A comparative analysis of assessment schemes in Secondary School Certificate and Cambridge O Level English examination papers in Pakistan: Need for reform

Abstract

This article attempts to analyse the relationship between the Student Learning Outcomes (SLOs) and evaluation systems of two simultaneously existing examination systems in Pakistan: Secondary School Certificate (Matriculation) and Cambridge O Level system. The major concern of the paper lies in observing the targeted outcomes of the two types of examination systems in the light of the aims and objectives specified by the two systems. One paper from each testing system has been analyzed and the prospective outcomes have been matched with their exclusive aims provided by their respective boards. Results show that both the systems, in their own distinct syllabi, aim at making the students proficient in the learning of English as a foreign language through a system that involves skills that are incorporated into the learners and then tested so as to make them proficient in the language. The evaluation system, however, differs widely in both. Matriculation assessments are purely a test of memory and assess the students‟ ability on the basis of discrete implementation of skills in the questions while the Cambridge O Level system offers as process-based learning of the language by keeping in view a holistic approach of applying various modes of skills into its question papers. Hence, a reformation in the system of evaluation, as well as that of teaching, needs to be promoted to meet the prescribed outcome mentioned in the syllabus of the Punjab Board.