Sindh Education Students Learning Outcome Assessment Framework
SESLOAF Science Grade VI-VIII
Developed by
Provincial Education Assessment Centre (PEACe) Bureau of Curriculum and Extension Wing Sindh Jamshoro In Collaboration with European Union & British Council Karachi
Acknowledgements We wish to thank the members of Sindh Education Students Learning Outcome Assessment Framework (SESLOAF) capacity building, desi gn and expert review workshop for their active participation and assistance in designing, development and review of the SESLOAF for their specific school subjects and grade levels. Also the generous and continuing collaboration of EU is highly appreciated, as this capacity building workshop for the design and expert review of (SESLOAF) would not have been possible without this support. The contribution of the Team Leader Sindh Education Sector Support Programme (SESSP) Doran Bernard and Ms. Rana Hussian, Sr. Advisor, Quality Education SESSP for conceptualizing and taking the desired target to completion, are highly acknowledged. The RSU unit and particularly the leadership, Chief Programme Manager Ms. Saba Mahmood is highly acknowledged for their support in designing the SESLOAF framework. Furthermore, the support of Director, Bureau of Curriculum Mr. Shahani, the Coordinator PEACE, Mr. Aftab Ali and the entire PEACE team is acknowledged.
Unaeza Alvi The Consultant
DOCUMENT DEVELOPED Acronym
OCTOBER 30TH, 2014.
BC
British Council
BoC
Bureau of Curriculum
CRQ
Constructed Response Question
EU
European Union
GECE
Government Elementary College of Education
GoS
Government of Sindh
MCQ
Multiple Choice Question
NC
National Curriculum Framework
PEACe
Provincial Education Assessment Centre
PITE
Provincial Institute of Teacher Education
RSU
Reforms Support Unit
SEMIS
Sindh Education Management Information System
SESSP
Sindh Education Sector Support Programme
SESLOAF
Sindh Education Student Learning Outcome Assessment Assessment and Feedback Framework
SLO
Student Learning Outcome
STBB
Sindh Textbook Board
Preface The educational quality is determined by many aspects but the key indicator associated with quality is the learning achievements and outcomes. The core to the learning achievement and outcomes are the curriculum and assessment frameworks. Former Ministry of Education through a revision of the existing National Curriculum Framework 2000 and 2002 has initiated the Standards-based education reform in Pakistan. The revision was carried out to improve and align the Pakistan National Curriculum with national and international developments in educational standards. This revision has resulted into the development of the National Curriculum Framework 2006, based on the Standards-Based Education Reform. The Standards-Based Education Reform that has been implemented by a number of countries in the world is largely driven by the approach of setting of academic standards for what students know and can perform. This educational reform necessitates the use of the Standards as a reference to plan, teach and assess students on the basis of the set standards. In addition, to this it requires an alignment of the curriculum with the assessment system and a rethinking and broadening of the current approaches to assessment. The complete implementation requires the development of an assessment framework aligned with the curriculum standards, benchmarks and students learning outcomes. It also requires the adoption of a balanced approach to assessment including benchmark, formative, summative, performance and authentic assessments for improved students learning outcomes. Therefore, to implement the Standards-based curriculum reform the Sindh Education Student’s Learning Outcomes Based Assessment & Feedback Framework “SESLOAF”, is designed to apply a comprehensive approach to students learning outcome based assessment. The SESLOAF for the eight subjects presents an alignment of the curriculum standards with assessment schemes, specifications, items, tasks, marking schemes and rubrics for effective assessment and feedback based on the students learning outcomes. The overall purpose of SESLOAF framework is to provide a comprehensive assessment framework aligned with the NCF to guide the overall assessment and feedback processes for improved assessment systems and learning outcomes.
Rana Hussain
Sr. Advisor, Quality Education SESSP
Table of Contents Acknowledgements ............................................................... ............................................................................................................................ ............................................................. 2 .................................................................................................................................... ...................................................................................... ................ 4 Preface ..............................................................
1.
Rationale for SESLOAF:. .................................................................................................................. .................................................................................................................. 9
2.
SESLOAF SCIENCE VI-VIII .............................................................. .............................................................................................................. ................................................ 10 2.1 The Science Curriculum 2006: 2 006:................................................................. ..................................................................................................... .................................... 10 2.1.1
The Strands and Standards of the Science Curriculum ................................................. 10
Strand 1: 1 : Life Science ...................................................................................................... .................................................................................................................... .............. 10 Strand 2: Physical Science ......................................................................... ............................................................................................................. .................................... 11 Strand 3: Earth & Space Science ................................................................................................... ................................................................................................... 11 Strand 4: Skills in Science .......................................................................... .............................................................................................................. .................................... 11 Strand 5: Attitudes toward Science ............................................................................... ............................................................................................. .............. 11 Strand 6: Science, Technology, Society, and Environment ........................................................ ........................................................... ... 11 2.1.2
The Benchmarks of the Science Curriculum .............................................................. ................................................................. ... 12
3.
Student Learning Outcomes Cognitive Categorization ............................................................... 13
4.
................................................................................................................ 33 Scheme of Assessment .................................................................................................................
5.
Specification for Summative Assessment .......................................................... ................................................................................... ......................... 36
6.
SLO Based Items ................................................................. ........................................................................................................................... .......................................................... 39
............................................................................................................................... ................................................................................. .............. 44 GLOSSARY ............................................................ Appendix I ............................................................ ............................................................................................................................... ................................................................................. .............. 47 Appendix II ........................................................... .............................................................................................................................. ................................................................................. .............. 48 Appendix III ............................................................................................................................. ........................................................................................................................................... .............. 50
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Introduction The Sindh Education S tudent’s Learning Outcomes Based Assessment& Feedback
Framework“SESLOAF”, is developed inalignment with the new standards based curriculum reform for systems improvement. The SESLOAF aims at providing a model for a standardized approach to formative, benchmark, performance and summative assessments of students learning outcomes and improvement.
The SESLOF is developed through a standardized policy development process that involves multiple consultationswith multi-stakeholders. The multi-stakeholders included in the process are policy makers, education experts, managers and advisors, education and assessment experts, public and private sector institutions, key assessment specialists, subject based experts, curriculum reviewers and developers, textbook developers, teachers and teacher educators. The following processes were adopted in the development of the Assessment Framework
SLO Mapping and Cognitive Categorization
Development of Scheme of Assessment
Expert Review and Validation of Specification for Assessment
Development of SLO Based Test Items and Performace Assessment
Development of Specification for Summatve/Benchmark/ Performance Assessment
Development of Marking Scheme and Rubric
Figure 1.1. Process of Developing Assessment Framework
The key stage of the development of the assessment framework was SLO categorization and expert review and validation session for content validi ty of assessment specification in alignment with the National Curriculum 2006 and revised curriculum 2011. This stage also included the development of the slo based item, review of the items, agreement on key learning targets for cognitive and skill/performance assessments.
The conceptual map below provides the design of the students learning outcome based assessment & feedback framework. This conceptual framework forms the basis of the SESLOAF, assessment specification, performance and authentic tasks, benchmark, formative, summative assessments, items and tests for grade level VI-VIII. The SESLOAF provides a comprehensive framework that allows for multiples forms of assessments to provide varied opportunities to assess,demonstrate learning, feedback and improve learning outcomes.
National Science Curriculum Framework
Key Learning Strands and Standards
Key Stage Benchmarks and Students Learning Outcomes
Students Learning Outcome Based Assessment Framework
SLO Mapping, Cognitive and Topic Distribution of Students Learning Outcome
Students Learning Outcome Based Summative, Formative and Authentic Assessment Specifications.
Students Learning Outcome Assessment Items, authentic/performance tasks, tools and Rubrics.Guideline/samples for Implementation, Marking, Reporting and Feedback.
Figure 1.2. The Conceptual Map of the Assessment Framework
1. Rationale for SESLOAF: The SESLOAF Science (VI-VIII) is designed to achieve the outcome of science literacy in alignment with the New Curriculum 2006 and Reviewed Curriculum 2011.
1.1 The SESLOAF Framework as a standardized approach to assessments outlines a comprehensive framework for assessments using multiples forms of assessments, in order to provide varied opportunities to the learner to demonstrate learning and assessor to assess learning outcomes. 1.2 The assessment framework includes all those students learning outcomes that could be reliably and validly assessed through summative, benchmark and authentic assessments. 1.3 The assessment items are designed to ascertain the important cognitive learning targets in science, according to the Content standards of Life Sciences, Physical Sciences and Earth and Space Science. 1.4 The overall framework also takes into consideration the Skills, Attitude, Values and STSE Standardsthroughperformance and authentic assessments. 1.5 Also, the International standards of assessments are considered in thedesign of theassessment framework, specification, items, tasks and tools. 1.6 In the design a reference is made to the contemporary literature learning and assessment of science literacy, science learning and learning in general. 1.7 The test is also aligned with agreed code of practice on fair testing and also aligned with the current assessment and grading policy. 1.8 The current policy on assessment in Paki stan that recommends the assessment of 30 % Knowledge, Understanding and Application in summative assessments is also taken into consideration.
This Assessment framework provides the standards, benchmarks, categorization of SLO as per cognitive levels, Overall Scheme of Assessment for VI -VII, Assessment specification for summative and continuous assessment, a sample of SLO based items, marking scheme, rubrics. Additionally, a glossary is also enclosed that includes description of student learning outcomes, objectives, cognitive processes dimensions, authentic, formative, continuous, summative, performance assessment, rubric, validity, reliability. The Appendix includes the list of multi-stakeholders involved in the process, the difference between traditional and authentic assessments, Document for Item Development, check list for identification of learning target, checklist for assessment development and review.
2. SESLOAF SCIENCE VI-VIII 2.1 The Science Curriculum 2006: The National Science Curriculum 2006 and revised curriculum 2011 is based on the goal to develop scientific literacy among students. The entire curri culum is divided into six strands, Life Science, Physical Science, Earth and Space Science, Skills , Attitude and Science-Technology-Society and environment (STSE). Curriculum is based on standard and benchmarks. Students’ learning outcomes are matched with the content and topics and aligned with the standards. The learning outcomes emphasize the development of knowledge, conceptual understanding and the application of knowledge.
The National Curriculum for General Science 2006 for IV-VIII has t he following six strands and numerous topics and learning outcomes:
Life Science
Physical Sciences
Earth Sciences
Skills
Attitude
STSE
The Benchmarks in the Science Curriculum are placed at Five Developmental Levels; I-III, IV-V, VI-VIII, IX-X, and XI-XII In grades I-III, Science is integrated with Humanities and Social Studies. The Science Curriculum for grade IV-VIII is multidisciplinary and comprises t hree main Sciences namely; Life Sciences, Physical Sciences, and Earth Sciences, whereas, for grades IX-XII, a disciplinary approach is undertaken, and Sciences are presented as Biological, Physical and Chemical Sciences. The six standards and benchmarks for grade cluster VI- VIII by the Science Curriculum are presented below:
2.1.1
The Strands and Standards of the Science Curriculum
Strand 1: Life Science Standard 1:
needs of living things, the process of life, and will also investigate the diversity of life and how living things interact with each other and their environment.
Strand 2: Physical Science Standard 2:
Students will describe and explain common properties, forms, and interactions of energy and matter, their transformations and applications in chemical, physical and biological systems.
Strand 3: Earth & Space Science Standard 3:
Students will be knowledgeable of the c omposition, structure, processes, and interactions among the Earth’s systems; they will compare and contrast our planet and sun to other planets and star systems; and explain how we learn about the universe.
Strand 4: Skills in Science Standard 4:
Students will develop the skills required for science and technology inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
Strand 5: Attitudes toward Science Standard 5:
Students will display a sense of curiosity and wonder about the natural world; they will be encouraged to develop attitudes that support the reasonable acquisition and application of scientific and technological knowledge for the mutual benefit of self, society, and the environment.
Strand 6: Science, Technology, Society, and Environment Standard 6:
Students will develop an understanding of the natureof science and technology, of the relationship betweenscience and technology, and of the social andenvironmental context of science and technology.
2.1.2
The Benchmarks of the Science Curriculum
The Standards for Life Science are further sub-divided into the following Benchmarks for Grade Level-VI-VIII:
Benchmark 1 Show that living things have different levels of organization.
Benchmark 2 Describe the basic processes and functions of plants and human body systems and their importance to life.
Benchmark 3 Explain the interaction and interdependence of nonliving and living components within ecosystems.
The Standards for Physical Science are further sub-divided into the following Benchmarks for Grade Level-VI-VIII:
Benchmark 1 Observe and describe the interactions of light and matter. Benchmark 2 Describe the formulas, chemical equations, symbols and their relationship to molecules, atoms, and ions.
Benchmark 3 Identify characteristic properties of matter such as density, solubility and boiling point and understand that elements are the basic components of matter. Benchmark 4 Recognise different forces and pressure and describe their effects and how different structures overcome the effect of force and pressure. Benchmark 5 Describe the types of energy that can be involved, converted or released in electrical circuits.
The Standards for Earth and Space Science are further sub-divided into the following Benchmarks for Grade Level-VI-VIII:
Benchmark 1 Observe and describe the characteristics of objects in the sky.
3. Student Learning Outcomes Cognitive Categorization The Benchmarkshave a cluster of Student Learning Outcomes. The Categorization of thes e Students Learning Outcomes for Grade level VI-VIII, at 3 Cognitive Levels ispresented
COGNITIVE LEVEL SLO CATEGORIZATION SCIENCE VI Topics and sub-Topics Student Learning Outcomes Unit-1: Cellular Organization of Plants and Animals Define cell. Cell
Microscope
Animal cell and plant cell
Unicellular and multicellular organism Tissues
Plant and animal tissues
Organs Plant (leaf and flower) and human organs (Liver, Lungs and Heart) Introduction to plant system (Root and Shoot system) and major human system (Digestive, Respiratory, Circulatory, excretory, Nervous Systems)
Unit-2 SENSE ORGANS Nose, tongue, ear, eyes, skin
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Compare and contrast an animal cell with a plant cell.
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Differentiate between unicellular and multicellular
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Draw, label and describe the basic structure of an animal cell and a plant cell.
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State the function of each part of the cell to indicate how the cell supports life.
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Distinguish between tissues and organs. Describe the cellular hierarchy from cell to organ systems in animals and plants
Recognize root and shoot
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systems in plants.
State the functions of the major systems of the human body.
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Explain the structure and function of nose, tongue, ear, eye and skin.
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Unit-3 Photosynthesis and Respiration in Plants Internal structure of leaf Describe the internal
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Photosynthesis Benefits of
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Describe the different parts of a light microscope and its working. Identify different kinds of cells using a microscope.
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Define photosynthesis.
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Explain the importance of
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photosynthesis in plants. Describe the effects of
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Factors necessary for Photosynthesis (Water, Carbon dioxide, light, temperature and chlorophyll
process of photosynthesis. Explain that the structure of leaves facilitates photosynthesis.
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Prove with the help of an experiment that photosynthesis takes place in a leaf. Respiration in plants Explain the importance and (Process and its process of respiration importance) in plants. Compare and contrast the processes of photosynthesis and respiration in plants. Unit 4: Environment and Interaction Biotic components Identify the components of producers, consumers environment. and decomposers Abiotic components Compare the physical (Light, air, soil, factors, which make up the temperature and water) environment of a desert and
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a rain forest. Describe the relationship between biotic and abiotic components of the environment.
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Explain how abiotic factors affect the ability of plants to create their own food.
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Describe that living things depend on one another for food, shelter and protection.
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Explain the different relationships between organisms. Give examples of how organisms interact with each other and with nonliving parts of their environment.
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Relationship in organism( Predatorsprey, parasitism, Mutualism)
Unit-5 Atoms, Molecule, Mixtures and Compound Differentiate between an atom and a molecule. Recognize the symbols of
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elements. Classify elements into metals and non-metals.
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Relate the physical properties of elements to their uses.
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Differentiate between elements and compounds and compounds and mixtures.
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Identify examples of compounds and mixtures from their surroundings. Explain uses of common mixtures in daily life. Explain why air is considered as a mixture of gases. Identify the sources of carbon dioxide and how its level can be maintained in nature.
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Separate mixtures using a variety of techniques.
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Choose a technique to separate and identify different components in dyes.
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Demonstrate with an experiment to separate soluble solids from mixtures. Use safety measures to conduct science
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6:Unit Air
Recognize the importance of air.
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Identify the composition of
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air.
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Relate the properties and uses of gases in air with the
composition of air. Unit-7 Solution and Suspension Differentiate between solute, solvent and solution.
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Identify solute and solvent
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in a solution.
Explain the formation of solution by the particle model.
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aqueous dilute and concentrated solution
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Demonstrate the use of water as a universal solvent.
Prepare saturated and
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unsaturated solutions.
Define solubility.
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Investigate the effect of temperature on solubility using a variety of compounds.
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Differentiate between
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solutions and suspensions. Identify uses of solutions and suspensions in daily life.
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Unit 8: Energy and its Forms
Explain that energy provides the ability to do work and can exist in different forms. Identify different forms of energy with examples.
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Differentiate between kinetic and potential energy.
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Demonstrate how one form of energy is converted into other form of energy. Identify that energy is dissipated in atmosphere.
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Explain that energy is conserved during conversion of different forms of energy.
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Explain the importance of energy in improving the quality of life. Identify energy converters in their surroundings.
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Illustrate energy conversion to other forms using an energy converter. Explain the term renewable.
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Describe the advantages of using renewable energy sources.
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Describe the form of energy stored in the human body. Identify energy transfer in
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Unit 9: Force and Machines
Recognize wheel and axle and identify their uses.
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Describe pulleys and their kinds.
Identify the uses of pulleys
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in daily life.
Describe the functions of pulley systems and gear systems.
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Describe how motion in a system of pulleys of different sizes is transferred to motion in another system of various gears in the same structure.
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Find out how the action of a pulley system is altered by changing the tension of the band connecting two pulleys.
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Design and make a system of pulleys and/or gears for a structure that moves in a prescribed and controlled way and performs a specific function.
Identify and make modifications to their own pulley and gear systems to improve the way they move a load. Describe how a bicycle functions. Identify common devices and systems that incorporate pulleys and/or gears. Unit 10: Properties of Light Differentiate between transmission, absorption and reflection of light. Demonstrate the law of reflection. Demonstrate the difference between smooth, shiny, and rough surfaces. Compare the regular and diffused reflection.
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Investigate with the help of an experiment the effort required by different gear systems to lift the same load.
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applications, which involve regular reflection and diffused reflection. Draw ray diagrams for light reflected from a plane mirror at different angles of incidence. Describe image formation by a plane mirror. Compare characteristics of the images formed by a plane mirror and a Pinhole camera. Explain the use of reflecting surfaces in different devices. Design an experiment to make an optical instrument using mirrors. Explain the principle of reflection in a kaleidoscope. Describe the relationship of angles between two mirrors and the number of images they can see in a kaleidoscope. Explain types of mirror and their uses in our daily life. Investigate the image formation by convex and concave mirrors.
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Unit 11: Investigating Sound
Describe sound as a form of energy.
Identify a variety of materials through which sound can travel. Explain that how does a human ear receive sound waves. Unit 12: Space and Satellite Define the term satellite.
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Compare the speed of sound in solids, liquids and gaseous mediums.
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Compare the physical characteristics of comets, asteroids and meteors. Describe the different kinds
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of meteors.
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Inquire into the sighting of Halley's Comet; describe what would they feel if they saw it. Define the terms artificial satellites and geostationary.
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Explain the key milestones in space technology.
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Describe the uses of various satellites in space.
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Investigate how artificial satellites have improved our knowledge about space and
are used for space research. Explain that how do satellites tell us where we are.
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COGNITIVE LEVEL SLO CATEGORIZATION SCIENCE VII Topics and sub-Topics Student Learning Outcomes Unit-1: Human Organs Systems Describe various components of human digestive system. Describe digestion and its importance. Describe how digestive system helps in the digestion of various kinds of foods. Identify common disorders of the digestive system. List the factors that lead to constipation and diarrhea
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be taken to prevent them. Describe the mechanism of respiration in humans. Differentiate between breathing and burning processes. Identify the common diseases of respiratory system and discuss their causes and preventive measures. Unit-2: Transport in Human and Plants
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Explain the transport system in humans.
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Describe the structure and function of heart and blood vessels. Explain the working of the circulatory system.
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Identify scientific developments that provide alternatives for dysfunctional body parts such as artificial tissues and organs, and their transplantation.
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Find out that some disorders in human transport system can be affected by diet.
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Describe absorption of water in plants through roots.
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Explain how the structure of the roots, stem, and leaves of a plant permit the movement of food, water, and gases.
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Unit-3: Introduction in Plants
Define pollination. Compare self and cross pollinations in plants. List various factors involved in crosspollination. Investigate plants, which
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Differentiate between sexual and asexual reproduction √
Describe fertilization.
Describe seed and fruit formation. Unit-4: Environment and Feeding Relationship
Explain the ecosystem Define the term habitat. Compare the different kinds of habitats. Investigate the various features that allow animals and plants to live in a particular habitat. Identify the factors that cause daily and yearly changes in a habitat. Explain how living things adapt to daily and yearly changes in their habitat. Explain the ways in which living things respond to changes in daily environmental conditions such as light intensity, temperature and rainfall. Explain why food chains always begin with a producer. Illustrate the relationship between producers and consumers. Describe two food chains in the environment around them.
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Explain a web food.
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Unit-5: Water
Describe the ways in which clean water are vital for meeting the needs of humans and other living things. Identify the sources of water. Recognize the substances present in water that makes the water impure.
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clean the impure water .
Describe the various uses of water in our country. Investigate the consumption of water in our daily life and suggest ways to reduce wastage of water.
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Describe the structure of an atom. Differentiate between atomic number and mass number. Draw diagrams of the atomic structure of the first eighteen elements in the periodic table. Define valency. Explain formation of ions. Differentiate between cations and anions. Describe isotopes and their uses in medicines &agriculture. Identify the types and number of elements present in simple molecules and compounds. Make chemical formulae from list of anions and cations.
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Unit-6: Structure of an Atom
State the law of constant composition and give examples. Unit-7: Physical and Chemical Changes and Processes
Differentiate between physical and chemical changes. Identify the physical and chemical changes taking place in environment. Explain the use of hydrocarbons as fuels. Explain the physical and chemical properties of fertilizers, which make them useful in agriculture.
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improper use of fertilizers. Describe the chemical process in which vegetable oil changes into fat.
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Describe the simple process for the manufacture of plastics.
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Distinguish between reversible and nonreversible changes in materials.
Identify a variety of reversible and non-reversible changes in materials in their surroundings.
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Unit-8: Transmission of Heat
Explain the flow of heat from hot body to cold body.
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Explain conduction, convection and radiation through experimentation. Recognize the three modes of transfer of heat from environment. Suggest how birds can glide in the air for hours. Identify examples of appliances that make use of different modes of transfer of heat.
List heat conducting material in their surrounding Describe the working and principle of a vacuum flask Explain how a vacuum flask reduces the transfer of heat Unit-9: Dispersion of Light
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Explain refraction of light and its causes. Discuss the effects of refraction with examples. List the colors of light using a prism. Describe the dispersion of light by a prism.
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lights of different colors at home, school and country and explain the relationship of choice of colors to their purpose. Define spectrum of light. Identify primary colors and show how they are combined to form secondary colors.
Identify a device in their surroundings that uses different combinations of colors.
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Demonstrate how spinning of a rainbow results in the appearance of white disc.
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Explain why an opaque or non-luminous object appears to be of certain color.
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Explain the wavelength, frequency and amplitude of sound and give their units. State factors on which sound depends. Investigate objects in home and surroundings that are designed and made to produce different sounds. Compare audible frequency range of humans and different animals. Design a musical instrument to explain the relation between its sound and shape. Identify the applications of different sounds in daily life.
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Unit-10: Sound Waves
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Unit-11: Circuit and Electric Current
Define current.
Make parallel and series
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circuits.
Investigate about types
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of circuits used for different purposes.
Identify a disadvantage
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of a series circuit.
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Differentiate between current and energy.
Explain the effects of electric current in daily use appliances.
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Describe voltage.
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Explain the resistance as an opposition to the flow of current.
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Describe the relationship
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between voltage and resistance.
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Measure current by using different devices.
List the major uses of
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electricity in homes.
List electrical hazards and
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precautionary measures to ensure the safe use of electricity at home.
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Describe why electricity is dangerous to humans.
Unit-12:INVESTIGATING THE SPACE .
Explain the Big Bang Theory of the origin of the Universe Describe a star using properties such as brightness and colour. Identify bodies in space
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that emit and reflect light. Suggest safety methods to use when observing the sun. Define the terms star,
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galaxy, Milky Way and the black holes.
Explain the types of galaxies.
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Explain the birth and death of our sun. Evaluate the evidence that support scientif ic theories of the origin of the universe. Identify major constellations visible at night in the sky.
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Describe the formation of back holes.
Explain the working of a telescope.
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COGNITIVE LEVEL SLO CATEGORIZATION SCIENCE VIII Topics and subStudent Learning Outcomes Topics Unit-1: Human Organ System
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Describe the structure and functions of the nervous system. Describe the working of the nervous system through a model. Explain reflex action with an example.
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Differentiate between voluntary and involuntary actions they have experienced. Define excretion. Draw and label human excretory system. Describe the role of kidney in excretion of waste. Investigate the possible causes of the malfunctioning of kidneys.
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Suggest techniques to cure problems of kidneys. Unit 2: Heredity in Organism
Differentiate between mitoses and meiosis. Identify DNA and chromosomes in the cell diagram. Define heredity and recognize its importance in transferring of characteristics from parents to off
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springs.
Identify the characteristics that can be transferred from parents to off springs.
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Compare characteristics related to ear and eye colour.
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Unit 3: Biotechnology
Define biotechnology. Explain how DNA is copied and made.
Describe the relationship between DNA, genes and chromosomes. Define bacterium.
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Explain how genes are introduced into a bacterium. List some biotechnological products used in daily life.
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Explain that genetic modification in different foods can increase the amounts of essential nutrients. List general applications of biotechnology in various fields.
Explain how biotechnology allows meeting the nutritional needs of growing populations Unit 4: Pollutant and their Effects on Environment Explain the sources, properties and harmful effects of air pollutants. List problems in human organ systems caused by air pollutants. Plan and conduct a campaign that can help to reduce air pollution in their local environment. Explain the Greenhouse effect. Describe the causes and effects of ozone depletion Carry out a research to explain global warming and its likely effects on life on earth. Design a model to explain the Greenhouse effect. Explain the formation of acid rain and identify its consequences on living and nonliving things. Define deforestation.
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the environment. Identify human activities that have long-term adverse consequences on the environment. Explain the importance of local and global conservation of natural resources. Suggest ways in which individuals, organizations and government can help to make earth a better place to live. Unit 5: Chemical Reactions
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Define chemical reactions and give examples. Explain the rearrangement of atoms in chemical reactions. Explain the balancing of a chemical reaction. Define the law of conservation of mass. Identify the nature of a chemical change in various reactions. Describe changes in the states of matter in a chemical reaction. Explain the types of chemical reactions with examples. Explain the energy changes in chemical reactions.
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Describe the importance of exothermic reactions in daily life. Unit 6: Acids, Alkalis and Salts
Define the terms acid, alkali and salt. Describe the properties of acids, alkalis and salts. Explain the uses of acid, alkali and salt in daily life. Define indicators.
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√
Use indicators to identify acids, alkalis and neutral substances.
√
Investigate the color changes in the extracts of various flowers and vegetables by adding acids
√
Unit 7: Force and Pressure
Define the term Pressure. Identify the units of pressure. Explain hydraulics and hydraulic system by giving examples. Explain how gases behave under pressure. Describe the causes of gas pressure in a container.
√ √ √ √ √
Explain the working of aerosols.
Identify the application of gas pressure.
√ √
Describe the term atmospheric pressure .
√
Unit 8: Measurement of Physical Quantities
Define a physical quantity with examples.
√ √
Apply the prefixes milli-, kilo-, centi-, and interpret the units.
√
Interconvert smaller units and bigger units.
√
Select and use measuring instruments.
√
Interpret SI units in the dai ly life. Investigate why it is desirable for a scientist to use the SI units in their work.
√
Measure the volume of liquid by reading correct meniscus. Unit 9: Source and Effect of Heat Energy
√
Describe the sources and effects of heat. Explain thermal expansion of solids, liquids and gases.
√
Explore the effects and applications of expansion and contraction of solids.
√
Describe the uses of expansion and contraction of liquids.
√
Explain the peculiar behaviour of water during contraction and expansion.
√
√
√
Investigate the processes making use of thermal expansion of substance. Identify the damages caused by
√
their surroundings and suggest ways to reduce these damages.
√
Investigate the means used by scientist and engineers to overcome the problems of expansion and contraction in everyday life
Describe the working of a Thermometer.
√
Unit 10: Lenses
Define Lens
Differentiate between the
√ √
different types of lenses
√
Describe the image formation using a lens by ray diagram Compare and contrast the working of a human eye with the lens camera. Explain how eye focuses by altering the thickness of the eye lens. Investigate how eyes get used to darkness after some time. Explain how lenses are used to correct short sightedness and long sightedness.
Identify the types of lenses used for various purposes in daily life. Unit 11: Electricity in Action
√
√
√ √
√
√
Design an experiment to generate electricity. √
Explain the working of the model generator.
Identify the simple devices that generate electricity in daily life.
√
√
Design and demonstrate the working of a power station.
List types of energy being used in
√
power stations.
√
Relate problems involved in generating electricity.
√
Describe basic component of an electronic system.
List components that would be needed to turn A.C. to D.C
√
√
State how output component in various devices could be used in their schools and surroundings.
Unit 12: Exploring Space
Describe development of tools and technologies used in space exploration. Analyze the benefits generated by the technology of the space exploration. Explain that how do astronauts survive and research in space. Suggest the ways to solve the problems that have resulted from space exploration. Identify the technological tools used in space exploration. Identify new technologies used on earth that have developed as a result of the development of space technology.
√
√
√
√
√
√
Design a spacecraft and explain the key features of design to show its suitability as a spacecraft. .
√
4. Scheme of Assessment Number of SLO Per Topic and Cognitive Level for Class VI Number Number Total Number Number of of Name of the Number Topic # of sub of SLOs SLOs topic of topics SLOs A SLOs K U 11
Cellular Organization of Plants and Animals
9
8
3
0
11
22
SENSE ORGANS
1
0
1
0
1
33
Photosynthesis and Respiration in Plants
5
2
6
0
8
44
Environment and Interaction
4
1
5
1
7
55
Atoms, Molecule, Mixtures and Compound
8
3
7
3
13
66
Air
3
2
0
1
3
77
Solution and Suspension
8
3
4
3
10
88
Energy and its Forms
7
4
7
2
13
99
Force and Machines
5
4
5
2
11
110
Properties of Light
9
2
5
7
14
111
Investigating Sound
3
1
2
1
4
112
Space and Satellite
4
2
5
2
9
32
50
Total
27
22
104
68
9
Number Number Total Number of of Number of SLOs SLOs of SLOs A SLOs K U
Name of the topic
Number of sub topics
11
Human Organ System
4
2
5
1
8
22
Transport in Human and Plant
4
1
6
0
7
33
Reproduction in Plant
6
2
2
3
7
44
Environment and feeding
4
2
7
2
11
55
Water
5
1
3
2
6
66
Structure of an atom
7
2
6
2
10
77
Physical and Chemical Changes and Processes
3
2
5
2
9
88
Transformation of Heat
12
3
4
1
8
99
Dispersion of Light
10
5
5
0
10
110
Sound Waves
5
2
2
2
6
111
Circuits and Electric Current
8
5
5
3
13
62
112
Investigating the Space
5
3
6
2
11
11
30
56
Topic #
Total
Number of SLO Per Topic and Cognitive Level for Class VIII
20
106
33
Number Number Total Number of of Number of SLOs SLOs of SLOs A SLOs K U
Name of the topic
Number of sub topics
11
Human Organs Systems
3
1
6
2
9
22
Heredity in Organism
3
2
2
1
5
33
Biotechnology
6
4
5
0
9
44
Pollutants and their Effect on Environment
5
4
6
3
13
55
Chemical Reactions
5
3
6
0
9
66
Acids, Alkalis and Salts
5
2
2
2
6
77
Force and Pressure
8
3
5
0
8
3
1
3
3
7
6
1
6
2
9
Topic #
88
99
Measurements of Physical Quantities Source and Effects of Heat Energy
36
10
Lenses
5
2
4
2
8
111
Electricity in Action
7
3
3
3
9
56
112
Exploring Space
2
2
2
3
7
7
28
50
21
99
Total
99
Class VI - Science
5. Specification for Summative Assessment Topic
Sub-Topics
Number of
K = 31 / 100 x 60 = 19 Items
SLO Per Level
U = 44 /100 x 60 = 26 Items
Total
Number of
Number of CRQs/visual
Number of
Selected Response
Organizers
SLOs
/MCQs
in the Paper.
in the Paper.
Number of Marks.
Number of Marks
(5 marks each)
A = 25 / 100 x 60 = 15 Items K Unit # 01
U
MCQ’s = 50 Marks CRQ’s = 50 Marks (1 = 5 Marks x 10 = 50)
A
(1 mark each) 1 Question
Cellular Organization of Plants and Animals
4
2
0
Unit # 02
SENSE ORGANS
0
1
0
1
2
Nil
Unit # 03
Photosynthesis and Respiration in Plants
1
3
0
4
5
1 Question
Unit # 04
Environment and Interaction
1
3
1
5
4
Unit # 05
Atoms, Molecule, Mixtures and
7
6
1 Question
6
5
1 Question
Compound
2
3
2
Unit # 06
Air
1
1
0
2
4
Nil
Unit # 07
Solution and Suspension
2
2
2
6
4
1 Question
Unit # 08
Energy and its Forms
3
3
1
7
4
1 Question
Unit # 09
Force and Machines
2
2
1
5
4
1 Question
Unit # 10
Properties of Light
1
2
3
6
4
1 Question
Unit # 11
Investigating Sound
1
2
1
4
4
1 Question
Unit # 12
Space and Satellite
1
2
2
5
4
1 Question
19
26
13
58
50
10
36
Specification for Summative Assessment Topic
Class VII - Science
Sub-Topics
Number of
K = 28 /100 x 52= 15 Items
SLO Per Level
U = 54 /100 x 52= 28 Items
40 Marks
60 Marks
Total
Number of
Number of CRQs/visual
Number
Selected
Organizers
of SLOs
Response
in the Paper.
/MCQs
(5 Marks Each)
A = 18 / 100 x 52= 09 Items
in the Paper.
K
U
(1 Mark Each)
A
Unit # 01
Human Organ System
2
3
0
5
3
1 Question
Unit # 02
Transport in Human and Plant
0
4
0
4
3
1 Question
Unit # 03
Reproduction in Plant
1
1
2
4
3
1 Question
Unit # 04
Environment and feeding
1
2
1
4
4
1 Question
Unit # 05
Water
1
2
1
4
4
1 Question
Unit # 06
Structure of an atom
2
1
1
5
4
Unit # 07
Physical and Chemical Changes and
4
4
1 Question
Processes
1
3
1
Unit # 08
Transformation of Heat
2
2
0
4
3
1 Question
Unit # 09
Dispersion of Light
2
3
0
5
3
1 Question
Unit # 10
Sound Waves
1
1
1
3
3
1 Question
Unit # 11
Circuits and Electric Current
2
2
2
6
3
1 Question
Unit # 12
Investigating the Space
1
3
1
4
3
1 Question
16
27
10
53
40 Items
12 Questions
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1 Question
Class VIII - Science
Specification for Summative Assessment Topic
Sub-Topics
K = 28 /100 x 6 0 = 17 Items
Number of
Total
SLO Per Level
60 Marks
40 Marks Number of Selected
Number of CRQs/visual
Response /MCQs
Organizers
U = 52 /100 x 6 0 = 31 Items
Number
in the Paper. Number
in the Paper.
A = 20 /100 x 6 0 = 12 Items
of SLOs
of Marks.
Number of Marks.
(1 Mark Each)
(5 Marks Each)
K
U
A
Unit # 01
Human Organs Systems
0
4
1
5
Unit # 02
Heredity in Organism
2
1
0
3
3
1 Question
Unit # 03
Biotechnology
2
3
0
5
3
1 Question
Unit # 04
Pollutants and their Effect on Environment
2
3
2
7
4
1 Question
Unit # 05
Chemical Reactions
2
3
0
5
2
1 Question
Unit # 06
Acids, Alkalis and Salts
1
1
1
3
4
Unit # 07
Force and Pressure
2
2
0
4
3
1 Question
Unit # 08
Measurements of Physical Quantities
0
2
2
4
3
1 Question
Unit # 09
Source and Effects of Heat Energy
1
3
1
4
4
1 Question
Unit # 10
Lenses
1
2
1
4
3
1 Question
Unit # 11
Electricity in Action
1
2
1
4
4
1 Question
Unit # 12
Exploring Space
1
1
2
4
3
1 Question
15
27
11
53
40 Items
12 Questions
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4
1 Question
1 Question
6. SLO Based Items Strand Life Science Standard Students will understand, explain and differentiatebetween the structure, characteristics and basicneeds of living things, the process of life, and will also investigate the diversity of life and how living thingsinteract with each other and their environment. Benchmark
SLO Grade VI
Describe the basic Compare processes and and functions of contrast an plants and human animal cell body systems and with a their importance plant cell. to life.
Cognitiv
Difficulty
e Level
Level
A
.6
Item
SLO Grade VII
e Level
1.What is one major feature that plant cells have and animal cells do not? A B C
Lysosome Cell Membrane Cell Wall
2. Which of the following organelles do plants and animals have in common? Circle all correct responses. A. Endoplasmic Reticulum B. Mitochondria C. Chloroplast D. Golgi Bodies
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Cognitiv
Describe digestion and its importance.
U
Difficulty
Item
Level
.7
Which of the following statements describes the main purpose of digestion in the human body? A.Digestion adds oxygen that can yield energy when food reaches body cells. B.Digestion supplies free oxygen and carbon atoms from food molecules for body cells. C.Digestion removes all bacteria and toxins before food is absorbed into the blood and body cells. D.Digestion changes food molecules into smaller molecules that can pass into the blood and be used by body cells.
Strand Life Science Standard Students will understand, explain and differentiate between the structure, characteristics and basic n eeds of living things, the process of life, and will also investigate the diversity of life and how living things interact with each other and their environment. Standard/ Strand/Competency/Benchmark
Topic/Sub-topic
Grade Level
SLO:
Benchmark: Describe the basic process and function of plant and human body system and their importance to life
Excretory System
VIII
Draw and label excretory system
Place a tick on type of Item: MC /CRQ/Essay type CRQ
Label the excretory system with given words Kidney, Ureter, Urethra, Bladder
1
What % of the Class will be able to correctly attempt this item?
10-100%
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Cognitive Process (K/U/A) U
Difficulty Level1 .40
Strand Life Science Standard Students will understand, explain and differentiate between the structure, characteristics and basic needs of living things, the process of life, and will also investigate the diversity of life and how living things interact with each other and their environment. Standard/ Strand/Competency/Benchmark
Topic/Sub-topic
Grade Level
SLO:
Benchmark: Describe the basic process and function of plant and human body system and their importance to life
Excretory System
VIII
Differentiate between voluntary and involuntary
Place a tick on type of Item: MC /CRQ/Essay type CRQ
Sort the following actions into voluntary and involuntary.
Cognitive Process (K/U/A) A
Difficulty Level2 .7
actions they have experienced.
A) Raising your hand to answer a question in class. B) Hiccups. C) Pedaling your bicycle fast to increase its speed D) Chewing a chewing gums
2
What % of the Class will be able to correctly attempt this item?
10-100%
41
Strand Life Science Standard Students will understand, explain and differentiate between the structure, characteristics and basic needs of living things, the process of life, and will also investigate the diversity of life and how living things interact with each other and their environment. Standard/ Strand/Competency/Benchmark
Topic/Sub-topic
Benchmark: Describe the basic process and function of plant and human body system and their importance to life
3
What % of the Class will be able to correctly attempt this item?
10-100%
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Grade Level
VIII
SLO:
State the function of each part of the cell to indicate how the cell supports life.
Recognize root and shoot systems in plants.
Cognitive Process (K/U/A) A
Difficulty Level3 .7
Short Answers Match the words of column ‘A’ with column ‘B’ and then write the words of column ‘A’ in column ‘C’ Column’ A’
Column ‘B’
Chlorophyll
Power house of cell
Stamens
The cells which are responsible for the transport of prepared food in plants Green color pigments
Phloem mitochondria
xylem
A kind of plastid which is responsible for photosynthesis Male reproductive part of the plant The cells which are responsible for the transport of water and nutrients in plants
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Column ‘C’
GLOSSARY Assessment : This is a process of the collection and synthesis of data and evidences on
students’ learning, by using a variety of methods. Cognitive Processes: The cognitive processes also referred to as ‘cognition’ encompasses all information processing at the conscious and sub-conscious levels. The Latin root of cognition is cognoscene, which translates into "to conceptualize," "to recognize," and "to know." According to Bloom’s taxonomy this processing of information may be at six level from simple recall, retriev al of
knowledge to understanding, application, analysis, evaluation and create. In SESLOAF Framework three cognitive processes will be considered.
Knowledge :Information processing that requires remembering, recognition, retrieval and
recall of knowledge. Understanding : Information processing that requires construction of meaning from oral,
written or graphic text/communication. It involves Interpreting, exemplifying, summarizing, inferring, explaining Application : Carrying out a procedure, comparing, executing, implementing, evaluating, and
creating. Summative Assessment: Summative Assessment (Assessment of learning) is assessment
for accountability purposes and for determining a student's level of p erformance after a certain period of time, on a specific task or at the conclusion of a unit of teaching and learning. This is formal way of testing students in order to find out what they have learnt. The information gained from this kind of assessment is used for giving marks, reporting the grades, awarding certificates, promoting to the next classes, evaluating teachers’ performance, making school accountable, selection of students for further studies and professions and helping policy makers to take certain decisions for future educational planning and improvement. Formative Assessment: Formative Assessment (also called assessment for learning) is an
integral part of day- to- day teaching and learning processes. The information gained from formative assessment activities can be used for shaping the teaching and learning processes. This information helps the teachers know how students are p rogressing and where they are having trouble, which leads toward making the necessary instructional adjustments, such as teaching the concept again, trying alternative instructional approaches, or offering more 44
opportunities for practice. Hence formative assessment can lead to mo re opportunities for learning and improved student achievements. Continuous Assessment: Continuous assessments are regular assessment conducted at the
classroom level to assess student learning outcomes frequently and regularly as opp osed to one time annual examination. The results could be used for immediate improvement of the teaching and learning process and also accountability purposes. Benchmark Assessment: These are continuous and regular assessment con ducted to assess the
achievement of benchmarks and standards. Performance Assessment: Performance assessment is a form of assessment that comprises
of the application and assessment of knowledge, skills, attitudes, values and work habits through the performance of tasks in a given situation that are both meaningful and engaging to students. Authentic Assessment:
Task, Problem, or Project is Authentic if it: 1. 2.
3.
Is realistic: The task or tasks replicate the ways in which a person’s knowledge and abilities are “tested” in real – world situations. Requires Judgment and Innovation: The student h as to use knowledge and skills wisely and effectively to solve unstructured problems, such as when a plan must be designed, and the solution involves more than following a set routine or procedure or plugging in knowledge. Ask the students to “do” the subject: Instead of reciting, restating, or replicating through demonstration what he or she was taught or what is already known, the student has to carry out exploration and work within the discipline of science, history, or any other subject.
Validity: Validity is the extent to which a test measures what it claims to measure. Reliability: Reliability refers to the consistency of a measure. A test is considered reliable if
we get the same result repeatedly. Specification: An Assessment Specification is a two-waychart which illustrates the topics to be assessed in the tests, the cognitive levels for each of the topics and the number of test items. It has the topics on one axis and the SLOs on the other axis. The specification table gives the outlines the complete content areas and also the learning outcome at each level of the cognitive domain. Hence, it is recommended that a Table of Specifications be developed before the test is developed to guide complete content converge and to ensure test validity.
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Benchmark:Components of the standards. These are statements that identify what students know and can do at the end of a particular developmental and grade levels. These may also represent students’ learning outcomes for a particular grade cluster or course.
Content Standard: Content standards are general statements that describe what students are
expected to know and be able to do. It is a statement of the knowledge or understanding we would expect students to have. Curriculum Mapping : These are strategies to interpret the curriculum and develop an
alignment of SLOs, teaching and learning and planning and evaluation with standards. Evaluation : Evaluation is the process of judging the quality of students’ work on the basis of
established criteria, by using collected information (assessment) for making informed decisions about continued instruction, programs, and activities. Performance Standard : Performance Standards are descriptions via tasks of what it is
students should know and be able to do to demonstrate competence. It is a description of specific use of knowledge. Rubric: It is a set of scoring guideline for evaluating students’ work. It explicitly describes
different levels of the quality of a work. SLO: The Student Learning Outcomes are detailed statements describing what students are
supposed to learn, know and able to do at each grade level in order to achieve the specified benchmarks. Objective: The teaching objective is detailed statements of what teachers wants to do in the teaching lesson in order to accomplish the specified teaching goal. Standard : General statements that describe what students are expected to know and be able to
do. Strand : A key learning area or competency.
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Appendix I MULTI- STAKEHOLDERS INVOLVED IN THE SESLOAF DESING, DEVELOPMENT AND EXPERT REVIEW &VALIDATION PROCESSES AND WORKSHOPS
Policy Makers, E ducation Advisers and E ducational Managers 1. 2. 3. 4. 5. 6. 7. 8. 9.
Ms. Saba Mehmood CPM RSU. Mr. Mushtaq Ahmed Shahani, Director Bureau of Curriculum. Mr. Asghar Memon Additional Director Bureau of Curriculum. Mr. Syed Saleh Muhammad Deputy Director Bureau Mr. Aftab Ali Co-ordinatorPEACe. Mr.Zameer Khan PM-SAT RSU. Ms. Rana Hussain. Educational Adviser SESP EU Mr.Bernard Doran. Team Leader British Council Mr. John Payne Team Leaders British Council.
PEACe Institution: 10. Mr. Tanweer Ahmad Khan Subject Specialist, PEACe 11. Mr. Ajeeb Nonari Subject Specialist, PEACe. 12. Ms. Majida Soomro Subject Specialist, PEACe. 13. Mr. Ajeeb Nonari Subject Specialist, PEACe. 14. Ms. Tahseen Kousar Ansari Subject Specialist, PEACe. Government Institution: 15. Mr. Muhammad Waseem Mughal Assistant Professor GECE (M) Mirpurkhas. 16. Dr. Khalil Ahmed Koria Principal GECE(M) Qasimabad, Karachi. 17. Mr. Khalid Mehmood Assistant Professor. Government National Agro-Tech TTI, Hyderabad. 18. Mr. Sher Nawaz Assistant Professor GCE F.B Area, Karachi. 19. Mr. Imdad Ali Lakho Assistant Professor GECE(M) Qasimabad, Karachi 20. Ms. AttiaTabasum Bhutto. Assistant Professor Govt. Zubeda Girls College, Hyderabad. Private Institutions and Professional Associations: 21. Ms. Fatima Shahabuddin SPELT 22. Dr. Fozia Ahsan Consultant Oxford University Press Karachi 23. Ms. Maria Talha ERDC. 24. Dr Huma Ghaffer Chair ASSET Faculty AKU and KITE. 25. Ms. Kiran Hashmi Faculty NDIE. 47 | P a g e
26. Mr Nadeem Kirmani Mathematic Consultant Mathematics Association of Pakistan. 27. Ms. Unaeza Alvi Founding Chair Science Association of Pakistan. Faculty AKU.
Appendix II
Current :
Emphasizing on outcomes after learning
Desired:
Assessing learning outcome during the learning process.
Assessing disconnected and; Isolated facts
Assessing Integrated and Interconnected skills.
and skills Assessing with de-contextualized tasks
Assessing with contextualized tasks
One correct answer
Multiple correct answers
Providing little feedback to students
Providing considerable amount of feedback to students
Sporadic assessment
Continual assessment
Used for power, control and documentation
Used for motivation, empowerment and engagement
Unauthentic tasks
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Authentic tasks
Assessing knowledge and simple
Assessing Deeper understanding, reasoning and
understanding
application
Promoting memorization
Promoting thinking
Adapted from McMillan, H. (2001). Essential Assessment Concepts for Teachers and Administrators. United States: Corwin Press
Figure 1: Recent Trends in the Purpose of Classroom Assessment
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Appendix III
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