Reimagining Examination Reforms: From Rote Learning to Transparent, Competency-Based Assessment -

By Dr. Ihsanullah Chairman Board of Intermediate & Secondary Education Dera
Ismail Khan
Examination systems are among the most sensitive instruments of educational
governance, directly reflecting the integrity, effectiveness, and relevance of teaching and
learning. In Pakistan, boards of intermediate and secondary education, including BISE
Dera Ismail Khan, have long grappled with systemic challenges—widespread cheating,
excessive emphasis on rote learning, and opaque marking procedures that often obscure
the true learning of students. These challenges undermine public confidence in academic
certificates and devalue genuine student effort. In a rapidly changing world, where
education systems are being reshaped by technology, global best practices, and
competency-based paradigms, it has become imperative to reform examination systems
so that they assess what truly matters: understanding, application, critical thinking, and
fairness.
One of the foremost challenges confronting examination authorities in Pakistan has been
the persistent menace of examination malpractice. Traditional oversight mechanisms,
heavily dependent on human invigilators and lacking technological support, have
historically left room for impersonation, unauthorized materials, collusion, and paper
leaks. Conventional paper-based examinations, conducted in overcrowded centers with
limited monitoring capacity, often create conditions where malpractice can flourish. The
consequences extend beyond individual misconduct, eroding societal confidence in
certificates and undermining merit. Research consistently shows that cheating thrives
where supervision is weak, accountability mechanisms are unclear, and assessment
focuses excessively on recall rather than understanding. Modern examination reforms
therefore emphasize prevention through system design rather than reliance solely on
punitive measures in 2025, the Punjab School Education Department introduced
advanced technological solutions—including face-detection systems and 3D barcode based identity verification to authenticate candidates during matriculation examinations—
which reportedly reduced cheating by a remarkable margin. Officials noted a decline from
an average of 15–20 cheating incidents per examination center per day to only 2–3
incidents under the new system, marking a significant improvement in examination
integrity.
Beyond candidate identity verification, examination boards in Pakistan—offering models
that can be adapted by other provinces—have launched broader digital examination
reforms. These include digital attendance tracking, secure question item banks, and
customized printed answer sheets embedded with security codes and QR identifiers to
deter forgery and unauthorized duplication. Specialized training programs for system
analysts and examination administrators have also been planned to ensure effective
implementation of these digital mechanisms.
Parallel to anti-cheating initiatives, a deeper transformation in examination content and
design is underway. Traditionally, question papers in Pakistan have emphasized recall of
textbook facts rather than application, analysis, or problem-solving. In contrast, global
examination systems—particularly those administered by Cambridge Assessment—have
long emphasized constructive alignment between curriculum objectives and assessment,
ensuring that question papers evaluate a spectrum of cognitive skills ranging from basic
understanding to evaluation and synthesis. Pakistani boards have begun moving in a
similar direction by developing curriculum-aligned question item banks that allow exam
setters to construct papers explicitly mapped to defined Student Learning Outcomes
(SLOs), thereby ensuring that each question reflects a clear educational objective rather
than arbitrary content recall. A practical contrast between conventional and SLO-based
question papers illustrates this shift:
Aspect
Conventional Question
Papers
SLO-Based Question Papers
Primary Focus Recall of facts Application, analysis, and synthesis
Alignment with
Curriculum
Weak or indirect
Directly mapped to defined
outcomes
Cognitive Skills Tested Mostly lower-order
Balanced, including higher-order
skills
Student Preparation Memorization-based Conceptual understanding
Classroom Impact Rote teaching Inquiry-driven skill development
The international assessment community increasingly recognizes that student learning
cannot be accurately judged through memorization alone. For example, expert
commentary on reforming traditional UK qualifications such as A-Levels and GCSEs
emphasizes the need to adapt assessment formats—including digital and oral
components—to align with contemporary learning demands, particularly in the context of
rapid advances in digital literacy and artificial intelligence.
Assessment of higher-order thinking skills (HOTS) is therefore essential to any credible
examination system. International models prioritize questions that require analysis,
evaluation, and problem-solving rather than simple recall. In the Cambridge system,
examiners rely on structured rubrics and rigorous moderation processes to ensure that
extended-response and case-based questions are evaluated consistently across
markers. Although Pakistan’s public boards have only recently begun incorporating
contextual and application-based questions, emerging practices involving item banks and
rubric-based marking indicate positive progress toward more meaningful assessment.
A further critical component of transparent assessment lies in marking and result
compilation. Manual marking of millions of scripts—long the norm in Pakistan—is not only
time-consuming but also vulnerable to inconsistency and human error. Digital marking
platforms (e-marking) offer a viable alternative by enabling electronic evaluation of
scanned answer scripts, often with anonymization to reduce bias. In 2025, Pakistan’s
education boards approved a major reform initiative to introduce e-marking systems from
2026 onwards across all boards, aiming to enhance transparency, accuracy, and
efficiency in the assessment process.
Nevertheless, digital reforms are not without challenges. In Karachi, an earlier attempt to
introduce e-marking at the intermediate level faced serious obstacles when a substantial
number of teachers did not participate in the digital marking process, resulting in delays
and unmarked scripts. This experience highlights the importance of comprehensive
training, appropriate incentives, and robust technical infrastructure as prerequisites for
successful digital transformation.
A meaningful comparison of examination systems further highlights areas for
improvement. The following matrix contrasts the traditional Pakistani board model with
the Cambridge assessment framework, which is widely regarded as a global benchmark:
Dimension
Pakistani Boards (Emerging
Reforms)
Cambridge / Global Best
Practices
Question Design
Historically recall-focused; shifting
toward SLO alignment
Competency- and outcome-based
Cognitive Skills
Assessed
Increasing but uneven Balanced, including HOTS
Cheating
Prevention
Human oversight supported by
technology
Multi-layered digital and procedural
security
Marking
Predominantly manual; e-marking in
pilot stages
Standardized, moderated, largely
digital
Transparency Historically limited; reforms underway
Script viewing, appeals, clear
performance descriptors
Quality Assurance Developing QA frameworks Rigorous multi-stage moderation
These contrasts reveal both the challenges and opportunities confronting examination
reforms in Pakistan. While traditional systems have emphasized high-stakes final
examinations with limited transparency, international systems have long incorporated
structured moderation, detailed feedback, and review mechanisms that allow students to
view scripts and better understand their performance. Recent debates surrounding
Cambridge examinations in Pakistan—particularly following paper security concerns—
have further fueled discourse on transparency and accountability, even within well established international systems.
Reforms currently underway in Pakistan—such as secure coding on answer sheets, QR based verification, and the phased rollout of e-marking—represent significant steps
toward international alignment. For these reforms to be sustainable, continued investment
in professional development for paper setters, invigilators, and examiners is essential,
along with clear communication to students and other stakeholders regarding assessment
expectations and objectives.
A reimagined examination culture in Pakistan could involve biometric verification of
candidates at examination centers, question papers generated from SLO-aligned digital
item banks, secure e-marking of anonymized scripts, and structured feedback
demonstrating how student performance maps to defined learning outcomes. Such a
system would not only reward genuine learning but also restore public trust by reducing
malpractice and strengthening accountability.
Ultimately, the goal of examination reform is to shift emphasis from memorizing content
to demonstrating meaningful competence. Cheating-free conduct, curriculum-aligned
assessment design, evaluation of higher-order cognitive skills, and transparent digital
marking together constitute a unified framework that enhances the credibility and
educational value of examinations. By thoughtfully adapting global best practices and
reinforcing them through local capacity building and context-sensitive policies, boards
such as BISE Dera Ismail Khan can play a leading role in building a fair, relevant, and
future-ready examination system.
References (2023–2025)
1. ProPakistani. (2025). Punjab to use advanced technology to prevent cheating
during exams.
2. Dunya News. (2025). Punjab launches digital exam reforms across boards.
3. The Guardian. (2025). A-Levels and GCSEs need reform to keep pace with
generative AI, experts say.
4. SUNO News. (2025). Punjab education boards set to introduce e-marking system
in exams.
5. The Express Tribune. (2025). Teachers fail e-marking system, causing delays in
results.
6. The Express Tribune. (2025). NA panel suggests free Cambridge resits following
paper leak.
7. TrueGradeAI Research Group. (2025). Transparent digital assessment systems.
8. Ratas Project. (2025). Rubric-based marking and consistency in digital
assessment.