The University is dedicated to imparting high quality education with emphasis on demand-oriented skill-development and training under excellent conditions of learning. Its educational programs are designed to enable the students and servicemen to develop skills and competence in their respective areas of specialization obtain broad-based, cross-functional education with due emphasis on developing critical, analytical and logical thinking, and knowledge of societal matters. The education is cost-based, but affordable. The University is devoted to students’ welfare and intends to provide all support and guidance in their pursuit of successful careers and jobs.
To grow as functional, globally competent, value added and research focused department.
To develop, sustain and enhance itself as a quality conscious multidisciplinary department that provides excellent academic environment and opportunity for creative productive and responsive professional both in national and international scope.
Education is indispensable and integral part of development and to perform responsibilities and endeavors in a society. Due to population explosion, scarce resources and limited opportunities, the demand of Mass Education mode has eagerly and enthusiastically felt. Keeping in view the demand and supply equilibrium Sarhad University of Science and Information Technology has introduced one of its eminent and renowned Teacher Education Programs through Mass Education mode considering fully equipped with latest system of Mass Education requirement. The initiation of this program is to prepare and provide such quality education which enables the stipulation of education meeting the requirement of 21 century. According to this education system the students are endowed with education bearing in mind modern technology. The modern mechanism of education includes books, lectures, tutors, reading material, workshop, multimedia, etc. In the light and luminosity of modern technology new methods and techniques are introduced.During its inauguration and origination the Mass Education mode started with single discipline of B.Ed but later on after successful trail and test case it expanded and extended its Programs into CT, B.Ed, M.Ed and MA Education. It is unanimously approved in current meeting of Mass Education Department senior staff considered further extension of other disciplines. Associate Degree in Education (ADE), BLIS, MLIS, BPEd / BSS and BS E & SS will be inaugurated and initiated in its coming semesters. The scope of Mass Education Program through Correspondence immensely making its pavement towards broaden its spectrum of various disciplines inclusive of CT, ADE, B.Ed, M.Ed, MA Education, BLIS, MLIS, BPEd / BSS and BS E & SS that would not end and further advances and heighten considering market demand and market niche based on demand and supply factors.
Significance of the Program
The significance and salient features of Sarhad University Mass Education Mode is profoundly and laudably contributing on different grounds.-The main theme of Sarhad University is provision and stipulation of quality education. -The curriculum offered to the regular students would be same through which the student of Mass Education Program would be fully benefited. -There will be no difference between the degree offered to Mass Education students and regular students.: Learning while Earning Comparatively on lesser and marginal fee at the door step students would be provided tutor and workshop facilities. -Sarhad University has developed specific curriculum and has its publication, reliable, authenticated, and quality oriented matched with requirement of Mass Education Mode. -The Sarhad University, SUIT offered all its discipline under Mass Education mode well standardized and well compete locally, nationally as well as internationally based on student requirements and potential future needs. -The degree of Sarhad University is approved and recognized by the government of Pakistan and Higher Education Commission (HEC). -It is bestowed and endowed with HEC “W3” category. -In distance education one can conveniently attend his home, office and profession. -In any sort of difficulty and problematic situation instant and durable solution is provided. -Difficulty pertaining to education is every time welcomed by respective tutor. -Consistence and persistence individual attention is its laudable quality. -Right from the admission to the acquisition of degree in every stage special attention is ascertaining. -Education department is fully engaged from 9: 00 am to 5: 00 pm in providing facilitation and assistance. -Student pragmatic and realistic recommendations are source of guidance and improvement.
Mass Education MethodologyIn this method of Mass Education Program teachers and students are sitting at distance. Teaching material is normally dispatched through postal services. Students get roll number and registration from university admission department. Whereas, fee is deposited through HBL nominated bank branches through online facilities student are catered. University takes care of administrative affairs and has the responsibility of issuing degree and disseminating information about degree and result. The teaching material is composed of easy and understandable language. For student’s guidance, different exercises and assignment are given to evaluate their performance. Strenuous and arduous efforts are made to enable students by making it easy to study without any external support and help. The reading material is divided into various units and chapters. Usually in single unit or chapter one topic is discussed. From one unit or chapter means completing one unit in 12 hours. At local level tutors are also provided for student assistance and guidance. These tutors are available in specific dates for student support and guidance. During the course student is in contact and having liaison with the tutor. This contact is also strengthening at workshop and during correspondence level.
Scheme of Studies for Ph.D (Education)
Advanced Qualitative and quantitative Methods in Research
Academic skills I proposal development
Use of Technology in Education and Research
Seminar, Area of specialization
Educational Assessments and Measurement
Academic skills II: Reviewing literature
Designing of Research and Tools’ Development
Seminar, Analysis and Report Writing
SCHEME OF STUDIES FOR M.PHIL EDUCATION
A: Required Credit Hours for M. Phil
Course Work Semester I & II( Year – I)
24 Credits hours
Research Thesis Semester III & IV(Year – II)
06 Credits hours
30 Credit hours
B: Distribution of Courses
B – 1: Core Courses. 12 Credits hours
The following courses will be compulsory for all students.
EDU – 701
EDU – 702
EDU – 703
EDU – 704
Test and Scale Construction
B – 2: Core Courses 03 Credit hours
EDU – 751
Proposal Development & Report Writing
EDU – 752
B – 3: Specialization Courses (Any three of the following to be offered in 2nd semester) 09 Credit hours
EDU – 753
New Educational Technologies
EDU – 754
Educational Plans and Policy Analysis.
EDU – 755
Application of Computer in Education and Research
EDU – 756
Educational Testing, Measurement & Evaluation.
EDU – 757
Trends and Issues in Education
EDU – 758
Human Resource Management in Education.
EDU – 759
EDU – 760
Educational Management and Administration
EDU – 799
Thesis (Semester – III & IV) Year II
M. Phil Program
B.Ed(One Year) Degree Program
1. BA/BSC with CGPA(3) third division not allowed
2. Any other degree equivalent to BA/BSC
|No of Semesters||(2)|
|Course load per semester||(16) credit Hrs|
|Course load per semester||(15) credit Hrs|
Number of Course per semester
|Teaching Practice||200 Marks (6 Credit Hours)|
|Practical Skills in Teaching|
|a) Short Term Practice||(25)|
|b) Long Term Practice||(75)|
|c) Final Lesson||(100)|
|1)||All Courses are of 03 credit hours of 100 marks each except the compulsory courses. The course “Computer Literacy” has 02 credit hours for theory and 01 credit hour for practical i.e.03 hour’s practical work per week.|
|2)|| Each Elective course consists of two parts |
Part 01 methods (60 marks)
Part 02 Contents (40 marks)
|3)||Distribution of marks for practical skills in teaching is as follow: |
Short term practice one week (25 marks)
Long term practice four week (75 marks)
Final lessons two lessons (100 marks)
Scheme of Studies for B.Ed Programme ( 1 year)
Credit Hours 37
Total Marks 500
Perspectives of Education
Curriculum and Instruction
School Organization and Management
Islamic Education/Islamic History
Semester II (Spring)
Total Marks 700
Teaching of English
Teaching of Urdu
Teaching of Pashto
Teaching of Arabic
Teaching of Pak. Studies
Teaching of Chemistry
Teaching of Biology
Teaching of Physics
Teaching of General Science
Teaching of Computer Science
B.Ed CORE COURSES
Course Title: PERSPECTIVES OF EDUCATION AND CONTEMORARY SOCIAL ISSUES
Total marks 100
It is expected that by the end of the course students will be able to:
- Analyze various perspectives of education, ideologies and values.
- Discuss the changing role of education with respect to our society.
- Develop a critical inquiry approach with reference to educational matters.
- Become active and useful citizens to play their due role in the educational process and national development by practicing the knowledge and skills acquired through this course.
- Understand the leading philosophies and theories of education
- Understand whether they (the teachers) have certain philosophies and theories present in their educational experiences?
- How these philosophies help them examine their beliefs about knowledge, their practice of ethical values in the school and classroom?
Unit 01. Development of Education in Pakistan (Issues and Problems)
1.1 The first educational conference 1947.
1.2 Report on National Education 1959.
1.3 The Education Policy 1972-80
1.4 National Education Policy 1979
1.5 National Education Policy 1992
1.6 National Education Policy 1998-2010
1.7 National Education Policy 2009
1.8 Education Sector Reforms of 2001
Unit 02. Philosophical Perspectives
2.1 Educational Philosophy
2.2 Muslim contributions to the educational thought.
a) Imam Ghazali
b) Ibne Khuldum
c) Allama Iqbal
2.3 Selected Modern Philosophies of Education
Unit 03. Ideological Perspectives:
Ideology and education
a) Definition and meaning of ideology
b) Role of Islamic ideology in the development of education
Unit 04. Economic Perspectives
Education and Economic development
a) Relation ship between education and development
Unit 05. Social Perspectives
a) Drug abuse and its prevention
b) Environmental education
c) Population education
d) Education for peace tolerance and human Rights.
e) Moral / Religious education
f) Culture and Education
Unit 6. Psychological Perspectives
Theories of Learning
a) Theory of Learning by Trial-and-Error
c) Cognitive Approach
d) Nature and Nurture
1. Friere, P (1970). Pedagogy of the Oppressed. What we consume Part 10.1 and teachers Hand book (1990) W. W. F and Richmond Publishing Co.
2. Elias, John L. & Merriam, Sharan (1984). Philosophical foundations of education. Krieger Publishing Company. Malabar, Florida.
3. Heslep, Robert D. Philosophical Thinking in Educational Practice (Westport, Conn, Praeger Publishers)
4. Gutek, Gerald L. Philosophical and Ideological Perspectives on Education, 2nd ed. (Boston, Allyn and Bacon, 1997)
5. William, E. Doll, Jr. A Postmodern Perspective son Curriculum (New York) Teachers College Press, 1993)
6. Iqbal, M. Reconstruction of Religions thought in Islam
7. National Education Policies (1972, 1979, 1998-2010)
B .ED CORE COURSES
Course Title: CURRICULUM AND INSTRUCTION
Total Marks 100
At the end of the course, the students will be able to:
1. Understand the concept of curriculum
2. Aware about the process of curriculum development in Pakistan
3. Examine the elements/ components of curriculum development
4. Differentiate between different types of curriculum
5. Write curriculum objectives in behavioral terms
6. Review the critical issues, problems and trends in curriculum development critically the understand contemporary ideological and pragmatic trend in Curriculum
Unit # 1 Introduction
1.1 Conceptual Understanding of Curriculum
1.2 Scope of Curriculum
1.3 Elements of Curriculum
Unit # 2 Foundation of Curriculum
2.1 Philosophical Foundation
2.2 Psychological Foundation
2.3 Socio-cultural Foundation
2.4 Economic Foundation
Unit # 3 Types of Curriculum
3.1 Subject-Based curriculum
3.2 Teacher-Centered curriculum
3.3 Learner-Centered Curriculum
3.4 Activity-Based Curriculum
Unit # 4 Curriculum Design
a) Situational Analysis
b) Formulation of Objectives
c) Selection of Contents
Unit # 5 Curriculum Development in Pakistan
5.1 Agencies involved in the process of curriculum development
5.2 Problems of Curriculum Development in Pakistan
a) Problems related to Objectives
b) Problems related to Contents
c) Problems related to Methodologies
d) Problems related to Evaluation
Unit # 6 Instructional objectives
6.1 Goals, Aims and Objectives
6.2 Importance of Learning objectives
6.3 Identifying behavioral objectives
6.4 Taxonomy of Educational objectives
Unit # 7 Instructional Methods and Techniques
1.1 Traditional methods of instruction
a) Lecture method
b) Lecture demonstration method
c) Assignment method
1.2 Modern strategies/ Approaches
a) Project method
b) Inquiry Approach
d) Programmed Learning
e) Team Teaching
f) Communicative Approach
1.3 Teaching Techniques
Unit # 8 Instructional Material
1.1 Importance and Characteristics of audio aids.
1.2 Importance and characteristics of visual aids.
1.3 Description of various aids i.e. into audio, visuals, etc
1.4 Teachers role in the development of low cost material
1. Beane I.A, Toefer C.F & Alessi S.J. (1986) Curriculum Planning & Development Boston and Bacon
2. Farooq, R. A. (1993) Education system in Pakistan. Islamabad: Asia Society for the Promotion of Innovation and Reforms in Education
3. Kelley A. V. (1999) The curriculum: Theory and Practice . London, Paul Chapmen.
4. MC Neil J.D (1990) Curriculum. A comprehensive Introduction, (4th Edition). Los Angeles: Harper Collins
5. Murray P. (1993) Curriculum Development & Design, 5th Edition.
6. Sharma R.C(2002) Modern Methods of Curriculum Organization . New Delhi.
B .ED CORE COURSES
Course Title: SCHOOL ORGANIZATION AND MANAGEMENT
Total Marks 100
After studying the course, the students will be able to:
- Understand the concept of organization and management with respect to school
- Understand the concept of school discipline and factors affecting school discipline
- Identify the need and importance of effective school management
- Identify the major indicators for effective planning
- Organize school activities effectively (curricular and co-curricular)
- Manage to exploit the best use of resources available.
- Understand how to maintain of school record
- Know the basic rules of leave, pay and allowances, E & D, codes of ethics
Unit No. 1 School organization and Management
1.1 School Organization
1.1.1 Concept of School organization, Meaning, Scope and Principles
1.1.2 Organization of School and Community Partnership
1.2 School Management
1.2.1 Meaning/ definition of Management
1.2.2 Basic Elements of Management
1.2.3 Process of management
Unit No. 2 Resource Management
2.1 Human Resources
2.2 Physical Resources (School building, Hostel, Dispensary and cafeteria)
2.3 Financial Resources
2.4 Information and learning Resources (Library, A.V. Aids and Instructional Material)
Unit No. 3 Approaches to Management and Leadership
3.3 Laissez - faire
3.4 Qualities of Head Master
Unit No. 4 School Records
4.1 Attendance Register
4.2 Leave Register
4.3 Stock Register
4.4 Cash Register (Fee, different kinds of funds)
4.5 Personal files of teachers and other staff
4.6 Other Academic Record (Students Result, Staff meetings etc)
Unit No. 5 Classroom Management
5.1 Criteria for student classification
5.2 Need for classification
5.3 Psychological factors of classification and system of examination
Unit No. 6 Management of Co-curricular Activities and Timetable
6.1 Definition of co-curricular Activities
6.2 Importance and Scope of Co-curricular activities
6.3 Types of co-curricular Activities
6.4 Time Table
Unit No. 7 Human Relations
7.1 Head Master Vs Teachers
7.2 Teacher Vs Students
7.3 Head Master-Teachers Vs Parents
7.4 Mental Health of a teacher
1. Afridi, A. (1998). School Organization : Ijaz Publishers.
2. Bovee, C.L. et al. (1995). Management. International Edition. New York
3. Burden, R.P. (1995). Classroom management and discipline: Methods to Facilitate Cooperation Instruction. New York: Longman.
4. Bush, T. B. et al. (1999). Educational Management: Re-defining Theory, Policy and practice. London: Longman
5. Farooq, R. A. (1994) Education system in Pakistan. Islamabad : Asia Society for the Promotion of Innovations and Reforms in Education.
6. Lumicbry, R. P. (1995). Classroom demonstration, administration,, concepts and practice. Third Edition, London: Wadsworth.
7. School and Family Partnership, 2004, Children’s Resources International , Islamabad
B Ed CORE COURSES
Course Title: COMPUTER LITERACY
Total Marks 100
After studying this course, the students will be able to:
1. Classify the computers into different categories
2. Describe different functions of computers in Education
3. Develop the skill to use computer in educational settings
4. Communicate through computer with friends, and teachers in and outside the
PART ONE: THEORY MARKS: 50
Unit 01: Introduction
1.1 Definitions and Importance of Computer
1 .2 Basic Concepts of the Computer Hardware
1.3 Input and Output Devices
1.4 Classification of Computers
1.5 Functions of Computer
Unit 02: Computer Software
2.1 Concept of Software
2.2 Types of Software
2.3 Applications of Computer in Education
Unit 03: Word Processing and Document Handling
3.1. Creating a Document
. 3.2 Composing Educational Documents 3.3 Internet Browsing
Unit 04: Spreadsheet (Excel)
4.1 Charts and Graphs
4.5 Simulating and Modeling Change
Unit 05: PowerPoint
5.1 Composing Presentations
5.2 Delivering Presentations
PART TWO: PRACTICAL MARKS: 50
1. Norton, Peter (2003) Introduction to Computers, 5th ed., New York: McGraw-Hill Book Co.
2. Norton, P., and Spragu, D. (2001), Technology for Teaching Allyn and Bacon, Boston.
3. Faden, P.D., and Vogel, RM. (2003), Methods of Teaching, Mc-Graw Hills Boston.
4. Joyce, B., Weil M., and Calhoun, E. (2000), Models of Teaching, 6th ed; Allyn and Bacon, Boston.
5. Sharma, A. (1999), Modern Educational Technology, Prentice-Hall Columbus, New Delhi
6. Sharma, S.R. (2000) Effective Classroom Teaching Modern Methods,Tools and Techniques, Mangal Deep Publications, Jaipur.
7. Norton, P. (2000), Introduction to Computers 5th ed; New York. Mc Graw Hill Book Co.,
Course Title: ISLAMIC HISTORY
Total Marks 100
At the completion of course, the students will be able to:
1. Relate the works and achievement of the holy Prophet Muhammad (SAW).
2. Discuss the character traits of the holy Prophet (SAW).
3. Review the contribution o Hazrat Abu Bakar to the cause Islam.
4. Explain the administrative qualities of Hazrat Umar Farooq.
5. Narrate the life history of Hazrat Usman.
6. Elaborate the reign of Hazrat Ali and his contribution toward Islam.
Unit-1 Life history and achievements of Hazrat Muhammad (SAW)
1.1 Important Events at Makkah.
1) Problem and difficulties faced by the prophet.
2) Migration to Habshah.
4) Visit to Taaif
5) The year of the mourning
6) Mairag (Journey of the Holy Prophet towards Allah).
1.2 Migration towards Madina. Its events and causes
1.4 Important events at Madina.
1) The battle of Bader
2) The battle of Uhad.
3) The Battle of Khandak
4) The Treaty of Hudabiah.
1.5 The Conquest of Makkah. It’s Causes, events and results.
1.6 Summary of the letters written by the Holy Prophet Muhammad (SAW) to kings of states.
1.7 The last address of the Holy Prophet Muhammad (SAW). His death and character traits.
Unit-2 Hazrat Abu Bakar Saddique
Unit-3 Hazrat Umar Farooq
Unit-4 Hazrat Usman Ghani
Unit-5 Hazrat Ali
Hamid-ud-Din Islamic History
B.ED. CORE COURSE
Course Title: FUNCTIONAL ENGLISH
Total Marks 100
To enable the perspective teacher to:
1. Understand the functions and structure of English Language,
2. Learn English through methods other than conventional methods like Discussion, dialogue etc.
3. Use English in speaking day today social instruction and collective Expression.
4. Use English in formal as well as informal settings of routine work.
1.1 Functions: Use of words vocabulary building
1.2 Formal and informal interaction.
1.3 Structure: Basic to advance from simple present. Present continuous
and present perfect. .
1.4 Reading: Comprehension of text (theme and words should knit to
gather to enhance the meaning.
1.5 Writing: Cohesion of text (Generating themes. clarification,
identification, sentence formation and kinds)
1.6 Listening: understanding directions.
2.1 Functions: Discussion (formal informal) (agreement and confirmation)
2.2 Structure: Simple past to past continuous to past perfect.
2.3 Reading: Guessing the meaning of words (scanning and skimping)
2.4 Writing: Joining sentences.
2.5 Listening: Instructions
3.1 Functions: Dialogue. building (agreement and disagreement: formal
3.2 Structure: Future. Future Continuous and future perfect.
3.3 Reading: Comprehension Level
3.4 Writing: Sentence and application
3.5 Listening: Common use. informal interaction even plays talk
4.1 Function: Social interaction: formal interaction.
4.2 Structure Passive
4.3 Reading: Functions in the text (facts and opinions)
4.4 Writing: Informal’ letters
4.5 Listening: Interview
5.1 Functions: Individual expression (certainty and uncertainty obligation
5.2 Structure: Reported speech
5.3 Writing: Formal letters
5.4 Listening: Listening to elective
6.1 Function: Collective expression (preference and intention)
6.2 Structure: Structuring form
6.3 Reading: Comprehension level, understanding, articulation of idea &
6.4 Writing: Essays.
6.5 Listening: Radio broadcast
7.1 Function: Individual and collective expression
7.2 Structure: Relation clauses
7.3 Reading: Classification
7.4 Writing: Application and C.V for a job
8.1 Function: Social expression inform and formal
8.2 Structure: The past perfect and future perfect tenses
8.3 Reading: Themalization.
8.4 Writing: Note taking
8.5 Listening: Argument
9.1 Function: Professional expressions
9.2 Structure: Present continuous and simple present tenses
9.3 Reading: Facts & opinion
9.4 Writing: Summarizing
9.5 Listening: Story
Hitton, C. And Hyder, M. (1992) Punctuation and Grammar
- Sadia, GW and Mordie, W. M. (1994) English Idioms
- Emony, D.(1995) Improve your Essays.
- Mathis, B. (1984) Basic Enlis Grammar
- Mctcaife, j.E. And Astte, C.Correct English
- PED, J and Coyle. M. (1993) literary terms and criticism
Courses B.Ed Semester II
Course Title: EDUCATIONAL PSYCHOLOGY
Total Marks 100
The study of human Development and learning is very important for professional workers in education generally and for teachers in particular. This course will enable classroom teachers to work effectively with better understanding. At the end of the course it is expected that students will be able to.
1. Identify the types of Psychological questions a teachers can ask and problem s he/she attempts to resolve.
2. Trace the development of a child from birth to adolescence.
3. Measure the development of human learning and adapt teaching to these differences.
4. Explore the development of human learning and factors influencing learning .
5. Identify practical problems related to teaching and learning both in and out of the classroom.
6. Outline briefly different theories of personality and their relationship to schooling.
7. Demonstrate how the effective use of Psychological principles can great a more enlightened curriculum process in schools.
Unit No 1 Nature of Educational Psychology
1.1 Meaning and Nature of Psychology
1.2 Types of Psychology
1.3 Functions and Scope of Educational Psychology
1.4 Methods of Educational Psychology (Observation and Experiment)
Unit No. 2 Child as a Developing Organism
2.1 Growth and development
2.2 Emotional development
2.3 Social development
2.4 Physical development
2.5 Intellectual development
Unit No. 3 Learning
3.1 Meaning and Nature of Learning
3.2 Factors Affecting Learning
3.3 Transfer of Learning
3.4 Approaches of Learning
Unit No. 5 Mental Health and the Classroom
5.1 Mental Hygiene in the Classroom
5.2 Factors affecting the Mental Health of Students
Unit No. 7 Intelligence and Individual Differences
7.1 Definition and Nature of Intelligence
7.2 Role of Heredity and Environment
7.3 Importance of Individual Differences
7.4 Different Kinds of Children
a) Gifted Children
b) Slow Learners
c) Emotionally Disturbed Children
d) Socially Handicapped Children
7.5 Teaching –Learning Strategies and Individual Differences
Unit No. 8 Guidance in Schools
8.1 Nature of Guidance
8.2 Role and Functions of Guidance in Educational Programme
8.3 Counseling and its Principles
8.4 Organization of Guidance services in Schools.
- Hurlock E.B. (1970) Child Development
- Lindgrin, H.C. (1969) Educational Psychology in the Classroom.
- Alvi A.H. (1972) Taleemi Nafsiat Lahore Sheikh Ghulam Ali.
- Cheema . A. D. (1982) Lahore Taleemi Nafsiat.
- Crow, L.D and Crow, A. (1958) Human Development and learning New
York American Book
B ED CORE COURSES
Course Title:INDIVIDUAL PROJECT
Total Marks 100
A project is an activity having some physical outcome, which also must have some educational value and is to be carried out individually by the students of the Bachelor of Education. It has to be completed within stipulated time. The main purpose of this activity is to put theoretical knowledge gained by the students during studying/coursework into practical use. It may be preparation of charts, models, slides, instructional materials, teaching kits, presentation of study reports, demonstrations, and improvisation of science equipment/apparatus etc. which can be used by teachers, students or in teaching learning process, up to secondary classes.
Preparation and presentation of the project in person to the faculty is the responsibility of the student. The department of education will provide guidance to the student in planning, conducting and completing the project. The project must be accompanied by a project report, which is written according to the format provided by the department of education, AWKUM. If a student wants to have a copy of his project report, he can do so prior to the submission of the project to the faculty.
A project completed in all respects will be presented to the faculty of education for assessment. The faculty of education will assess the project and may accept, reject, or make amendments in the project concerned. Cheating, copying, providing incorrect information, or having anything contrary to the professional ethics may cause rejection of the project. Once the project is approved and accepted by the faculty of education it will become property of the department of education, AWKUM, Mardan. Final assessment of the project will be made by the following committee.
1. Chairman of the Department.
2. In charge of the Course
3. Project Supervisor
Semester II B.Ed CORE COURSES
Course Title: ASSESSMENT TECHNIQUES
Total Marks 100
Learning out comes
After studying this course, the prospective teachers will be able to
1. Understand the concept and nature of assessment
2. Differentiate between standardized and classroom tests
3. Integrate objectives with assessment and evaluation
4. Develop and analyze test items of different cognitive abilities
5. Understand different alternative classroom assessment techniques
6. Interpret test scores and results of other assessment techniques
Course Out line
Unit 01. Concept of Classroom Assessment
1.1 Distinction between Assessment Evaluation, Measurement and Test.
1.2 Purpose of Assessment and Evaluation.
1.3 Individual and Group Assessment.
1.4 Comparison between standardized and classroom test.
Unit 02. Designing Learning Outcomes
2.1 Cognitive Domain
2.2 Affective Domain
2.3 Psychomotor Domain
Unit 03. Achievement Tests
3.1 General Guidelines for Test Construction (rules, table of specification etc.)
3.2 Types of test items
a) Selection type test items
b) Supply type test items
3.3 Item Analysis
Unit 04 Qualities of a Good Measuring Instrument
Unit 05. Objective Type Test
5.1 Essential features
5.3 Advantages and Limitations
5.4 Guide lines for writing Objective items.
Unit 06. Essay Type Test
6.1 Essential features
6.2 Major Type s
6.3 Suggestions for writing, using and scoring essay items
Unit 07. Secondary School Examination in Pakistan
7.1 A critical study of Secondary School Certificate Examinations
7.2 Measures for improving Secondary School Certificate Examinations
- Smith, Methods of educational measurement, D. New Delhi: commonwealth, 2005
- Evolution and development of school educations by James William New Delhi: anmol publications, 2005
- Trends in Measurement and Evaluation Technique by George. David New Delhi: Commonwealth, 2003
- Gronhund, N.E, and Linn, R. (1990), Measurement and Evaluation in Teaching, Macmillan Company, New Jersey, USA
- Ebel, RL and Fribbie, D.A, (1994), Classroom Assessment, Mc Graw Hill, N. Y, U.S.A (1991), Essential of Educational Measurement, Prentice Hall, New Jersey, USA.
- Allan, G. and Skinner, c. (1991). Handbook for research students in social sciences, London: Routiedge
- Best, J.W (2005) Research Methods in Social Sciences.
- Bennell, Judith, Evolutional Methods in Research. Continuum, 2003
4. Muhammad Rasheed. Educaitonal Research. National book foundation 2001
B.Ed Professional Courses (Humanities Group)
Course Title: TEACHING OF ENGLISH
Total Marks 100
At the end of the course, the students are expected to be:
1. Familiar with the four language skills - Listening, Speaking reading and
2. Identify and prepare activities for developing four skills
3. Apply modern methods and approaches in teaching of English
4. Prepare comprehensive lesson plans of Prose, Poetry, Composition and
5. Prepare audio visual aids and use them effectively
6. Measure and evaluate the students' progress during teaching of English
as a foreign/ second language
PART 1 METHODOLOGY 40 MARKS
Unit 01: Four skills of language learning
1.1. Listening Comprehension Skills
1.1.1 Techniques of developing listening ability
1.1.2. Careful listening habits
1.1.3. Use of Cassette-player for developing listening ability
1.1.4. Using Video-Cassettes for effective listening
1.1.5. Methods of teaching listening
1.1.6. Sub Skills
1.2 Speaking Skills.
1.2.1. 'Favorable classroom environment for speaking
1.2.2. Value of pronunciation and intonation in speaking
1.2.3. Conversation and dialogue