1. From Numbers To Learning

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

3. Developmental Plan of FEN Focused areas. Focused areas.  Skill based Curriculum  Teaching Learning Process.  Professional Development of Faculty.  Assessment Mechanism.

4. Assessment Teaching Learning Practice Curriculum

5. Assessment Assessment is a process of collecting, Synthesizing and interpreting information to aid in decision making. Assessment is a process of collecting, Synthesizing and interpreting information to aid in decision making. ( Peter Airasian, 1997)

6. Types of Assessment Summative Assessment. Summative Assessment. (Assessment of learning). (Assessment of learning). Formative Assessment. Formative Assessment. (Assessment for learning) (Assessment for learning)

7. Strategies for Assessment  Summative Assessment: - Skill based Paper Pencil Test.  Formative Assessment: - Portfolios. - Classroom Presentations. - Projects. Modals & Charts. - Discussion method.

8. Previous Practice of Learning 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) Evaluation of Knowledge based Evaluation of Knowledge based Learning at FEN. Learning at FEN.

9. Purpose of Shifting Assessment To reduce the exam’s fear. To reduce the exam’s fear. To decrease the element of rote memorization To 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 problems. To prepare the students to face real life problems. To provide opportunities for skill based learning. To provide opportunities for skill based learning. To give an exposure to AKU-EB Skill based papers. To give an exposure to AKU-EB Skill based papers.

10. The Process Shift of Summative to Formative Assessment Shift of Summative to Formative Assessment Summative: Summative: Formative: Formative: Focused Subjects Focused Subjects –Urdu –English –General Science –Social Studies Designing of examination Papers based on focused cognitive levels i.e. Designing of examination Papers based on focused cognitive levels i.e. knowledge knowledge comprehension comprehension application. application.

11. FEN’s three years Strategic Plan Class I-V & VIII Class I-V & VIII Formative 10 % - 15% Formative 10 % - 15% Summative 85% - 90% Summative 85% - 90% Class VI- VII Class VI- VII Formative 40% Formative 40% Summative 60% Summative 60% 1st year (2006-2007)

12. 2nd & 3rd year (2007- 09) Class I-V & VIII – X Class I-V & VIII – X Formative 25 % Formative 25 % Summative 75% Summative 75% Class VI- VII Class VI- VII Formative 60% Summative 40% Formative 60% Summative 40%

13. Pilot Program Development of testing mechanism. Development of testing mechanism.  Knowledge 60%  Comprehension 25%  Application 15% Orientation Meetings. Orientation Meetings.  In house Sessions regarding shift and change of Assessment procedure.  Parental Support.

14. Successes Organization and Assessment of projects in focused subjects. Organization and Assessment of projects in focused subjects. Improvement in the quality of Examination Papers. Improvement in the quality of Examination Papers. Involvement of students in learning through variety of activities, like inquiry based approach, High order thinking, and Creative learning. Involvement of students in learning through variety of activities, like inquiry based approach, High order thinking, and Creative learning. Inspiration taken from focused subject Teachers. Inspiration taken from focused subject Teachers. Improvement in quality of Summative Assessment focusing on skills. Improvement in quality of Summative Assessment focusing on skills. Class room activities using learning materials Class room activities using learning materials

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

16. Recommendations Refresher courses during sessions Refresher courses during sessions Sharing of Assessment criteria among teachers and students. Sharing of Assessment criteria among teachers and students. Clarity of Portfolio’s content. Clarity of Portfolio’s content. Research related assignments should be encouraged. Research related assignments should be encouraged.