Pakistan Education Academy

Assessment Policy


At PEA, the process of deciding upon and measuring the quality and academic readiness in learning and acquiring knowledge is very much in line with the KHDA parameters and it encompasses the internal and external benchmarking requirements. These evaluation and assessment procedures have been duly put into place and teachers ensure that they are executed diligently keeping the annual tentative plan in view.
The purposes of assessment at PEA:

  • To assess student learning.
  • To identify student's strengths and weaknesses.
  • To assess the effectiveness of a particular instructional strategy.
  • To assess and improve the effectiveness of curriculum programs.
  • To assess and improve teaching effectiveness.
  • To provide data that assist in decision making
  • To communicate with and involve stakeholders in reviewing, refining and analyzing procedures.
PEA faculty firmly believes that assessment of student's performance should be developmental and continuous. In order to have thorough knowledge of student's achievement, it is essential to vary the type of assessment; formative assessment i.e., assessment for learning, and summative assessment i.e., assessment of learning.
Evaluation and analysis of student's attainment and progress is done in three ways at PEA
  • Diagnostic Tests
  • Formative Assessment
  • Summative Assessment


These can also be labeled as "pre-assessments". They are conducted in all grades at the beginning of a new academic session so as to establish a baseline or a reference or starting point for the teachers. Diagnostic tests are conducted from the syllabus portion of the grade a student has just entered into. Results for the diagnostic tests are recorded in teacher's registers or folders and help them in identifying student's strengths and weaknesses in a particular skill/area. Keeping in view the essential items in subjects and their analysis. Establishing these, permits the instructor to remediate students and adjust the curriculum to meet each learner's unique needs.

It is an "assessment for learning". Topics covered in class are frequently tested in a number of ways by the teachers in the form of quizzes, oral and written tasks, problem solving worksheets etc. All classroom teacher-student interaction, structured classroom activities, self and peer assessment, class and home assignments, group work and class projects, student's voluntary participation and interest level as well as all feedback that helps in closing students learning gaps come under Formative Assessment.

Formative assessment aims to test skills needed for proficiency in a subject. Records of such assessment are kept and shared among teachers of a particular grade to identify and address the learning concerns and needs of any individual student. Progress in such assessments is tracked and used to adjust teaching strategies.


It is an "assessment of learning". It is done for the purpose of making final judgments about student's achievement and instructional effectiveness. Summative Assessment is considered an end point that sums up the performance or learning level of achievement of the students in any particular grade.

A student is promoted/ detained based on his/her overall summative result. Based on the three terms of an academic session (TERM: 1, TERM 2 and TERM 3) three summative assessments are conducted every year. Summative assessments are all written and questions formatted are on both objective as well as subjective pattern.

We believe that educational assessment determines how well students are learning, and is an integral part of our quest for improved education. It provides feedback to students, educators, and parents about the effectiveness of educational services. To this we make sure our teachers use questioning in an effective way to reflect student's understanding of the lessons. Teachers use assessment results to update planning .Assessment results provide good indications on where the students are, what they have learned, and where are their weaknesses.
The school is keen on benefiting from international best practices and International Benchmark Tests. Students are encouraged and provided with suitable and enough opportunities to appear in such tests. Later on, results are discussed and analyzed in the meetings with heads and coordinators of departments so that analysis is used to review the curriculum and rebuild / revise assessment procedures accordingly.

Internal Assessment Processes
At PEA, overall growth is essential to consider that all components of assessment play their role in the development of overall student's personal and academic success.
Diagnostic test, formative and summative assessments give insight into the overall development of a student.

  • The ultimate purpose of assessment is to support and enhance student's learning.
  • Every student is a complex individual with a broad spectrum of abilities, skills and knowledge
  • Assessment is to focus on all areas of students learning and development, that is core academics, intellectual ability, the arts, social and moral responsibility and physical fitness.
  • Assessment is to consider a wide range of relevant performance, formal and informal, standardized and non-standardized.
  • Assessment is to be based on valid standards such as grade level expectations, appropriate reference groups and individual aptitudes.
  • Assessment data is to be communicated to students, parents and community on regular basis.


The school is keen on benefitting from international best practices and International Benchmark tests. Students are encouraged and provided with suitable and enough opportunities to appear in such tests. Later on, results are discussed and analyzed in the meetings with heads and in charges of departments so that the tracked analysis is reviewed and curriculum changes are discussed and revised assessment procedures put into place.
Apart from class tests, weekly tests and unit tests, there will be specified dates for proper conduct of Formative and Summative tests on a regular basis.

Dates of all Formative and Summative Assessments are mentioned in the annual calendar of the school. A tentative schedule is given below:

Question Papers - including all written assessment sheets are set and prepared by concerned subject teachers. These papers are proofread by the subject heads and in charges. Final copies are given to the Exam section and returned to them after checking and rechecking by subject teachers and subject heads.

External, National and International Benchmarking

External assessments occur less frequently than internal assessments, but they usually have greater importance, more authority, and higher stakes attached to them. External assessments like FBISE,PISA, TIMSS, CAT-4 and ASSET have been used in PEA as indicators of both the educational achievement of students and the quality of instruction in this school.
It is conducted by the external bodies in a standardized manner during a certain period of time. The objectives of such tests are to enable students to achieve a certain level of proficiency and to demonstrate their abilities. It detects and locates faults and problems which often are overseen by internal systems. These national and international assessments provide in-depth information which is critical to know our school system better. Good performance and also to providing feedback for improvement in student outcomes is better reflected in the said assessments.



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