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National Assessment Findings (Grade 4 & 8). South Asia Regional Conference on Quality Education for All (October 24, 2007). National Education Assessment System (NEAS) Ministry of Education (Pakistan). Vision & Mission Statement. Vision

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national assessment findings grade 4 8

National Assessment Findings (Grade 4 & 8)

South Asia Regional Conference


Quality Education for All

(October 24, 2007)

National Education Assessment System (NEAS)

Ministry of Education (Pakistan)

vision mission statement
Vision & Mission Statement


To provide fair and valid Assessments to promote

the quality of children's learning in Pakistan


To carry out fair and valid National Assessments

along with related activities with the overall

objectives of enhancing quality, equity & access to


purpose of national assessment in pakistan
Purpose of National Assessment in Pakistan

Monitoring the performance of the education system

Providing feed back to improve the quality of services in education system (curriculum, textual materials, teachers’ training and delivery)

Setting and disseminating realistic standards of students achievement

Identifying correlates of achievement

Providing information to policy makers for effective interventions


national assessment schedule
National Assessment Schedule

Level : Grade 4 and 8

Subjects: Languages, Maths, General Science and Social Studies


national sample of neas
National Sample of NEAS
  • NEAS uses a two-stage stratified random cluster sample for G-4 and G-8.
  • Explicit strata are :
    • Gender: male-female – two explicit strata.
    • Location: urban-rural – two explicit strata.
    • Province/Area: four provinces and four areas – eight explicit strata.
  • Total proposed explicit strata: 2x2x8=32.
  • The implicit strata are school type and district


national sample of neas6
National Sample of NEAS
  • The basic sampling frames are taken from the NEMIS database.
  • Within a stratum, all schools are included, with selection probability proportional to size (PPS).
  • Clustering occurs only at the school level. A maximum of 20 and minimum 6 students are selected from each school.
  • In some rural areas, up to 2% of students in the smallest schools are eliminated from frames, and additional schools are sampled.
schools sampled planned and achieved
Schools Sampled – Planned and Achieved

The outcome for achieved school sample at G-8 level(99%)

is better than G-4(92%)

students sampled planned and achieved
Students Sampled – Planned and Achieved

Students’ participation rate at G-8 level is higher than G-4

national assessment instruments
National Assessment Instruments
  • Basic competencies in the following core subjects are assessed at both grades levels
    • Language
    • Mathematics
    • Science
    • Social Studies
  • The focus of NEAS assessment is to determine the extent which students have acquired reading, writing, problem solving, and critical thinking skills, and not the rote learning from textbooks
development of national assessment instruments
Development of National Assessment Instruments
  • The instruments used for national assessment were based on National Curriculum
  • These instruments were developed through a long process of consultation among national and provincial subject experts therefore, they reflect broad national consensus on both the structure and content
  • The instruments are based on assessment Frameworks covering three ability strands in each subject. These frameworks are reviewed refined and updated on regular basis to reflect the desired goals of assessment
  • These instruments undergo rigorous expert review as well as empirical and psychometric evaluation before acquiring the final shape
  • Several spot/pilot tests are conducted in active collaboration with provincial/area assessment centres to ascertain the reliability of the NEAS assessment instruments
students achievement in national assessment
Students’ Achievement in National Assessment
  • Students’ achievement is assessed on the basis of their scores.
  • These scores provide a measure of how well the students can answer items (questions) based on the National Curriculum.
  • Scaled scores are used to prevent item selection having an undue influence on student scores.
  • The scale used in NEAS is similar to TIMSS, SAT, TOEFL etc. The range of scaled scores is between 0-1000.
  • The achievement scales are constructed so that a student achieving 50% correct marks receives a scaled score of 500and the Standard Deviation of the scale is set at 100.
  • These scores are used to report trends over time as well as the average and relative performance of different groups of students.
achievement of competencies maths g 4
Achievement of Competencies-Maths (G-4)

Measurement, Procedural Knowledge, and Practical Reasoning: Mutual conversion of units of length;

Adding/subtracting expressions using problems from every day life involving units of length, mass and capacity.

Geometry Procedural Knowledge : Finding perimeter of a square and rectangle.

Number sense, Practical Reasoning, and Information Handling : reading and interpreting a line graph

Measurement Conceptual Understanding: relationship among units of length;

Geometry, Conceptual Understanding: measuring and drawing line segments in MM and CM;

Number sense; conceptual understanding, procedural knowledge, : Concept of an improper, mixed and equivalent fractions. The highest common fraction of two or more than natural numbers.

  • Difficult
  • Average
  • Easy
achievement of competencies urdu g 4
Achievement of Competencies-Urdu (G-4)

Narrative writing: Use of creativity and power of observation, for example writing a story

Persuasive Writing: Using factual information, reasoning and comparison, developing and organizing ideas, using language effectively

Example: Letter to Father

Reading to perform a task:Reading to accomplish something , using purpose and structure of text;

Example: Time Table

Knowledge of Language and Vocabulary:Know and distinguish noun, verb, and adjectives; understand the use of idioms

Reading for literary experience: Example: Poems and stories

Reading for information:

Example: essay

General understanding :Global knowledge of text, providing title of text, explaining purpose or theme of text

  • Difficult
  • Average
  • Easy
content domains achieved in language
Content Domains achieved in Language
  • Scores are significantly higher on reading as compared to
  • other domains of Language
  • Students got the lowest scores on writing domain
earthquake effects on students achievement grade 4
Earthquake effects on Students’ Achievement (Grade 4)
  • Earthquake significantly affected students’ achievement in all the four subjects.
  • Students having to migrate after earthquake scored significantly lower on all the four subjects
background data gathering
Background Data Gathering
  • During every cycle of assessment, background data are gathered by questionnaire and analysis of fieldworkers’ reports
  • Questionnaires are given to:
    • students (including a section for parents),
    • head teachers and
    • teachers
  • Conditions, facilities etc. in schools are observed and recorded by Test Administrators
  • Background data are correlated with learning achievement to identify needs for improvement and factors associated with achievement
background data gathering framework
Background Data Gathering Framework

Background data are classified into five areas following the Craig-Heneveld Framework:

  • The Students
  • Supporting Inputs from Outside the School
  • Teaching-Learning Process
  • Enabling Conditions
  • School Climate
the students
The Students

Data is gathered from students about:

  • Socio-economic background (e.g. family size, father’s/mother’s education and occupation)
  • Factors in the home environment related to achievement (e.g. help in homework, space for reading, need to work outside)
  • Attitudes towards education
example of student background question
Example of Student Background Question:

Do you work outside the home to earn money?

Conclusion: about 23% of Grade 4 students reported having to work outside the home. Their achievement is significantly lower than others’.

supporting inputs from outside
Supporting Inputs from Outside

Background Information is gathered from different sources about:

  • Parent and community support (e.g. frequent school-parent meetings, financial and other support, parental involvement in homework)
  • Effective support from the education system (e.g. supervision, availability of teaching materials and supplementary materials)
  • Adequate material support (e.g. facilities, furniture in school, school budget for supplies)
use of blackboard and achievement
Use of Blackboard and Achievement
  • Teachers’ use of black board significantly increased students’ achievement in all the four subjects
  • Ninety-seven percent teachers reported they daily use black boards
multi grade teaching and achievement
Multi-grade Teaching and Achievement
  • Lower frequency of Multi-grade Teaching is linked with increased performance for both students and teachers
  • Twenty- one percent teachers reported they have to teach more than on classes in one period
rewards and punishment in school
Rewards and Punishment in School
  • Student who Never got punished by their teachers performed significantly better Fifty-eight percent students reported they never got punished.
  • Only .03 % students reported frequent punishment
  • Rewarding students’ performance increased achievement all the subjects
pta smc in school head teachers report
PTA/ SMC in School: Head Teachers’ Report
  • Around 80% head teachers reported presence of PTA/ SMCs’ in School
  • Presence, need, funding, or role of PTA/SMC did not increase students performance in any of the NEAS tested school
  • Only 39% head teachers reported getting funds from Govt.
  • Ninety-seven percent head teachers reported need for SMCs in Schools
strengthening links between neas and the educational planning process
Strengthening Links between NEASand the Educational Planning Process
  • NEAS can Support Educational Planning by:
    • providing data about the actual conditions in schools; and
    • indicating the possible impact of policy actions on student achievement.
  • Educational Planners can make NEAS more Effective by:
    • proposing topics to be added to background data gathering; and
    • suggesting relationships to be explored.
the presentation summary
The Presentation Summary
  • NEAS has assessed the achievement of Grade 4 & 8 students in four subjects:

Urdu, Mathematics, Science and Social studies.

  • The assessment reveals large differences in average performance among provinces and between students from differing backgrounds.
  • These differences in average performance can be traced back to differences in student and family characteristics, school processes and inputs.
institutionalization of neas and future vision of national assessment in pakistan
Institutionalization of NEAS and Future Vision of National Assessment in Pakistan
  • Institutionalization of NEAS:

Government of Pakistan declared NEAS as a permanent institution of the Ministry of Education, from July 2007

  • Future Vision of NEAS:

Recommendations by National NEAS Select Committee:

  • NEAS future planning till 2020 comprises National Assessment at Grade 4, 5, 8, 10 and 12
  • Private schools are included in NEAS sample on Pilot basis in 2008 National Assessment
  • Listening and speaking skills of student assessment would be part of NEAS future activities
  • Pakistan can explore the possibility to participate in the next TIMSS in 2012