Punjab Education Assessment System (PEAS) supports the Education Department to assess student's learning outcomes and produces evidence on the key factors that impact learning. It involves a sample based assessment of students in various grades for specific subjects, teachers and head teachers which provide background information in the questionnaires which is valuable to guide the system.

Role of PEAS
PEAS provides evidence based information in supporting quality agenda of the Education Department by keeping focus on:

  • Students’ learning in the system (in relation to the curriculum objectives)
  • Factors which impact learning (school and home environment)
  • Evidence of strengths and weaknesses in students’ knowledge and skills
  • Do particular subgroups perform better or worse (School level, gender and location)
  • Identify problematic content areas faced by students (guiding teacher training)
  • Identification of issues of poor productivity and recommendations to fill the gap between education, training and organizational performance

The National Education Policy states some policy actions in improving student assessment which are as under:

National Education Policy (2009) Actions in improving student assessment:

  • The education system needs to be internationally competitive and Pakistan shall make efforts to offer an international level of academic assessments by 2015, participating in Mathematics and Science assessment conducted under the umbrella of TIMSS.
  • Student performance shall be based on assessing competence in a specialized area that requires a given skill set. There shall be periodic reviews of the assessment system.
  • Multiple assessment tools in addition to traditional examinations shall be explored, to ensure the right balance between the uses of formative assessment approaches combined with the summative approach of high-stakes examinations.
  • National standards shall be developed to reduce the differences in quality across the regions. Assessment processes shall be standardized and become uniform across the boards over time, so that students appearing in examinations under different boards are assessed against standardized benchmarks.
  • Examination systems shall be standardized to reduce differentials across students appearing in different boards of examinations either through a gradual reduction of the number of boards or any other mechanism deemed workable by the province/area government.
  • The Examination Boards shall be responsible for capacity building of paper setters and examiners.
  • A comprehensive plan shall be prepared to eliminate cheating and use of other unfair means from examinations including addressing social attitudes towards the issue.
  • A quality cycle management shall link the various systems of assessment and institutions involved in assessment (examinations, NEAS/ PEACE, continuous assessment) to provide feedback to curriculum development, textbooks development and teacher education and professional development.