Assessment Policy Framework (APF)


The Punjab Government has introduced the Assessment Policy Framework (APF) to reform elementary-level school assessments. This policy replaces previous examination systems, ensuring a structured and meaningful approach to evaluating student learning. It focuses on assessments that support education rather than just measuring outcomes. The framework applies to government schools but can also be adopted by private institutions.
The APF shifts from traditional high-stakes exams to assessments that enhance learning. The policy emphasizes system-wide improvements while keeping student growth at its core. Currently, it covers elementary-level government schools but allows flexibility for private sector adoption.
The framework aims to provide diagnostic insights into education performance at all levels—student, school, and district. It measures learning progress and identifies strengths and weaknesses. Feedback mechanisms help teachers refine instruction. The policy also prepares Punjab for participation in national and international assessments like TIMSS, PIRLS, and PISA.

Key Assessment Components of Assessment Policy Framework (APF)

Large-Scale Assessment (LSA): LSAs are sample-based evaluations assessing core literacy and numeracy skills. They help diagnose system performance without pressuring individual schools. Large-scale assessments are being conducted at various levels to measure the overall effectiveness of educational practices across regions and grades. As part of the implementation of the Assessment Policy Framework (APF), the Assessment and Exam Unit (PEC Defunct) has been commissioned to plan, administer, score, record and report the Large-Scale Assessment (LSA) at the elementary level in Punjab.
These assessments are aligned with international benchmarking of student performance on a larger scale, i.e., Global Proficiency Framework (GPF), providing key insights into systemic strengths and areas for improvement. The phased rollout started with Class 5 (2019/20) and expands to other grades. Results guide policy decisions, curriculum adjustments, and teaching improvements.
LSA 2024 is the fourth assessment of this nature, following the LSA 2021, LSA 2022 and LSA 2023. However, this is the first LSA conducted for Grades 2 & Grade 3. The current LSA also includes results from Private Chain, Private General, SpED, PWWF, DPS, L&NFBE, and Smart schools, in addition to SED, PEF, and PEIMA schools.

School-Based Assessments (SBA)

As per the Assessment Policy Framework (APF), PEC (Defunct) has been mandated to technically facilitate schools in the conduct of School-Based Assessment (SBA). The salient features of SBA are:
  1. Uniform assessment system
  2. Curriculum-based assessment
  3. Discourage rote memorization
  4. Standardized assessment system across Punjab
  5. Capacity building of teachers in item development
  6. Empowering schools and teachers in the conduct of annual assessment
  7. Provision of standardized items for schools
  8. Promoting higher-order skills among students through
    9. quality assessment
  9. Effective feedback to students and parents
  10. Prepare students for the international assessment through exposure to quality items
  11. Inclusion of first-term and mid-term According to the Assessment Policy Framework (APF), two terms were included: the first term in the 3rd and 4th weeks of September and the mid-term in the 2nd and 3rd weeks of December, in addition to the end-of-year term in the 2nd and 3rd weeks of March.
  12. Formative Assessment as an Upcoming Intervention: The upcoming intervention in Punjab is the scaling up of Formative Assessment, a strategy that will integrate continuous feedback into the learning process. This initiative aims to refine the learning experience by providing regular, actionable insights that guide instructional practices. By focusing on both academic achievement and developmental progress, formative assessments will play a pivotal role in fostering student growth and supporting targeted interventions.

Large Scale Assessment (LSA)

The Large Scale Assessment (LSA) under Punjab's APF 2020 serves as a system-level evaluation tool designed to measure learning outcomes across the province and inform evidence-based policy decisions. Conducted through sample-based testing, it assesses core literacy and numeracy competencies using a mix of multiple-choice, constructed-response, and extended-response questions. Unlike high-stakes exams, the LSA is low-pressure for students but provides high-value data for policymakers, enabling them to identify gaps, track progress, and allocate resources effectively.

Purpose: System-level evaluation to measure learning outcomes and inform policy decisions.
    Key Features:
  • Sample-based testing (not mandatory for all students).
  • Assesses core literacy (multilingual) and numeracy skills.
  • Includes MCQs, CRQs, and ERQs.
  • Low-stakes for students, but high-stakes for policymakers (used for diagnostics).

Formative Assessment(FA)

Formative Assessment under Punjab's APF 2020 is a continuous, classroom-based process focused on improving student learning rather than grading. Teachers use low-stakes methods like quizzes, projects, and observations to monitor progress in cognitive, affective, and psychomotor skills. This real-time feedback allows educators to adapt teaching strategies and address individual needs, fostering a responsive learning environment. Unlike summative exams, formative assessments prioritize growth over scores, empowering students through ongoing support and reducing exam pressure.

Purpose: Continuous, classroom-based evaluation to improve learning (not grading).
    Key Features:
  • Teacher-led (quizzes, projects, oral tests, observations).
  • Focuses on cognitive, affective, and psychomotor skills.
  • Low-stakes (no formal reporting, only for learning improvement).
  • Low-stakes for students, but high-stakes for policymakers (used for diagnostics).
Feature School-Based Assessment (SBA) Large-Scale Assessment (LSA) Formative Assessment (FA)
Primary Purpose Summative evaluation + school autonomy System diagnostics & policy-making Continuous learning improvement
Frequency Term-based (phased rollout) Annual/sample-based Daily/weekly
Key Stakeholders Teachers, schools, parents Policymakers, SED Teachers, students
Assessment Format Standardized → school-developed items MCQs, CRQs, ERQs Quizzes, projects, observations
Stakes Level Medium (reported to parents) Low for students, high for system None (non-graded)
Data Utilization Report cards, school improvement Curriculum/policy reforms Immediate teaching adjustments
Implementation Phase Classes 2-8 by Phase IV Piloted at Class 5 (2019-20) Ongoing practice
Flexibility Evolves to school-led Standardized Teacher-designed

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