Critical Analysis of Question papers for fifth class Board Examination offered to students with and without visual impairment
Education brings positive change in the behaviors of the students. It requires mastery of teaching to achieve the appropriate result. To provide quality education, students with or without visual impairment are facilitated as per their needs to accomplish their academic goals. This becomes the firm reason for educators in both education systems to endeavor their best as per students’ cognitive skills. In continuation of the mentioned perspective, students with visual impairment are appeared in board examination at grade level five to achieve the same standards. The main objective of this research was to identify question styles (structured/unstructured) in developed question papers in the subject of Urdu, English, and Mathematics. The researchers collected documents of the last five years from the special education department and school education department Lahore. Document analysis of these past papers was made by the researchers accordingly. Secondly, the comparison was created with the same subject’s question papers for regular students as the proposed curriculum is the same by Punjab Text Book Board (PTBB). Comparing both group question papers revealed a significant difference in developed questions based on the cognitive domain. Significant findings of the study showed that there is no proper application of the cognitive domain in both education systems, especially in special education for students with visual impairment. It is strongly recommended that the test system must be improved with refresher training for special education teachers through in-service training programs. Additionally, it is also recommended that they be a conceptual and practical implementation of all six levels of cognitive domains through test development ac for students at colleges and universities who want activities to join special education as a profession.
Allen, J., Rowan, L., & Singh, P. (2020). Teaching and teacher education in the time of COVID-19. Asia-Pacific Journal of Teacher Education, 48(3), 233-236.
Bardach, L., & Klassen, R. M. (2020). Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness. Educational Research Review, 30, 100312.
Chandio, M. T., Pandhiani, S. M., & Iqbal, R. (2016). Bloom’s taxonomy: Improving assessment and teaching-learning process. Journal of Education and Educational Development, 3(2).
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
Emerson, R. W., Anderson, D. (2018). What mathematical images are in a typical mathematics textbook? Implications for students with visual impairments. Journal of Visual Impairment & Blindness, 112(1), 20-32.
Forehand, M. (2011). Bloom’s Taxanomy-Emerging Perspective on Learning, Teaching and Technology.
Hatwell, Y. (2003). Manual exploratory procedures in children. Touching for knowing: Cognitive psychology of haptic manual perception, 53, and 67.
Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99-117.
Murphy, P. K., Alexander, P. A., Greene, J. A., & Edwards, M. N. (2007). Epistemological threads in the fabric of conceptual change research.
Ramirez, T. V. (2017). On pedagogy of personality assessment: Application of Bloom's taxonomy of educational objectives. Journal of personality assessment, 99(2), 146-152.
Sivaraman, S. I., & Krishna, D. (2015). Blooms taxonomy–application in exam papers assessment. Chemical Engineering (VITU), 12(12), 32.
Sloan, N. (2019). Teacher Professional Development and the Seven 21st Century Survival Skills: A Program Evaluation.
Suraweera, T., Bandara, S., Wickramarachchi, C., Dewage, N., Gunawardana, T., Nanayakkara, N., ... & Jayathilaka, R. (2022). Academic Success Of Persons With Visual Impairment And Blindness In The Tertiary Sector: Explanatory Model. European Journal of Special Education Research, 8(1).
Tosuncuoglu, I. (2018). Importance of Assessment in ELT. Journal of Education and Training Studies, 6(9), 163-167.
Vosniadou, S. Ioannides C, Dimitrakopoulou A, Papademetriou E. (2001). Designing learning environments to promote conceptual change in science. Learn Instruct, 11, 381-419.
- There are currently no refbacks.