Critical Analysis of Question papers for fifth class Board Examination offered to students with and without visual impairment

Abstract

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.