Analysis of Semester Examination System in Public Sector Universities of Pakistan

Abstract

The purpose of this research work was to analyse the semester examination system in public sector universities of Pakistan. To achieve this goal, perception of major stakeholders in semester examination system were explored regarding deviation from institutional policy in conduct of examinations, reporting of results, and problems in semester examination system, their tentative solutions, as well as teachers‘ bias in students‘ assessment. Alongside, question papers were analysed with reference to coverage of content, and representation of levels of cognitive domain of learning. It was a descriptive study and Convergent Mixed-methods Research Design was used to execute it. Four types of research instruments were used for data collection i.e. interview schedules, a question paper review format, an observation rating scale and focus group discussion guidelines. Multistage sampling technique was employed for sample selection. Data were collected from 135 heads of departments, 135 departmental controllers of examination, 405 university teachers and through discussion with 135 groups of students from 18 public universities of Pakistan. Qualitative data were analysed using thematic analysis technique while the quantitative data were analysed through descriptive analysis techniques. Findings of the study revealed that semester examination rules are generally followed, however, they mentioned certain deviations in this regard. For example, the submission of course files is mandatory for university teachers in the start of a semester but they rarely abide by this rule. Departmental examination committee does not vet the question papers and review the marked answer sheets randomly. Moreover, no exclusive examination halls for each department exist in the universities. The assessment criteria for awarding sessional marks vary from university to university, department to department and teacher to teacher. The marking scheme for different assignments, presentation or question papers is not shared with students. Besides this, the unjustified academic freedom of university teachers, most of the time, results in bias assessment. It was observed that the ‗knowledge‘, ‗comprehension‘ and ‗application‘ levels of cognitive domain are commonly focused while developing question papers. Present study will provide empirical evidence by identifying the strengths and weaknesses of semester examination system, which in turn help Higher Education Commission of Pakistan and university authorities in policy making.