Sindh Education Students SESLOAFSocia

Learning Outcome l Studies Grade

IV-V
Assessment Framework

Developed by
Provincial Education Assessment Centre (PEACe)
Bureau of Curriculum and Extension Wing Sindh Jamshoro

In Collaboration with
European Union & British Council
Karachi

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 Acknowledgements

We wish to thank the members of Sindh Education Students Learning Outcome

Assessment Framework (SESLOAF) capacity building, design and expert review workshop for
their active participation and assistance in designing, development and review of the SESLOAF
for their specific school subjects and grade levels.

Also the generous and continuing collaboration of EU is highly appreciated, as this

capacity building workshop for the design and expert review of (SESLOAF) would not have
been possible without this support. The contribution of the Team Leader Sindh Education Sector
Support Programme (SESSP) Doran Bernard and Ms. Rana Hussian, Sr. Advisor, Quality
Education SESSP for conceptualizing and taking the desired target to completion, are highly
acknowledged.
The RSU unit and particularly the leadership, Chief Programme Manager Ms. Saba
Mahmood is highly acknowledged for their support in designing the SESLOAF framework.
Furthermore, the support of Director, Bureau of Curriculum Mr. Shahani, the Coordinator
PEACE, Mr. Aftab Ali and the entire PEACE team is acknowledged.

Unaeza Alvi
The Consultant

DOCUMENT DEVELOPED OCTOBER 30TH, 2014.

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Acronym

BC British Council
BoC Bureau of Curriculum
CRQ Constructed Response Question
EU European Union
GECE Government Elementary College of Education
GoS Government of Sindh
MCQ Multiple Choice Question

NC National Curriculum Framework

PEACe Provincial Education Assessment Centre
PITE Provincial Institute of Teacher Education
RSU Reforms Support Unit
SEMIS Sindh Education Management Information System
SESSP Sindh Education Sector Support Programme
SESLOAF Sindh Education Student Learning Outcome Assessment and Feedback Framework
SLO Student Learning Outcome
STBB Sindh Textbook Board
TA Test Administrator

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 Preface
The educational quality is determined by many aspects but the key indicator associated with
quality is the learning achievements and outcomes. The core to the learning achievement and
outcomes are the curriculum and assessment frameworks.

Former Ministry of Education through a revision of the existing National Curriculum

Framework 2000 and 2002 has initiated the Standards-based education reform in Pakistan. The
revision was carried out to improve and align the Pakistan National Curriculum with national and
international developments in educational standards.

This revision has resulted into the development of the National Curriculum Framework 2006,
based on the Standards-Based Education Reform. The Standards-Based Education Reform that
has been implemented by a number of countries in the world is largely driven by the approach of
setting of academic standards for what students know and can perform.

This educational reform necessitates the use of the Standards as a reference to plan, teach and
assess students on the basis of the set standards. In addition, to this it requires an alignment of the
curriculum with the assessment system and a rethinking and broadening of the current
approaches to assessment.

The complete implementation requires the development of an assessment framework aligned

with the curriculum standards, benchmarks and students learning outcomes. It also requires the
adoption of a balanced approach to assessment including benchmark, formative, summative,
performance and authentic assessments for improved students learning outcomes.

Therefore, to implement the Standards-based curriculum reform the Sindh Education

Student’s Learning Outcomes Based Assessment & Feedback Framework “SESLOAF”, is
designed to apply a comprehensive approach to students learning outcome based assessment.
The SESLOAF for the eight subjects presents an alignment of the curriculum standards with
assessment schemes, specifications, items, tasks, marking schemes and rubrics for effective
assessment and feedback based on the students learning outcomes.

The overall purpose of SESLOAF framework is to provide a comprehensive assessment

framework aligned with the NCF to guide the overall assessment and feedback processes for
improved assessment systems and learning outcomes.

Rana Hussain

Sr. Advisor, Quality Education SESSP

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Table of Contents

Acknowledgements .................................................................................................................................. 2
Preface .......................................................................................................................................................... 4
1. Rationale for SESLOAF:......................................................................................................................... 9
2. SESLOAF MATHEMATICS VI-VIII ......................................................................................................... 10
2.1 The Mathematics Curriculum 2006: ................................................................................................. 10
2.1.1 The Strands and Standards of the Mathematics Curriculum .............................................. 11
Strand 1: Numbers and Operations ....................................................... Error! Bookmark not defined.
Strand 2: Algebra ................................................................................... Error! Bookmark not defined.
Strand 3: Measurements and Geometry ............................................... Error! Bookmark not defined.
Strand 4: Information Handling ............................................................. Error! Bookmark not defined.
Strand 5: Reasoning and Logical Thinking.............................................. Error! Bookmark not defined.
2.1.2 The Benchmarks of the Mathematics Curriculum .............................................................. 12
3. Student Learning Outcomes Cognitive Categorization ..................................................................... 20
4. Scheme of Assessment ....................................................................................................................... 28
6. SLO Based Items ................................................................................................................................. 36
7. Performance Assessment and Marking Rubric ................................................................................. 52
8. Reporting Results ............................................................................................................................... 53
GLOSSARY ................................................................................................................................................. 54
Appendix I .................................................................................................................................................. 57
Appendix II................................................................................................................................................. 58
Appendix III ............................................................................................................................................... 59

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.................................................................................................................................................................... 59

59

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Introduction
The Sindh Education Student’s Learning Outcomes Based Assessment & Feedback
Framework “SESLOAF”, is developed in alignment with the new standards based curriculum
reform for systems improvement. The SESLOAF aims at providing a model for a standardized
approach to formative, benchmark, performance and summative assessments of students
learning outcomes and improvement.

The SESLOF is developed through a standardized policy development process that

involves multiple consultations with multi-stakeholders. The multi-stakeholders included in
the process are policy makers, education experts, managers and advisors, education and
assessment experts, public and private sector institutions, key assessment specialists, subject
based experts, curriculum reviewers and developers, textbook developers, teachers and
teacher educators.

The following processes were adopted in the development of the Assessment Framework

Development of
SLO Mapping and Development of Specification for
Cognitive Scheme of Summatve/Benchmark/
Categorization Assessment
Performance Assessment

Expert Review and Development of SLO

Development of
Validation of Based Test Items and
Maarking Scheme
Specification for Performace
and Rubric
Assessment Assessment

Figure 1.1. Process of Developing Assessment Framework

The key stage of the development of the assessment framework was SLO categorization and
expert review and validation session for content validity of assessment specification in alignment
with the National Curriculum 2006 and revised curriculum 2011. This stage also included the
development of the slo based item, review of the items, agreement on key learning targets for
cognitive and skill/performance assessments.

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 The conceptual map below provides the design of the students learning outcome based
assessment & feedback framework. This conceptual framework forms the basis of the SESLOAF,
assessment specification, performance and authentic tasks, benchmark, formative, summative
assessments, items and tests for grade level VI-VIII. The SESLOAF provides a comprehensive
framework that allows for multiple forms of assessments to provide varied opportunities to
assess, demonstrate learning, feedback and improve learning outcomes.

National Mathematics Curriculum Framework

Key Learning Strands and Standards

Key Stage Benchmarks and Students Learning Outcomes

Students Learning Outcome Based Assessment Framework

SLO Mapping, Cognitive and Topic Distribution of Students

Learning Outcome

Students Learning Outcome Based Summative, Formative and

Authentic Assessment Specifications.

Students Learning Outcome Assessment Items, authentic/performance tasks, tools and Rubrics.
Guideline/samples for Implementation, Marking, Reporting and Feedback.

Figure 1.2. The Conceptual of the Assessment Framework

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 1. Rationale for SESLOAF:
The SESLOAF of Mathematics (VI-VIII) is designed to achieve the outcome of mathematical
literacy, logical reasoning and problem-solving in alignment with the New Curriculum 2006 and
Reviewed Curriculum 2011.

1.1 The SESLOAF Framework as a standardized approach to assessments outlines a

comprehensive framework form assessments using multiples forms of assessments, in order
to provide varied opportunities to the learner to demonstrate learning and assessor to
assess learning outcomes.
1.2 The assessment framework includes all those students learning outcomes that could be reliably and
validly assessed through summative, benchmark and authentic assessments.

1.3 The assessment items are designed to ascertain the important cognitive learning targets in
Mathematics, according to the Content standards of Numbers and Operations, Algebra,
Measurements and Geometry, Information handling and Reasoning and Logical thinking.

1.4 The overall framework also takes into consideration the Skills, Attitude, Values and STSE Standards
through performance and authentic assessments.

1.5 Also, the International standards of assessments are considered in the design of the assessment
framework, specification, items, tasks and tools.

1.6 The test is also aligned with agreed code of practice on fair testing and also aligned with the current
assessment and grading policy.

1.7 The current policy on assessment in Pakistan that recommends the assessment of 30 % Knowledge,
Understanding and Application in summative assessments is also taken into consideration.

This Assessment framework provides the standards, benchmarks, categorization of

SLO as per cognitive levels, Overall Scheme of Assessment for VI-VII, Assessment
specification for summative and continuous assessment, a sample of SLO based items,
marking scheme, rubrics.

Additionally, a glossary is also enclosed that includes description of student learning

outcomes, objectives, cognitive processes dimensions, authentic, formative, continuous,
summative, performance assessment, rubric, validity, reliability. The Appendix includes the
list of multi-stakeholders involved in the process, the difference between traditional and
authentic assessments, Document for Item Development, check list for identification of
learning target, checklist for assessment development and review.

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 2. SESLOAF MATHEMATICS VI-VIII

2.1 The Mathematics Curriculum 2006:

The National Mathematics Curriculum 2006 and revised curriculum 2011 is based on the
goal to develop mathematical literacy and induce logical reasoning and problem-solving
among students. The entire curriculum is divided into five strands, Numbers and Operations,
Algebra, Measurements and Geometry, Information handling and Reasoning and Logical
thinking. Curriculum is based on standard and benchmarks. Students’ learning outcomes are
matched with the content and topics and aligned with the standards. The learning outcomes
emphasize the development of knowledge, conceptual understanding and to stimulate
cognition to apply knowledge practically.

The National Curriculum for Mathematics 2006 for IV-VIII has the following five Strands and
numerous topics and learning outcomes:
 Numbers and Operations
 Algebra
 Measurements and Geometry
 Information handling
 Reasoning and Logical thinking

The Benchmarks in the Mathematics Curriculum are placed at Five Developmental Levels:
I-III, IV-V, VI-VIII, IX-X, and XI-XII
In grades I-III, students are introduced to elementary numerical values and basic operations and
functions. The Mathematics Curriculum for grade IV-V, begins to stimulate the logical cognition
of students and introduces them to elementary problem solving. Next, through grades VI-X,
students are provided with mathematical tools for logical reasoning, problem solving and
justifying conclusions to educate them to identify the relationship between mathematical
concepts and everyday situations. And finally in grades XI-XII, students are taught to develop
the ability to use Mathematics to extend and apply their knowledge in other fields of study.

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 2.1.1 The Strands and Standards of the Mathematics Curriculum

1: What are the Key Learning Areas in your curriculum Area?

Identify, review and state in the given box.

1. History
2. Geography
3. Political Science
4. Economics
5. Inquiry

Key Learning Standards

Area

History 1. All students will learn chronological skills and use them to sequence key
historical events to identify relationships and explain cause and effect.
2. All students will understand, interpret and reconstruct the narratives of the
past (identify People involved, describe setting, sequence events, compare
interpretation of events, and create narratives from evidence).
Geography 3. All students will learn map and globe skills, use them to enhance
geographical understanding and apply these skills to real life.

4. All students will describe, compare and explain the location and
characteristics of places, people and culture, and the social, economic,
political activities they engage in themselves and with others at the local,
national and international levels.

Political 5. All students will identify the purpose of national, local, Provincial and local
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Science Governments and describe the political and legal process that are used to make
decisions seek consensus and resolve conflicts.

6. All students will identify the key ideas and values in the constitution of Pakistan
and understand the rights and responsibilities of the citizens at the local, national
and global level.

Economics 7. All students will describe how scarcity of resources and choices regarding
production and distribution and consumptions of goods and services affect the
wellbeing of the individual and the society.

8. All students will describe how Pakistan’s economics system works to facilitate
production consumption, distribution and exchange of goods and services at home
and describe the challenges and benefits of trade for consumers, producers and the
government.

Inquiry 9.All students will conduct inquiry/investigation to answer the questions about
society by asking questions/gathering information from variety of sources(books,
newspapers, members, institutions and internet) they will report results in
appropriate ways (oral presentation, timeline, graphs, charts, report, role plays etc.)
electronic technologies such as computers multimedia can be used to access and
manage and report results.

10. All students will trace the origin of local and national problems and issues,
understand various perspectives and identify ways to resolve the problems and
issues about them and take ethically responsible actions to address them.

2.1.2 The Benchmarks of the Social Science Curriculum

Standards Benchmarks Benchmarks IV-V

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 (I-III)/I-II
1. All students will learn
chronological skills and use them
to sequence key historical events
to identify relationships and
explain cause and effect.
2. All students will understand,
interpret and reconstruct the
narratives of the past (identify
People involved, describe setting,
sequence events, compare
interpretation of events, and
create narratives from evidence).
3. All students will learn map
and globe skills, use them to
enhance geographical
understanding and apply these
skills to real life.
4. All students will describe,
compare and explain the location
and characteristics of places,
people and culture, and the
social, economic, political
activities they engage in
themselves and with others at the
local, national and international
levels.
5. All students will identify the
purpose of national, local,
Provincial and local Governments
and describe the political and
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 Measure chronological time by decades,
centuries and millennia.
 Use solar and lunar calendars to differentiate
interval of time.
 Construct and interpret timelines of major
historical events and development of province
and country.
 Describe major historical events as presented in
narrative of the provincial and national past.
 Explain how men and women in different eras
of the past demonstrated good characteristics
and personal virtues.
 Compare life in the past (previous civilization)
in the province with life today there.
 Construct narratives of the local past using the
local community as a resource (interview
elderly people, visit local government offices,
read old maps).
 Identify problems and solutions from the
narrative of the past and the short and long
term effects of the solutions.
 Locate on map or globe
 Provinces of Pakistan, Pakistan and the
important countries of the world.
 Continents and oceans
 Main lines or Latitudes and Longitudes.
 Read, draw and interpret Equator, Tropic of
Cancer, Tropic of Capricorn, Prime meridian,
maps using mapping elements (symbols, key,
cardinal and intermediate directions and scales)
using accurate map vocabulary
 Apply map skills in real life situations.
 Gather and interpret information, and draw
conclusions using maps and other geographic
tolls about provinces and the country.
 Locate and compare places and their
environment (e.g., oceans, continents, river
system, islands, mountains or in areas where
civilization developed).
 Explain the characteristics of places that are
shape by physical and human process (e.g.,
effect of agriculture or changing land use and
vegetation effects)
 Distinguish among local and national
governments in Pakistan.
 Describe the way government is organized at
the local, provincial and national levels.
legal process that are used to
make decisions seek consensus
and resolve conflicts.
6. All students will identify the
key ideas and values in the
constitution of Pakistan and
understand the rights and
responsibilities of the citizens at
the local, national and global
level.
7. All students will describe how
scarcity of resources and choices
regarding production and
distribution and consumptions of
goods and services affect the
wellbeing of the individual and
the society.
8. All students will describe how
Pakistan’s economics system
works to facilitate production
consumption, distribution and
exchange of goods and services
at home and describe the
challenges and benefits of trade
for consumers, producers and the
government.
9.All students will conduct
inquiry/investigation to answer
the questions about society by
asking questions/gathering
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 Identify the government institutions at local,
provincial and national levels and describe the
role of the institutions (legislature, executive
and judiciaries)
 Identify the limits and reasons for limiting the
power of the government.
 Understand the importance of constitution.
 Interpret the meaning og specific rights and
freedoms protected in the constitution
particularly equal protection under the law and
freedom of access to information and freedom
of expression.
 Explain the responsibilities of citizens with
respect to their rights.
 Describe the role of citizens in a democracy.
 Explain why people and societies must face
scarcity when making economic decisions.
 Compare prices, quality and features of
goods and services, weigh/ identify
alternatives /opportunity cost in personal,
local, provincial and national decision
making situations.
 Describe the economic roles of the local,
provincial and federal governments.
 Describe how decisions about resources
allocations affect the wellbeing of a society
(with respect to Pakistan).
 Describe the challenges and benefits of
trade for consumers.
 Describe how banks play the role of
intermediaries in collecting the savings
from many individuals and providing them
to producers/manufactures for use at a cost.
 Gather information using a variety of
sources to answer their questions.
 Manage and organize information.
 Analyze the information to derive meaning
out of it and draw conclusion on the basis
information from variety of of the analysis.
sources(books, newspapers,  Present the inquiry in appropriate ways
members, institutions and (Oral presentations, graphs, reports)
internet) they will report results in  Identify local, provincial and national
issues.
appropriate ways (oral
 Gather information from variety of sources.
presentation, timeline, graphs,
 Compare their view point with that of
charts, report, role plays etc.) others.
electronic technologies such as  Analyze possible solutions for these issues.
computers multimedia can be  Take responsible actions(lawful, ethical)
used to access and manage and
report results.

10. All students will trace the

origin of local and national
problems and issues, understand
various perspectives and identify
ways to resolve the problems and
issues about them and take
ethically responsible actions to
address them.

TEMPLATE FOR STANDARD ALIGNMENT FRAMEWORK Grade-V SOCIAL

STUDIES
STANDARD ALIGNMENT FRAMEWORK

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Strand: HISTORY

STANDARD: All students will learn chronological skills and use them to sequence key historical
events to identify relationships and explain cause and effect.

Benchmark Theme/Topic Student Learning Outcome

Measure chronological time by History Place key events on a

decades, centuries and millennia.
timeline using the time
intervals of decades.

Identify problems and solutions Historical Problem , Effects Identify alternative

from the narrative of the past and And Solution solutions to problems of the
the short and long term effects of past and recognize their
the solutions. possible implications.

STANDARD ALIGNMENT FRAMEWORK

Strand: HISTORY

STANDARD: All students will understand, interpret and reconstruct the narratives of the past (identify
People involved, describe setting, sequence events, compare interpretation of events, and create
narratives from evidence).

Benchmark Theme/Topic Student Learning Outcome

Describe major historical events Explores And Explorations Explain the successes and
as presented in narrative of the challenges faced by the
provincial and national past. explorer of their choice.

STANDARD ALIGNMENT FRAMEWORK

Strand: GEOGRAPHY

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STANDARD: All students will describe, compare and explain the location and characteristics of
places, people and culture, and the social, economic, political activities they engage in
themselves and with others at the local, national and international levels.

Benchmark Theme/Topic Student Learning Outcome

Physical Regions Identify the key physical

regions of Pakistan.
Explain the characteristics of
places that are shape by physical
and human process (e.g., effect
of agriculture or changing land
use and vegetation effects)

Provinces of Pakistan, Pakistan Interdependence Explain various ways in

and the important countries of which the countries of the
the world. world are dependent.

STANDARD ALIGNMENT FRAMEWORK

Strand: GEOGRAPHY

STANDARD: All students will learn map and globe skills, use them to enhance geographical
understanding and apply these skills to real life.

Benchmark Theme/Topic Student Learning Outcome

Climate Region Describe how climate of

different physical regions
Locate and compare places and
affects the life over there.
their environment (e.g., oceans,
continents, river system, islands,
mountains or in areas where
civilization developed).

STANDARD ALIGNMENT FRAMEWORK

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Strand: POLITICAL SCIENCE

STANDARD: All students will trace the origin of local and national problems and issues,
understand various perspectives and identify ways to resolve the problems and issues about them
and take ethically responsible actions to address them.

Benchmark Theme/Topic Student Learning Outcome

Federal Government Identify a major issue and

investigate how the law can
 Identify local, provincial
help to solve the issue
and national issues.
 Analyze possible solutions
for these issues.

 Identify local, provincial The constitution Identify a national /current

and national issues. issue and find the actions that
 Analyze possible solutions the government is taking and
for these issues. suggest alternative actions to
solve the problem.

STANDARD ALIGNMENT FRAMEWORK

Strand: POLITICAL SCIENCE

STANDARD: All students will identify the key ideas and values in the constitution of Pakistan
and understand the rights and responsibilities of the citizens at the local, national and global
level.

Benchmark Theme/Topic Student Learning Outcome

Identify the government Federal Government Discuss the importance and

institutions at local, provincial and authority of Supreme Court
national levels and describe the
over the High Court.
role of the institutions (legislature,
executive and judiciaries)

STANDARD ALIGNMENT FRAMEWORK

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Strand: ECONOMICS

STANDARD: All students will describe how Pakistan’s economics system works to facilitate
production consumption, distribution and exchange of goods and services at home and describe
the challenges and benefits of trade for consumers, producers and the government.

Benchmark Theme/Topic Student Learning Outcome

Evolution Of Money List the various ways in

which income is generated
Describe the challenges and
and describe how a business
benefits of trade for consumers.
is run.

Describe how banks play the role Evolution Of Money Understand that different
of intermediaries in collecting the countries have different
savings from many individuals currencies.
and providing them to
producers/manufactures for use
at a cost.

Compare prices, quality and Public Goods And Service Differentiate between
features of goods and services, public and private goods
weigh/ identify alternatives and services.
/opportunity cost in personal,
local, provincial and national
decision making situations.

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 4. Student Learning Outcomes Cognitive Categorization
The Benchmarks have a cluster of Student Learning Outcomes. The Categorization of these Students Learning Outcomes for Grade level IV-
V, at 3 Cognitive Levels is presented below:

COGNITIVE LEVEL SLO CATEGORIZATION SOCIAL STUDIES V

Key Learning Students Learning Outcomes K U A
Area/Topics and
Sub-Topics
History  Differentiate between solar & lunar calendars. U
 Use solar and lunar calendars to differentiate intervals of time. U
 Differentiate between Decades, Centuries and Millennia. U
 Place key events on a timeline using the time intervals of decades. U
Major Historical  Describe major historical events that led to the creation of Pakistan. U
Events (Pakistan And
World)  Construct timelines of major historical events (Pakistan, other country/world). U
 Interpret timelines of major historical events (Pakistan, world). U
 Identity different viewpoints in historical narratives. U
 Recognize that events in various parts of the world affect each other. U
 Compare life in Pakistan's early years with life in Pakistan today. A
Historical Problem ,  Identify problems that started in the past and still exist today U
Effects And Solution

20
The Ideas Of Decision  Recognize that particular individuals, ideas, events and decisions have had a great U
Of Individual Effect impact on history.
History

Explores And  Explain the reason for exploration. K

Explorations
 Identify key past explorations and explorers Marco Polo, Ibn-e-Batoota, Neil K
Armstrong, Vasco De Gama, etc.).
 Identify the effects of past explorations. U
 Trace the route of any voyager on a world map. U
 Identify what motivated past explorers to conduct exploration. U
 Explain the successes and challenges faced by the explorer of their choice. U
 Predict areas of future exploration and changes that could result from these U
explorations.

Geography  Understand that there are 180 imaginary lines of latitude and 360 imaginary lines K
of longitude.
 Map Skills  Name the main lines of latitude and longitude. K
 Latitudes And
Longitude  Locate on a globe and on a map of the world main lines of latitude & longitude. U

 Use longitude and latitude to locate major cities of Pakistan and of the world. A
 Use the index of an atlas to locate places. A
 Use latitudes and longitudes in determining direction. A
 Identify time zones and relate them to longitude. U
 Identify the significance of the location of Pakistan. K

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Kinds Of Maps  Recognize that there are many kinds of maps and choose the best map for the U
purpose at hand.
 Use different maps to explain the geographical setting of historical and current U
events.
Scale  Read and interpret scales (expressed as a statement or bar) on different maps. U

 Use the map scale to measure roads and rivers and determine distance between A
places.
Physical Reigns  Define the term "regions" and give examples U
 Identify the key physical regions of Pakistan. U
 Describe the distinctive characteristic / features of each physical region of U
Pakistan.
 Locate physical regions sharing similar characteristics on a world map. U
 Compare the life of the people living in different physical regions of Pakistan A
with people living in similar regions in other countries.
 Locate, interpret and present information in the form of a tourist guide A
book of the country of their choice.
Interdependence  Define the term Interdependence. K
 Identify the variety of ways in which people are interdependent. U
 Describe the ways the people of Pakistan are interdependent. U
 Explain various ways in which the countries of the world are dependent. U
Climate  Define climate. K
 Explain the reasons for differences in climate. U
Climate Region  Differentiate between climate & weather. U

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  Identify the general types of climate (based on latitude). U
 Identify the different climatic regions on a world map. U
 Compare different climatic regions. A
 Describe the climate in the different physical regions of Pakistan. U

 Describe how climate of different physical regions affects the life over there. U
 Use given information to calculate the average temperature and monthly A
rainfall of different places.
 Construct bar graphs from given climatic data. A
Effect Of Human  Explain the various ways in which human activities affect climate. U
Activities On Climate
 Explain how human activities are responsible for the greenhouse effect. U
Means Of Information  Identify the various means if information U
 Differentiate between mass and non-mass media. U
 Identify the advantages and disadvantages of various means of information. U
 Identify the role of the media in the political process. U
 Distinguish between relevant and irrelevant information. U
 Identify bias in advertisements and news reports. U
 Interpret information from newspapers, television and internet. U
 Defend their position on which is the most important means of information today. U

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Political Science:  Give reasons for the need of a federal government. U
Government
(Leaders,  Compare the formation of government at provincial and federal levels. U
community, citizens)
 Compare the working of the three branches of government. U
Federal Government
 Describe the functions of political parties in a democratic system. U
 Explain the relationship between the provincial and federal governments in U
Pakistan.
 Identify the steps of the law making process in Pakistan. U
 Construct a simple chart to show the relationship and processes between the U
different courts in Pakistan.
 Discuss the importance and authority of Supreme Court over the High Court. U
The Constitution  Understand the importance of the Constitution. K
 Interpret some rights of citizens given in the Constitution of Pakistan. U
 Identify behaviors that have been guided by the concerns for the law. U
 Use ways to solve a national problem. A
 Participate in projects designed to help others in their local community. U
Culture  Identify the different cultural groups living in Pakistan. K
Culture Of Pakistan  Identify the common characteristics of different cultures. K
 Describe the cultural diversity of Pakistan (crafts, languages, festivals, clothes, K
important events, foods).
 Identify the advantages of a multicultural society. U

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Institution Of  Identify the main institutions that socialize children into culture (religious K
Socialization institutions, family, school etc.).
 List the ways families socialize their children into their culture. K
 Show through an example how culture changes to accommodate new ideas. A
Everyone Value  Recognize that there are different values. K
Something  Identify the factors that influence values (culture, education, religion, etc.). K
 Describe their personal values and how they developed these values. U
 Identify values from given scenarios. U
 Recognize the values underpinning their behaviors. U
 Understand that responses to a given situation may differ because of different U
values.
Economics  Define the terms public goods and services, exports and imports. K
Public Goods And  Differentiate between public and private goods and services. U
Service
 Identify some public goods and services K
 Identify the ways in which the government provides goods and services (taxes and U
loans).
Trade  Explain the importance of international trade for the development of Pakistan. U
 Identify the three largest exports and three largest imports by interpreting the data U
from the bar graph.
 Trace the origin of common imported items and explain how they are brought to U
Pakistan.

Evolution Of Money  Narrate with examples the evolution of money. U

25 | P a g e
  Understand that different countries have different currencies. K
 Describe the role of money in people's lives. K
 Interpret a graph of wages and professions to identify the relationship between the U
two.
 List the various ways in which income is generated and describe how a business is U
run.
Banks  Describe the role of bank in the lives of individuals and businesses. K
 Identify the role of state Bank of Pakistan. K
 Understand the role of federal government in the economy of Pakistan. K
 Describe the economic system of Pakistan. U
INQUIRY BASED

History:  Construct narrative of key current events (Pakistan/World) using internet, news- A
magazine, newspapers
Major Historical
Events (Pakistan &  Identify examples of good character from lives of important men and women in A
history (Pakistan, world).
World)

 Construct narratives of key historical events (Pakistan/ World) using literature A

magazine, newspaper e.t.c.
Historical Problems  Identify Problem & Solutions from narratives of the past and the short & long term U
Effects & Solutions effects of the solution
 Identify alternative solutions to problems of the past and recognize their possible A
implications.

26 | P a g e
The Ideas Of Decision  Predict how events might have turned out differently if specific individuals/ A
Of Individual Effect groups had chosen their steps differently.
History

Explorer &  Construct a third person account of the experience of any explorer. A
Explorations

GEOGRAPHY:  Identify individual and societal actions that can be taken to reduce adverse effects A
of human activities on climate.
Effect Of Human
Activities On Climate

Means of information  Differentiate between on different points of view on a subject in newspaper A

articles and news reports.
 Make a class newspaper (informative articles, advertisements, editorials, news A
items, weather reports, cartoons, jokes, etc.).
 Create a public service message on a current social or environmental issue for A
radio, television, newspaper or internet.
 Conduct a survey with students in their school to identify the most and least A
popular TV program and share the information (organize information in the form
of tables, graphs and charts).
POLITICAL  Identify a major issue and investigate how the law can help to solve the issue. A
SCIENCE:

Federal Government

The constitution  Identify a national/current issue and find the actions that the government is taking and A
suggest alternative actions to solve the problem.
Culture of Pakistan  Compare (similarities and differences) the culture of Pakistan with that of another A
country.

27 | P a g e
 5. Scheme of Assessment
Number of SLO per Topic and Cognitive Level for Class V

Serial Name of the Topics/Key No of Number Number Number Total

Number Learning Area Sub- of SLOs of SLOs of SLOs Number of
Topics of K of U of A SLOs

1 History 05 02 16 01 19

2 Geography 09 05 28 09 42

3 Political science 05 08 16 02 26

4 Economic 04 07 09 00 16

5 Inquiry - - 01 14 15

23 22 70 26 118

Total

28
 6. Distribution of SLO’s for Summative Assessment Class V – Social Studies 100 Marks

Standard Units/Topics Number of Total Summative Number of Number of

SLO Per Number Assessment Selected CRQs/visual
Level of SLOs 50% of the Overall Response Organizers
Assessments. /MCQs in the Paper.
(Number, Level and in the Paper. Number of
the Key SLOs per Number of Marks
topic and sub- Marks 70% 30%
topics)
K U A K U A T
1. All students will learn chronological skills and use them HISTORY 4 - - - - - -
to sequence key historical events to identify History
relationships and explain cause and effect. - 4 -
2. All students will understand, interpret and reconstruct the
Major historical 6 - 3 1 4 3 1
narratives of the past (identify People involved, describe
setting, sequence events, compare interpretation of events,events (Pakistan and
- 5 1
and create narratives from evidence). world)
Historical Problem, 1 - 1 - 1 1 -
- 1 -
effects and solution
The ideas or 1 - - - - - -
decision of
individuals effect
- 1 -
history
Explorer and 7 2 3 - 5 2 -
2 5 -
exploration
GEOGRAPHY 8 3 - - 3 1 -
3. All students will learn map and globe skills, use them to Map and skills
enhance geographical understanding and apply these skills to Latitude and 3 2 3
real life. Longitude
Kinds of Maps - 2 - 2 - - - - - -

29
 4. All students will describe, compare and explain the location Scale - 1 1 2 - - - - - -
and characteristics of places, people and culture, and the social,
Physical Region 6 - 4 - 4 3 -
economic, political activities they engage in themselves and - 4 2
with others at the local, national and international levels.
Interdependence 1 3 - 4 1 3 - 4 3 -

Climate 1 1 - 2 1 1 - 2 1 -

Climatic Region - 5 3 8 - 4 1 5 4 1

Effects of Human 2 - 2 - 2 1 -
activities and
- 2 -
climate
Means of 8 - 3 1 4 2 1
- 8 -
Information
5. All students will identify the purpose of national, local, POLITICAL 8 - 5 - 5 5 -
Provincial and local Governments and describe the political and SCIENCE
legal process that are used to make decisions seek consensus and Government
resolve conflicts. (Leaders,
community)
6. All students will identify the key ideas and values in the
Federal
constitution of Pakistan and understand the rights and - 8 -
Government
responsibilities of the citizens at the local, national and global
The constitution 1 3 1 5 1 2 1 4 3 1
level.
Culture: culture of 4 3 1 - 4 3 -
3 1 -
Pakistan
Institution of 3 2 - - 2 2 -
2 - 1
socialization
6 2 1 - 3 2 -
Every one values
something 2 4 -

7. All students will describe how scarcity of resources and ECONMICS 4 2 1 - 3 3

choices regarding production and distribution and consumptions Public goods and
2 2 - -
of goods and services affect the wellbeing of the individual and services

30 | P a g e
the society. 3 - 3 - 3 3 -
Trade - 3 -
8. All students will describe how Pakistan’s economics system
works to facilitate production consumption, distribution and 5 1 1 - 2 2 -
Evolution of money 2 3 -
exchange of goods and services at home and describe the
challenges and benefits of trade for consumers, producers and 4 3 1 - 4 1 -
the government.

Banks

3 1 -

9.All students will conduct inquiry/investigation to answer the INQUIRY BASED 1 - - - - - 1

questions about society by asking questions/gathering
Geography:
information from variety of sources(books, newspapers,
members, institutions and internet) they will report results in Effect Of Human
appropriate ways (oral presentation, timeline, graphs, charts, Activities On Climate
report, role plays etc.) electronic technologies such as computers
multimedia can be used to access and manage and report results.
- - 1
10. All students will trace the origin of local and national
problems and issues, understand various perspectives and Means of Information 4 - - - - - 4
identify ways to resolve the problems and issues about them and
take ethically responsible actions to address them.

- - 4

31 | P a g e
 HISTORY: 3 - - - - - 2

Major historical
events Pakistan and
world - - 3

Historical Problem , 2 - - - - - 1
Effects And Solution - 1 1

The ideas or decision 1 - - - - 1

of individuals effect
- - 1
history
Explorers and 1 - - - - - 1
explorations - - 1

POLITICAL 1 - - - - - -
SCIENCE:
- - 1
Federal Government
The constitution - - 1 1 - - - - - 1

Culture 1 - - - - - -

Culture of Pakistan - - 1

Marks 45x1=45 15x2=30

Total 70

32 | P a g e
 7. Distribution of SLO’s for Overall Assessment Class V – Social Studies

Topic Sub-Topics Number Total Products From Summative Performance and

of SLO Per Number Formative/Classroom Assessment Authentic
Level of SLOs Based Assessments 50% of the Overall Assessment
35% of the Overall (Number of SLOs 15% of the
K U A (Number of SLOs per per topic and Overall.
Topic and Levels) Levels) (Number of SLOs
per topic and
Levels)
HISTORY History - 4 - 4 K-0, U-4, A-0 = 4 K-0, U-0, A-0 = 0 K-0, U-0, A-0 = 0

Major historical events
(Pakistan and world)
Historical Problem, effects and
solution
The ideas or decision of
individuals effect history
Explorer and exploration
6 K-0, U-1, A-0 = 1 K-0, U-3, A-1 = 4 K-0, U-1, A-0 = 1
- 5 1
1 K-0, U-0, A-0 = 0 K-0, U-1, A-0 = 1 K-0, U-0, A-0 = 0
- 1 -
1 K-0, U-1, A-0 = 1 K-0, U-0, A-0 = 0 K-0, U-0, A-0 = 0
- 1 -
2 5 - 7 K-0, U-2, A-0 = 2 K-2, U-3, A-0 = 5 K-0, U-0, A-0 = 0

GEOGRAPHY Map and skills 8 K-0, U-2, A-3 = 5 K-3, U-0, A-0 = 3 K-0, U-0, A-0 = 0
3 2 3
Latitude and Longitude
Kinds of Maps - 2 - 2 K-0, U-2, A-0 = 2 K-0, U-0, A-0 = 0 K-0, U-0, A-0 = 0

Scale - 1 1 2 K-0, U-1, A-1 = 2 K-0, U-0, A-0 = 0 K-0, U-0, A-0 = 0

Physical Region 6 K-0, U-0, A-0 = 0 K-0, U-4, A-0 = 4 K-0, U-0, A-2 = 2
- 4 2

Interdependence 1 3 - 4 K-0, U-0, A-0 = 0 K-1, U-3, A-0 = 4 K-0, U-0, A-0 = 0

33 | P a g e
 Climate 1 1 0 2 K-0, U-0, A-0 = 0 K-1, U-1, A-0 = 2 K-0, U-0, A-0 = 0

Climate Region - 5 3 8 K-0, U-1, A-0 = 1 K-0, U-4, A-1 = 5 K-0, U-0, A-2 = 2

Effects of Human activities 2 K-0, U-0, A-0 = 0 K-0, U-2, A-0 = 2 K-0, U-0, A-0 = 0
- 2 -
and climate
Means of Information - 8 - 8 K-0, U-1, A-0 = 1 K-0, U-4, A-0 = 4 K-0, U-3, A-0 = 3

POLITICAL K-0, U-3, A-0 = 3 K-0, U-5, A-0 = 5 K-0, U-0, A-0 = 0
SCIENCE
Government
(Leaders,
Federal Government
- 8 0 8
community)

The constitution 1 3 1 5 K-0, U-1, A-0 = 1 K-1, U-2, A-1 = 4 K-0, U-0, A-0 = 0

Culture: culture of Pakistan 3 1 - 4 K-0, U-0, A-0 = 0 K-3, U-1, A-0 = 4 K-0, U-0, A-0 = 0

Institution of socialization 2 0 1 3 K-0, U-0, A-1 = 1 K-2, U-0, A-0 = 2 K-0, U-0, A-0 = 0

Every one values something 2 4 - 6 K-0, U-3, A-0 = 3 K-2, U-1, A-0 = 3 K-0, U-0, A-0 = 0

ECONMICS Public goods and services 2 2 - 4 K-0, U-1, A-0 = 1 K-2, U-1, A-0 = 3 K-0, U-0, A-0 = 0

Trade - 3 - 3 K-0, U-0, A-0 = 0 K-0, U-3, A-0 = 3 K-0, U-0, A-0 = 0

Evolution of money 2 3 0 5 K-1, U-2, A-0 = 3 K-1, U-1, A-0 = 2 K-0, U-0, A-0 = 0

Banks 3 1 - 4 K-0, U-0, A-0 = 0 K-3, U-1, A-0 = 4 K-0, U-0, A-0 = 0

INQUIRY Effect Of Human Activities On 1 K-0, U-0, A-0 = 0 K-0, U-0, A-0 = 0 K-0, U-0, A-1 = 1
BASED Climate

Geography: - - 1

Means of Information - - 4 4 K-0, U-0, A-0 = 0 K-0, U-0, A-0 = 0 K-0, U-0, A-4 = 4

HISTORY: Major historical events - - 3 K-0, U-0, A-0 = 0 K-0, U-0, A-0 = 0 K-0, U-0, A-3 = 3

34 | P a g e
 Pakistan and world
Historical Problem , Effects
And Solution
The ideas or decisions of
individuals
Explorers and explorations
POLITICAL Federal Government
SCIENCE:
The constitution
Culture: Culture of Pakistan
35 | P a g e
3
K-0, U-0, A-0 = 0 K-0, U-0, A-0 = 0 K-0, U-1, A-1 = 2
- 1 1 2
K-0, U-0, A-0 = 0 K-0, U-0, A-0 = 0 K-0, U-0, A-1 = 1
- - 1 1
- - 1 1 K-0, U-0, A-0 = 0 K-0, U-0, A-0 = 0 K-0, U-0, A-1 = 1
K-0, U-0, A-0 = 0 K-0, U-0, A-0 = 0 K-0, U-0, A-1 = 1
- - 1 1
- - 1 1 K-0, U-0, A-0 = 0 K-0, U-0, A-0 = 0 K-0, U-0, A-1 = 1
- - 1 1 K-0, U-0, A-0 = 0 K-0, U-0, A-0 = 0 K-0, U-0, A-1 = 1
 8. SLO Based Items

Strand/Key Learning Area: History INQUIRY

Standard : All students will conduct inquiry/investigation to answer the questions about society by asking questions/gathering information from variety of
sources(books, newspapers, members, institutions and internet) they will report results in appropriate ways (oral presentation, timeline, graphs, charts, report, role plays
etc.) electronic technologies such as computers multimedia can be used to access and manage and report results.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade V

Gather Construct
information narrative of key
using a variety current events
of sources to (Pakistan/World)
answer their using internet,
questions. news-magazine,
newspapers

36 | P a g e
Strand/Key Learning Area: History INQUIRY

Standard : All students will conduct inquiry/investigation to answer the questions about society by asking questions/gathering information from variety of
sources(books, newspapers, members, institutions and internet) they will report results in appropriate ways (oral presentation, timeline, graphs, charts, report, role plays
etc.) electronic technologies such as computers multimedia can be used to access and manage and report results.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade V

Gather information using a Construct narratives of key historical A 60%

variety of sources to answer
their questions.
events (Pakistan/ World) using
PA/INQ Q. Write a short paragraph on 9/ 11 world event in your words by
literature magazine, newspaper e.t.c.
using any old newspaper.
CRQ

37 | P a g e
Strand/Key Learning Area: History INQUIRY

Standard: All students will conduct inquiry/investigation to answer the questions about society by asking questions/gathering information from
variety of sources(books, newspapers, members, institutions and internet) they will report results in appropriate ways (oral presentation, timeline,
graphs, charts, report, role plays etc.) electronic technologies such as computers multimedia can be used to access and manage and report results.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade V

Compare their Construct A

view point with a third
PA/INQ Q. Write a paragraph on the journey of your relative (Father, Uncle, Aunt, Brother,
that of others. person
Sister) in your own words.
account CRQ
of the
experienc
e of any
explorer.

38 | P a g e
Strand/Key Learning Area: GEOGRAPHY INQUIRY

Standard: All students will conduct inquiry/investigation to answer the questions about society by asking questions/gathering information from
variety of sources(books, newspapers, members, institutions and internet) they will report results in appropriate ways (oral presentation, timeline,
graphs, charts, report, role plays etc.) electronic technologies such as computers multimedia can be used to access and manage and report results.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade V

Take Identify A
responsible individua
PA/INQ
actions(lawful, l and
ethical) societal CRQ Q. What action do you suggest to take by the society or yourself to protect the sea/
actions coastal area of Karachi?
that can
be taken
to reduce
adverse
effects of
human
activities
on
climate.

39 | P a g e
Strand/Key Learning Area: HISTORY

Standard: All students will learn chronological skills and use them to sequence key historical events to identify relationships and explain cause
and effect.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade V

 Measure Place key U 60%

chronological events on
time by Formativ Events
a
decades, e
centuries and timeline 1. First Martial Law was imposed in 1958.
millennia. using the CRQ 2. Pakistan won Cricket World Cup in 1992.
time 3. Ayoob Khan handed over power to Yahiya Khan in 1969
intervals 4. Pakistan and India war in 1948
of 5. Earthquake emerged in Azad Kashmir in 2005
decades.
Q: Read carefully and find out the above events and place them decade wise in
ascending order in the given table.

Sr. No. Decades Events

1 1940’s

40 | P a g e
Strand/Key Learning Area: HISTORY

Standard: All students will learn chronological skills and use them to sequence key historical events to identify relationships and explain cause and effect.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade V

 Identify Identify A 70% Q: Suggest alternative solutions and possible implications of the problems given in the
problems and alternativ below table.
solutions PA
e
from the
narrative of solutions CRQ
the past and to Problems Alternative Solutions Possible implications
the short and problems
long term Flood
of the
effects of the
solutions. past and
recognize
their Earthquake
possible
implicati
ons. Energy Crises

Famine/
Droughts

41 | P a g e
Strand/Key Learning Area: HISTORY

Standard: All students will understand, interpret and reconstruct the narratives of the past (identify People involved, describe setting, sequence events,
compare interpretation of events, and create narratives from evidence).

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade V

 Describe Explain U 70%

major the
historical Summati Q: Write a description of successes and challenges of any two explorers given below
successes
events as ve
presented in and
narrative of challenge CRQ
the provincial s faced Marco polo, Ibne-Batoota, Christopher Columbus, Wasco de Gama.
and national
by the
past.
explorer
of their 1. Name -----------------------------------------
choice. 2. Success ------------------------------------------------------------------------------------
3. Challenges -----------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------

1. Name -----------------------------------------
2. Success -----------------------------------------------------------------------------------
3. Challenges ----------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------

42 | P a g e
Strand/Key Learning Area: GEOGRAPHY

Standard: All students will describe, compare and explain the location and characteristics of places, people and culture, and the social,
economic, political activities they engage in themselves and with others at the local, national and international levels.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade V

Explain the Identify U 50%

characteristics of the key
places that are Summati
physical
shape by ve
regions Q: List the Physical Regions in which Pakistan is divided into
physical and
of CRQ
human process
Pakistan.
(e.g., effect of
agriculture or 1. ---------------------------------------
changing land 2. ---------------------------------------
use and 3. ---------------------------------------
vegetation 4. ---------------------------------------
effects) 5. ---------------------------------------

Key: Plains, Plateaus, Mountains, Deserts, Coastal region

43 | P a g e
Strand/Key Learning Area: GEOGRAPHY

Standard: All students will describe, compare and explain the location and characteristics of places, people and culture, and the social,
economic, political activities they engage in themselves and with others at the local, national and international levels.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade V

 Provinces of Explain U 60% Q: List the various resources for which the countries of the world are dependent
Pakistan, various
Pakistan and Summati Sr. No. Name of Dependent in term of Name of Country
ways in
the important ve Dependent
countries of which the
Country
the world. countries CRQ
of the Example Pakistan Power Machines China
world are
dependen
t.
1

44 | P a g e
Strand/Key Learning Area: GEOGRAPHY

Standard: All students will learn map and globe skills, use them to enhance geographical understanding and apply these skills to real life.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade V

 Locate and Describe U 70% Q: Every physical regions has its own climate
compare how
places and Summati Write the human activities sports, living style, Dress, Food etc. against each region in
climate
their ve the table given below
environment of
(e.g., oceans, different CRQ Sr. Physical Region Climatic Effect over way of living
continents, physical No.
river system,
regions
islands,
affects 1
mountains or
in areas the life
where over
civilization 2
there.
developed).

45 | P a g e
Strand/Key Learning Area: POLITICAL SCIENCE

Standard: All students will trace the origin of local and national problems and issues, understand various perspectives and identify ways to
resolve the problems and issues about them and take ethically responsible actions to address them.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade V

 Identify Identify a A 70% Q: Suggest any two major issues and measures for the solution of the issues with the
local, major help of law: Child Trafficking, Begging, Money Laundering
provincial PA
issue and
and national investigat /Inquiry
issues.
e how the Sr. Major Issues Possible Suggested Measures
 Analyze CRQ
possible law can No.
solutions for help to
these issues. solve the 1
issue.

46 | P a g e
Strand/Key Learning Area: POLITICAL SCIENCE

Standard: All students will trace the origin of local and national problems and issues, understand various perspectives and identify ways to
resolve the problems and issues about them and take ethically responsible actions to address them.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade V

 Identify Identify a A 70% Q: Choose any tree National/ Current issues of Pakistan
local, national
provincial /current PA / Write down the way the below are being dealt and suggest the alternatives
and national issue and
INQ Terrorism, Religious intolerance, Unemployment, Load Shedding, Honor -killing,
issues. find the
 Analyze Poverty, Over population, Inflation, Governance.
actions CRQ
possible that the Sr. Issues Action Taken by Government Suggested Alternative
solutions for governme
these issues. No. Actions
nt is
taking and 1
suggest
alternative
actions to
solve the 2
problem.

47 | P a g e
Strand/Key Learning Area: POLITICAL SCIENCE

Standard: All students will identify the key ideas and values in the constitution of Pakistan and understand the rights and responsibilities of the
citizens at the local, national and global level.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade V

 Identify the Discuss U 50%

government the
institutions at Summati Q: The Supreme Court has authority against the decision of Lower Courts is to
importan
local, ve
provincial ce and
and national authority MCQ
levels and of a) Issue Ordinance
describe the b) Conduct Census
Supreme
role of the c) Hear Appeals
institutions Court d) Elect the Assembly Members
(legislature, over the
executive and High
judiciaries) KEY: Hear Appeals
Court.

48 | P a g e
Strand/Key Learning Area: ECONOMICS

Standard: All students will describe how Pakistan’s economics system works to facilitate production consumption, distribution and exchange of
goods and services at home and describe the challenges and benefits of trade for consumers, producers and the government.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade

Describe the List the U 60%

challenges and various
Formativ Q: List the various ways in which income is generated
benefits of ways in
e
trade for which
consumers. income is CRQ
generated 1. ---------------------------------------------
2. ---------------------------------------------
and
3. ---------------------------------------------
describe 4. ---------------------------------------------
how a
business
is run.

KEY: Opening up a Shop, Doing a job, Opening up a Restaurant, Repair or maintenance

work, Installment of Mills or Factories (Floor, Textile, Oil) etc.

49 | P a g e
Strand/Key Learning Area: ECONOMICS

Standard: All students will describe how Pakistan’s economics system works to facilitate production consumption, distribution and exchange of
goods and services at home and describe the challenges and benefits of trade for consumers, producers and the government.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade

 Compare Differenti U 60%

prices, ate
quality and Formativ Q: Choose and Categorize as Private Goods and Services in the below given columns
between
features of e
public
goods and
and CRQ
services, Cooking Oil, TCS, Shoe Polish, UBL, Pakistan Postal, PIA, Pepsi, National Bank,
weigh/ private
goods Mobilink Communication
identify
alternatives and
/opportunity services.
cost in Private Goods Private Services
personal,
local,
provincial
and national
decision
making
situations.

50 | P a g e
Strand/Key Learning Area: ECONOMICS

Standard: All students will describe how Pakistan’s economics system works to facilitate production consumption, distribution and exchange
of goods and services at home and describe the challenges and benefits of trade for consumers, producers and the government.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade

Describe how banks Understand U 40% Q: Different countries have different currencies
play the role of that
Formative Match the column A with column B
intermediaries in different
collecting the savings countries Column A Country B Currency
from many individuals have Matching
and providing them to different
producers/manufactures currencies. Malaysia Pound
for use at a cost.

UAE Frank

China Dirham

England Yen

France Ringgit

KEY: Malaysia- Ringgit, UAE- Dirham, China –Yen, England -

Pound, France- Frank

51 | P a g e
9. Performance Assessment and Marking Rubric

52
 10. Reporting Results

53 | P a g e
 GLOSSARY

Assessment: This is a process of the collection and synthesis of data and evidences on students’
learning, by using a variety of methods.
Cognitive Processes: The cognitive processes also referred to as ‘cognition’ encompasses all
information processing at the conscious and sub-conscious levels. The Latin root of cognition is
cognoscene, which translates into "to conceptualize," "to recognize," and "to know." According to
Bloom’s taxonomy this processing of information may be at six level from simple recall, retrieval of
knowledge to understanding, application, analysis, evaluation and create. In SESLOAF Framework three
cognitive processes will be considered.
Knowledge: Information processing that requires remembering, recognition, retrieval and recall
of knowledge.
Understanding: Information processing that requires construction of meaning from oral, written
or graphic text/communication. It involves Interpreting, exemplifying, summarizing, inferring,
explaining
Application: Carrying out a procedure, comparing, executing, implementing, evaluating, and
creating.
Summative Assessment: Summative Assessment (Assessment of learning) is assessment for
accountability purposes and for determining a student's level of performance after a certain
period of time, on a specific task or at the conclusion of a unit of teaching and learning. This
is formal way of testing students in order to find out what they have learnt. The information
gained from this kind of assessment is used for giving marks, reporting the grades, awarding
certificates, promoting to the next classes, evaluating teachers’ performance, making school
accountable, selection of students for further studies and professions and helping policy
makers to take certain decisions for future educational planning and improvement.
Formative Assessment: Formative Assessment (also called assessment for learning) is an
integral part of day- to- day teaching and learning processes. The information gained from
formative assessment activities can be used for shaping the teaching and learning processes. This
information helps the teachers know how students are progressing and where they are having
trouble, which leads toward making the necessary instructional adjustments, such as teaching the
concept again, trying alternative instructional approaches, or offering more opportunities for
practice. Hence formative assessment can lead to more opportunities for learning and improved

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student achievements.
Continuous Assessment: Continuous assessments are regular assessment conducted at the
classroom level to assess student learning outcomes frequently and regularly as opposed to one
time annual examination. The results could be used for immediate improvement of the teaching
and learning process and also accountability purposes.
Benchmark Assessment: These are continuous and regular assessment conducted to assess the
achievement of benchmarks and standards.
Performance Assessment: Performance assessment is a form of assessment that comprises
of the application and assessment of knowledge, skills, attitudes, values and work habits
through the performance of tasks in a given situation that are both meaningful and engaging to
students.
Authentic Assessment:

Task, Problem, or Project is Authentic if it:

1. Is realistic: The task or tasks replicate the ways in which a person’s knowledge and
abilities are “tested” in real –world situations.
2. Requires Judgment and Innovation: The student has to use knowledge and skills
wisely and effectively to solve unstructured problems, such as when a plan must be
designed, and the solution involves more than following a set routine or procedure or
plugging in knowledge.
3. Ask the students to “do” the subject: Instead of reciting, restating, or replicating
through demonstration what he or she was taught or what is already known, the
student has to carry out exploration and work within the discipline of science, history,
or any other subject.

Validity: Validity is the extent to which a test measures what it claims to measure.
Reliability: Reliability refers to the consistency of a measure. A test is considered reliable if we
get the same result repeatedly.
Specification: An Assessment Specification is a two-way chart which illustrates the topics to be
assessed in the tests, the cognitive levels for each of the topics and the number of test items. It
has the topics on one axis and the SLOs on the other axis. The specification table gives the
outlines the complete content areas and also the learning outcome at each level of the cognitive
domain. Hence, it is recommended that a Table of Specifications be developed before the test is
developed to guide complete content converge and to ensure test validity.

Benchmark: Components of the standards. These are statements that identify what students
know and can do at the end of a particular developmental and grade levels. These may also
represent students’ learning outcomes for a particular grade cluster or course.

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Content Standard: Content standards are general statements that describe what students are
expected to know and be able to do. It is a statement of the knowledge or understanding we
would expect students to have.

Curriculum Mapping: These are strategies to interpret the curriculum and develop an alignment
of SLOs, teaching and learning and planning and evaluation with standards.

Evaluation : Evaluation is the process of judging the quality of students’ work on the basis of
established criteria, by using collected information (assessment) for making informed decisions
about continued instruction, programs, and activities.

Performance Standard: Performance Standards are descriptions via tasks of what it is students
should know and be able to do to demonstrate competence. It is a description of specific use of
knowledge.

Rubric: It is a set of scoring guideline for evaluating students’ work. It explicitly describes
different levels of the quality of a work.

SLO: The Student Learning Outcomes are detailed statements describing what students are
supposed to learn, know and able to do at each grade level in order to achieve the specified
benchmarks.

Objective: The teaching objective is detailed statements of what teachers wants to do in the
teaching lesson in order to accomplish the specified teaching goal.

Standard: General statements that describe what students are expected to know and be able to
do.

Strand: A key learning area or competency.

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 Appendix I
MULTI- STAKEHOLDERS INVOLVED IN THE SESLOAF DESING,
DEVELOPMENT AND EXPERT REVIEW & VALIDATION PROCESSES AND
WORKSHOPS

Policy Makers, Education Advisers and Educational Managers

1. Ms. Saba Mehmood CPM RSU.
2. Mr. Mushtaq Ahmed Shahani, Director Bureau of Curriculum.
3. Mr. Asghar Memon Additional Director Bureau of Curriculum.
4. Mr. Syed Saleh Muhammad Deputy Director Bureau
5. Mr. Aftab Ali Co-ordinator PEACe.
6. Mr. Zameer Khan PM-SAT RSU.
7. Ms. Rana Hussain. Educational Adviser SESP EU
8. Mr. Bernard Doran. Team Leader British Council
9. Mr. John Payne Team Leaders British Council.

PEACe Institution:
10. Mr. Tanweer Ahmad Khan Subject Specialist, PEACe
11. Mr. Ajeeb Nonari Subject Specialist, PEACe.
12. Ms. Majida Soomro Subject Specialist, PEACe.
13. Mr. Ajeeb Nonari Subject Specialist, PEACe.
14. Ms. Tahseen Kousar Ansari Subject Specialist, PEACe.

Government Institution:

15. Mr. Muhammad Waseem Mughal Assistant Professor GECE (M) Mirpurkhas.
16. Dr. Khalil Ahmed Koria Principal GECE(M) Qasimabad, Karachi.
17. Mr. Khalid Mehmood Assistant Professor. Government National Agro-Tech TTI,
Hyderabad.
18. Mr. Sher Nawaz Assistant Professor GCE F.B Area, Karachi.
19. Mr. Imdad Ali Lakho Assistant Professor GECE(M) Qasimabad, Karachi
20. Ms. Attia Tabasum Bhutto. Assistant Professor Govt. Zubeda Girls College, Hyderabad.

Private Institutions and Professional Associations:

21. Ms. Fatima Shahabuddin SPELT

22. Dr. Fozia Ahsan Consultant Oxford University Press Karachi
23. Ms. Maria Talha ERDC.
24. Dr Huma Ghaffer Chair ASSET Faculty AKU and KITE.
25. Ms. Kiran Hashmi Faculty NDIE.
26. Mr Nadeem Kirmani Mathematic Consultant Mathematics Association of Pakistan.
27. Ms. Unaeza Alvi Founding Chair Science Association of Pakistan. Faculty AKU.

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 Appendix II

Current : Desired:

Emphasizing on outcomes after learning
Assessing disconnected and; Isolated facts
and skills
Assessing with de-contextualized tasks
Assessing learning outcome during the learning
process.
Assessing Integrated and Interconnected skills.
Assessing with contextualized tasks

One correct answer Multiple correct answers

Providing little feedback to students Providing considerable amount of feedback to
students
Sporadic assessment Continual assessment
Used for power, control and documentation Used for motivation, empowerment and
engagement
Unauthentic tasks Authentic tasks
Assessing knowledge and simple Assessing Deeper understanding, reasoning and
understanding application
Promoting memorization Promoting thinking
Adapted from McMillan, H. (2001). Essential
Assessment Concepts for Teachers and
Administrators. United States: Corwin Press

Figure 1: Recent Trends in the Purpose of Classroom Assessment

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 Appendix III

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