to aid in interpreting information to aid in decision making.decision making.

( Peter Airasian, 1997)( Peter Airasian, 1997)

Types of Types of AssessmentAssessment

• Summative Assessment.Summative Assessment.

(Assessment of learning).(Assessment of learning).

• Formative Assessment.Formative Assessment.

(Assessment for learning)(Assessment for learning)

Strategies for Strategies for AssessmentAssessment

Summative Assessment:Summative Assessment:

- Skill based Paper Pencil Test.Skill based Paper Pencil Test.

Formative Assessment:Formative Assessment:

- Portfolios.- Portfolios.

- Classroom Presentations.- Classroom Presentations.

- Projects. Modals & Charts.Projects. Modals & Charts.

- Discussion method.Discussion method.

Previous Practice of Previous Practice of Learning At FENLearning At FEN

• Knowledge Based Learning.Knowledge Based Learning.

( Summative Assessment)( Summative Assessment)

• Infrequent informal assessment.Infrequent informal assessment.

• Assessment Procedure.Assessment Procedure.

Term wise (Mid Term & Final Term)Term wise (Mid Term & Final Term)

• Evaluation of Knowledge basedEvaluation of Knowledge based

Learning at FEN.Learning at FEN.

Purpose of Shifting Purpose of Shifting AssessmentAssessment• To reduce the exam’s fear.To reduce the exam’s fear.

• To decrease the element of rote memorizationTo decrease the element of rote memorization

• To improve the quality of Exams.To improve the quality of Exams.

• To prepare the students to face real life To prepare the students to face real life problems.problems.

• To provide opportunities for skill based To provide opportunities for skill based learning.learning.

• To give an exposure to AKU-EB Skill based To give an exposure to AKU-EB Skill based papers.papers.

The Process The Process • Shift of Summative to Formative AssessmentShift of Summative to Formative Assessment• Summative: Summative: • Formative:Formative:• Focused SubjectsFocused Subjects

– UrduUrdu– EnglishEnglish– General ScienceGeneral Science– Social StudiesSocial Studies

• Designing of examination Papers based on Designing of examination Papers based on focused cognitive levels i.e. focused cognitive levels i.e.

knowledgeknowledge comprehension comprehension application.application.

FEN’s three years Strategic FEN’s three years Strategic PlanPlan

Class I-V & VIII Class I-V & VIII

Formative 10 % - 15% Formative 10 % - 15%

Summative 85% - 90%Summative 85% - 90%

Class VI- VIIClass VI- VII

Formative 40%Formative 40%

Summative 60%Summative 60%

1st year (2006-2007)1st year (2006-2007)

2nd & 3rd year (2007- 2nd & 3rd year (2007- 0909))

Class I-V & VIII – X Class I-V & VIII – X • Formative 25 % Formative 25 % • Summative 75%Summative 75% Class VI- VIIClass VI- VII• Formative 60% Formative 60%

Summative 40% Summative 40%

Pilot ProgramPilot Program• Development of testing mechanism.Development of testing mechanism.Knowledge 60%Knowledge 60%Comprehension 25%Comprehension 25%Application 15%Application 15%

• Orientation Meetings.Orientation Meetings.In house Sessions regarding shift and In house Sessions regarding shift and

change of Assessment procedure.change of Assessment procedure.Parental Support.Parental Support.

SuccessesSuccesses• Organization and Assessment of projects in Organization and Assessment of projects in

focused subjects.focused subjects.• Improvement in the quality of Examination Improvement in the quality of Examination

Papers.Papers.• Involvement of students in learning through Involvement of students in learning through

variety of activities, like inquiry based variety of activities, like inquiry based approach, High order thinking, and Creative approach, High order thinking, and Creative learning.learning.

• Inspiration taken from focused subject Inspiration taken from focused subject Teachers.Teachers.

• Improvement in quality of Summative Improvement in quality of Summative Assessment focusing on skills. Assessment focusing on skills.

• Class room activities using learning materialsClass room activities using learning materials

ChallengesChallenges

•Maintenance of record of Portfolio for Maintenance of record of Portfolio for students progression.students progression.•Lack of sharing the formats for recording the Lack of sharing the formats for recording the Data For Formative Assessment At the Data For Formative Assessment At the beginningbeginning•Unstructured feedback.Unstructured feedback.•Increased workload on teachers.Increased workload on teachers.•No space for performance report in result No space for performance report in result sheet.sheet.•Increased activities become challenge for Increased activities become challenge for new teachers regarding classroom new teachers regarding classroom management.management.

RecommendationsRecommendations

• Refresher courses during sessionsRefresher courses during sessions

• Sharing of Assessment criteria Sharing of Assessment criteria among teachers and students.among teachers and students.

• Clarity of Portfolio’s content.Clarity of Portfolio’s content.

• Research related assignments Research related assignments should be encouraged.should be encouraged.