10th Class Matric Pak Studies Past Papers BISE DG Khan Board

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Students can check Pak Studies 10th class past papers right here. 10th Class Pak Studies Past Papers BISE DG Khan Board.

Teachers regularly emphasize the importance of past paper questions as an integral part of their teaching and learning resources. When I worked as a teacher, I was no different and decided that it should be a “good thing” to include students in the test questions from the very beginning. I used OCR software to create weekly homework sheets and subject final tests and felt well prepared.

I noticed that the selection of questions was done in contradictory ways. It seems that all the students were particularly capable in some subjects and equally incompetent in others. Degrees using standard limits give volatile results.

Are past paper questions always informative in formative assessment?

It showed the need for more understanding of how to use questions beyond the context for which they were originally intended. What did I want to know about the students? What was I going to do with the data? Should I record it – a summary assessment? Could it help to identify areas that need further study – structural use?

The questions written as items in the Summit Assessment, each designed to evaluate specific content, using a specific structure. And combined with other items in the exam to provide descriptive coverage and different levels. The accuracy requirements of AFCL met along with the demand. And comparison, while also allowing discrimination in the performance of candidates.

Once the items take out of this context, the comparison and validity of the test lost. Items do not have the same integrity in themselves. So is it possible to use past paper questions to give meaningful results when used out of context?

Using past paper questions in periodic testing and as an indicator for final outcome.

The performance of students, teachers and institutions is data-driven on ever-shortening cycles requiring frequent entry of summative data, monthly in my last teaching post. Thinking back to a time in teaching when changes in specification and assessment were less frequent, we used tests and mock exams which were based on historic past paper questions, but where the grade boundaries used in reporting were based on the comparison of previous student outcomes in the test and their final grades. In more recent times there has not been that stability to accrue sufficient data to base judgments on sufficient consistent empirical data.

10th class Pak Studies Past Papers BISE DG Khan Board

My observation that in Pak Studies at least, questions on different topics demand differing skills, cognitive understanding, and problem-solving ability, meaning that one topic may consistently require lower demand than another topic, resulting in the disparity between grades given if standard boundaries used. Forces appeared to be lower demand than electric circuits for example. Methods exist and used by awarding organizations to determine complexity and demand in their own analyzes.

The variation in raw mark grade boundaries adds to the complexity of integrating questions from a range of years, which exacerbated by the observed changes in structure and the usage of English with time. Repurposing multiple choice questions from the 1990s for use in current resources required rephrasing and changing of non-technical terminology such as proceeding (in a context similar to that of a policeman from the 1960s proceeding in a northerly direction) and traversing meaning to move from one side to the other. BISE DG Khan Board 10th class Pak Studies Past Papers.

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