Aga Khan University Examination Board

Notes from E-Marking Centre SSC-I Computer Science Annual Examinations 2023

[[[[ Introduction

This document has been prepared for the teachers and candidates of Secondary School
Certificate (SSC) Part I (Class IX) Computer Science. It contains comments on candidates’
responses to the 2023 SSC-I Examination indicating the quality of the responses and
highlighting their relative strengths and weaknesses.

E-Marking Notes

This includes overall comments on candidates’ performance on every question and some
specific examples of candidates’ responses which support the mentioned comments. Please
note that the descriptive comments represent an overall perception of the better and weaker
responses as gathered from the e-marking session. However, the candidates’ responses
shared in this document represent some specific example(s) of the mentioned comments.

Teachers and candidates should be aware that examiners may ask questions that address the
Student Learning Outcomes (SLOs) in a manner that requires candidates to respond by
integrating knowledge, understanding and application skills they have developed during the
course of study. Candidates are advised to read and comprehend each question carefully
before writing the response to fulfil the demand of the question.

Candidates need to be aware that the marks allocated to the questions are related to the
answer space provided on the examination paper as a guide to the length of the required
response. A longer response will not in itself lead to higher marks. Candidates need to be
familiar with the command words in the SLOs which contain terms commonly used in
examination questions. However, candidates should also be aware that not all questions will
start with or contain one of the command words. Words such as ‘how’, ‘why’ or ‘what’ may
also be used.

General Observations

Most candidates achieved success in constructing good responses specifically in the

following topics.
• Network Topologies
• Types of Operating System
• List in HTML

Nonetheless, it is essential for teachers to concentrate on the following concepts and provide
candidates with more practice to foster a solid understanding.

• Secondary storage devices

• Analog and digital signals

Note: Candidates’ responses shown in this report have not been corrected for
grammar, spelling, format, or information.
 Detailed Comments
Constructed Response Questions (CRQs)

Question No. 1
Question Text Computer operating systems have evolved since the first computers used the Command Line
Interface (CLI). Nowadays, many computers use Graphical User Interface (GUI).
Give TWO advantages and TWO disadvantages of using GUI.
SLO No. 2.1.3
SLO Text Differentiate among the following three types of user interfaces provided by OS: a.
Command Line Interface (CLI), e.g. DOS and UNIX b. Menu Driven Interface (MDI), e.g.
Novel c. Graphical User Interface (GUI), e.g. Macintosh, Linux
Max Marks 4
Cognitive U*
Level
Checking 1 mark for each correct advantage (Any TWO required)
Hints 1 mark for each correct disadvantage (Any TWO required)
Overall The majority of candidates demonstrated a satisfactory grasp of the core concepts
Performance differentiating GUIs and CLIs. They successfully identified the two main types of user
interfaces and outlined their basic distinctions, such as GUIs employing graphical elements
like windows, menus, and icons, while CLIs utilise text commands. However, a notable
portion of the cohort could benefit from further elaboration on specific differentiators
between these interfaces. Overall, the cohort’s performance was very good, highlighting a
solid understanding of GUI and CLI fundamentals.
Description of Better responses displayed a good understanding of the advantages of GUI over CLI.
Better Candidates effectively highlighted key points, supported by practical experience,
Responses particularly on Windows operating system. Many candidates’ observation on GUI’s user-
friendliness and ease of learning, in contrast to CLI’s reliance on memorising complex
commands, was insightful. These candidates highlighted the correct disadvantages of GUI
over CLI mentioning the use of resources and speed.
Image of
Better
Response

Description of Some responses regarding advantages and disadvantages of GUI showed room for
Weaker improvement. Some candidates mentioned GUI as an acronym, the explanation lacked
Responses specificity and depth. The points on ease of use could have been further elaborated with
relevant examples. To enhance their response, the candidates should focus on providing
precise advantages and disadvantages of GUI, like ease of use, use of resources, execution
time etc.
 Image of
Weaker
Response

Suggestions for improvement (Highlighted part)

How to Approach SLO Pedagogy** Used for Assessment Strategies

that SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive level • Concept mapping powered by Knowledge Platform
• Identify the content that is • Audio Visual
required to answer that resources
question (both in terms of • Think, pair and share
understanding of concepts • Questioning
and any skills that may be Technique (Socratic
required like analysing or approach)
evaluating) • Practical
• Go through the past paper Demonstration
questions on that particular
concept
• Refer to the resource guide
for extra resources ** For description of each
pedagogy, refer to
Annexure A
Any Additional Suggestion:
Teachers are advised to show a practical demonstration to the candidates such as showing them the Windows,
Android, Linux, Unix and Mac operating system and differentiate amongst them in terms of interface. It will
help them to understand the topic in depth.
*K = Knowledge U = Understanding A = Application and other higher-order cognitive skills

Question No. 2
Question Text Give any TWO differences between analog and digital signals.
SLO No. 4.1.3
SLO Text Differentiate between analog and digital signals.
Max Marks 2
Cognitive U
Level
Checking 1 mark for each correct difference. (TWO required)
Hints No mark for any incomplete difference (point written in any one column)
Note: marks to be awarded for accuracy whether mentioned in digital or analog
Overall The candidates’ responses to the question on analog and digital signals displayed a mixed level of
Performance understanding. While some candidates demonstrated a solid grasp of the key concepts, others
appeared to confuse these concepts with analog and digital computers. To enhance their
 understanding, candidates should focus specifically on the attributes of analog and digital signals,
avoiding any confusion with computing terminologies.
Description Better responses correctly identified two key characteristics of analog signals, highlighting their
of Better continuous nature and ability to represent any value within a range as periodic voltage or current
Responses fluctuations. Furthermore, the candidates accurately recognised a key feature of digital signals,
describing them as discrete with a limited number of values, and emphasised their higher speed
but lower accuracy compared to analog signals.
Image of
Better
Response

Description Weaker responses highlighted several misunderstandings, including the claim that analog signals
of Weaker are transmitted solely through guided media and digital signals only through unguided media is
Responses incorrect. It is important to note that both signal types can be transmitted through both guided and
unguided media. Furthermore, the candidates should have elaborated on how these signals travel
through the transmission medium, rather than just describing their continuous and discrete
characteristics.
Image of
Weaker
Response

Suggestions for improvement (Highlighted part)

How to Approach SLO Pedagogy Used for that Assessment Strategies

SLO
• Understand the expectations of • Story Board • Past paper questions
the command words • Cause and Effect • Discussion on E-Marking Notes
• Look at the cognitive level • Fish and Bone • AKU-EB Digital Learning
• Identify the content that is • Concept mapping Solution powered by
required to answer that • Audio Visual resources Knowledge Platform
question (both in terms of • Think, pair and share
understanding of concepts and • Questioning Technique
any skills that may be required (Socratic approach)
like analysing or evaluating) • Practical Demonstration
• Go through the past paper
questions on that particular
concept
• Refer to the resource guide for
extra resources
Any Additional Suggestion:
Teachers are advised to use real-life examples to explain the concept for the better understanding of the
candidates such as the transmission of sound from microphone to speakers .
 Question No. 3
Question Text a. Draw the diagram of star topology.
b. Give any ONE advantage of using this topology.
SLO No. 5.2.3
SLO Text Explain the following network topologies with the help of diagrams, i.e. bus topology, ring
topology, star topology and mesh topology;
Max Marks 2
Cognitive U
Level
Checking 1 mark for the correct diagram.
Hints 1 mark for the advantage (Any ONE required).
Overall Most of the cohort’s responses in this question showed commendable performance,
Performance showcasing a good grasp of the layout of star topology along with its advantages. However,
few candidates still seemed uncertain in their understanding of the star topology mixing
the concept with mesh topology.
Description of Better responses on star topology demonstrated a clear understanding of the key
Better characteristics of the topology. Candidates correctly identified star topology as a network
Responses where each node connects to a central hub or switch. Additionally, to mention the
advantage of fault-tolerance showcased their good understanding of the topic. Moreover,
such responses were well-structured and informative, effectively outlining the advantages
of star topology.
Image of
Better
Response

Description of Weaker responses on star topology includes the wrong representation of the nodes
Weaker connecting to a central switch, In actual, nodes connect directly to a central hub or switch.
Responses Most of the candidates mixed up the concept of star topology and mesh topology. Some
candidates either mentioned wrong advantages or did not write it.
Image of
Weaker
Response

Suggestions for improvement (Highlighted part)

How to Approach SLO Pedagogy Used for that Assessment Strategies

SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive level • Concept mapping powered by Knowledge Platform
• Identify the content that is • Audio Visual
required to answer that resources
question (both in terms of • Think, pair and share
understanding of concepts • Questioning
and any skills that may be Technique (Socratic
required like analysing or approach)
evaluating) • Practical
• Go through the past paper Demonstration
questions on that
particular concept
• Refer to the resource
guide for extra resources
Any Additional Suggestion:
Teachers are advised to encourage students to see the applications of these topologies around themselves and to
practice the simulations on different software like Packet Tracer.
 Question No. 4
Question Text Consider the given image of a web page.

Write the HTML code to display the web page shown in the given image.
SLO No. 6.4.1
SLO Text Write HTML code to create: a. ordered list b. unordered list c. definition list.
Max Marks 5
Cognitive A
Level
Checking 1 mark for <html> and </html> tags
Hints 1 mark for <body> and </body> tags
1 mark for <dl> and </dl> tag on correct place
1 mark for <dt> and </dt> tag on correct place
1 mark for <dd> and </dd> tag on correct place
Overall The cohort’s overall performance in this question was very good, indicating a good
Performance understanding of HTML tags. However, a few candidates’ responses fell short of
expectations, suggesting inadequate preparation and lack of practice with HTML tags.
Some responses displayed inappropriate use of random tags or no understanding of using
definition list tags.
Description of The better responses demonstrated a strong understanding of HTML coding principles.
Better The correct placement of HTML tags in the order they appear was noteworthy, ensuring
Responses accurate output display in browsers. Additionally, closing all tags properly indicated valid
HTML code and facilitated correct rendering. Moreover, most of such responses were
well-formatted, with appropriate indentation, making the code easily readable and
comprehensible.
Image of
Better
Response

Description of Weaker responses missed dd, dl, and dt tags, necessary to form a definition list which
Weaker indicates the lack of understanding of concept. The responses were formatted incorrectly,
Responses lacking correct indentation, thus making the code challenging to read. To enhance the
understanding, the candidates should focus on including the required tags and improve
code formatting for better readability.
Image of
Weaker
Response

Suggestions for improvement (Highlighted part)

How to Approach SLO Pedagogy Used for that Assessment Strategies

SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive level • Concept mapping powered by Knowledge Platform
• Identify the content that is • Audio Visual
required to answer that resources
question (both in terms of • Think, pair and share
understanding of concepts • Questioning
and any skills that may be Technique (Socratic
required like analysing or approach)
evaluating) • Practical
• Go through the past paper Demonstration
questions on that
particular concept
 • Refer to the resource
guide for extra resources
Any Additional Suggestion:
Teachers are encouraged to familiarise candidates by making them practice more of the tags used in HTML
such as asking them to develop web pages that contain list tags, or asking them to change the font size and
color or changing the background color etc.

Extended Response Questions (ERQs)

These questions offered a choice between part a and b.

Question No. 5a
Question Text a. Describe the term hard disk drive (HDD).
b. Give any FOUR reasons why hard disk drives (HDD) are being replaced by solid-state
drives (SSD).
SLO No. 1.3.5
SLO Text Compare primary and secondary storage devices on the basis of location with respect to
Central Processing Unit (CPU), cost, storage capacity, average access time, direct/ indirect
data processing, means of storing information such as semiconductor, magnetic disks,
magnetic tape and optical discs.
Max Marks 6
Cognitive U
Level
Checking 1 mark for each highlighted statement for HDD (TWO required)
Hints 1 mark for each correct reason (FOUR required)
Overall As this was a choice questions, less number of candidates opted to attempt this question.
Performance The cohort’s responses to this question demonstrated a mix of understanding levels. While
some candidates showed clear and accurate concepts, others showed inadequate
understanding. It was observed that some candidates based their answers on general
practical experience, resulting in incorrect responses. Due to missing concepts, full marks
were not awarded to several candidates. To enhance the performance in these types of
responses in future, it is essential to reinforce the core concepts through structured teaching
and practice. Encouraging candidates to rely on their foundational knowledge and
providing clear explanations will help improve their responses.
Description of The better responses effectively described the concept of a hard disk drive (HDD) and the
Better reasons behind its replacement with solid-state drives (SSDs). They accurately described
Responses HDDs as magnetic disks and provided four reasons why SSDs are preferred that is lighter
weight, reduced heat production, space efficiency, and faster performance.
Image of
Better
Response
Description of Weaker responses lacked clarity in providing the definition and description of a hard disk
Weaker drive (HDD), including its construction and functionality. Many such responses were also
Responses unable to justify why solid-state drives (SSDs) may be preferable to HDDs, especially for
tasks like “transfer a file.” To improve their answers, the candidates should provide
advantages of SSD considering its construction and properties. Additionally, they could
elaborate on the advantages of SSDs, such as faster data access, lower power consumption,
and durability, which may make them more suitable for certain tasks.
Image of
Weaker
Response

Suggestions for improvement (Highlighted part)

How to Approach SLO Pedagogy Used for that Assessment Strategies

SLO
• Understand the expectations of • Story Board • Past paper questions
the command words • Cause and Effect • Discussion on E-Marking
• Look at the cognitive level • Fish and Bone Notes
• Identify the content that is • Concept mapping • AKU-EB Digital Learning
required to answer that • Audio Visual resources Solution powered by
question (both in terms of • Think, pair and share Knowledge Platform
understanding of concepts and • Questioning Technique
any skills that may be required (Socratic approach)
like analysing or evaluating) • Practical Demonstration
• Go through the past paper
questions on that particular
concept
• Refer to the resource guide for
extra resources
Any Additional Suggestion:
Teachers are advised to focus on the particular functions of SSDs using Audio Visual resources and show
candidates the HDD and SSD in real for better understanding on their construction.
 Question No. 5b
Question Text a. Name the basic operations of a computer.
b. Describe each basic operation of a computer.
SLO No. 1.4.2
SLO Text Describe the basic operations of the data processing cycle using block diagram:
a. input operation b. processing operation c. storage operation d. output operation.
Max Marks 6
Cognitive U
Level
Checking 1 mark for naming TWO operations (FOUR operations required).
Hints No marks will be awarded if only one operation is named.
1 mark for each description (FOUR required).
No marks will be awarded if only one name is written.
1 mark will be awarded if only three names are written.
Overall As this was the choice question, this part of the question received a high attempt rate from
Performance candidates. While the overall performance was above average, some candidates confused
the concept with the fundamental operations of an operating system. To improve,
candidates should focus on clearly distinguishing between basic operations of a computer
and operating system’s operations. The candidates’ effort showcases a good grasp of basic
computer principles, and fostering continued exploration will enhance their overall
knowledge in this area.
Description of Better responses effectively identified and described key concepts of data processing
Better cycle, providing clear definitions and a comprehensive understanding. The use of relevant
Responses keywords like input, process, output and storage strengthened the response, ensuring
essential points were covered.
Image of
Better
Response

Description of Weaker responses mostly confused the concepts of computer operations with those of the
Weaker operating system. The original question focused on the basic operations of a computer, i.e.,
Responses input, process, output and storage, but the many such candidates addressed the operations
of the operating system instead, i.e., file management, booting, device management, user
management etc. This indicates a misunderstanding of the question's context. To improve,
the candidates should concentrate on understanding the SLO and questions correctly.
Image of
Weaker
Response

Suggestions for improvement (Highlighted part)

How to Approach SLO Pedagogy Used for that Assessment Strategies

SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning
• Look at the cognitive level • Concept mapping Solution powered by Knowledge
• Identify the content that is • Audio Visual Platform
required to answer that resources
question (both in terms of • Think, pair and share
understanding of concepts • Questioning
and any skills that may be Technique (Socratic
required like analysing or approach)
evaluating) • Practical
• Go through the past paper Demonstration
questions on that particular
concept
• Refer to the resource guide
for extra resources
Any Additional Suggestion:
Teachers are encouraged to use real-life examples such as sharing the recipe of any dish and explain its steps
by mapping it with Data processing cycle. After that teacher can share another scenario and ask the
candidates to identify the steps.

Question No. 6a
Question Text a. Write TWO differences between guided (wired) and unguided (wireless) media.
b. Describe any TWO examples of guided media.
SLO No. 4.2.1
SLO Text Compare guided (wired) and unguided (wireless) media with examples, i.e. twisted pair
cable, coaxial cable, optic fibre cable, radio waves, microwave, infra-red, Bluetooth and
satellite.
Max Marks 6
Cognitive U
Level
Checking 1 mark for each difference (Any TWO required).
Hints 1 mark for each statement in each description (Any TWO required for each example).
No marks will be awarded if the difference is incomplete.
Overall As this was an ERQ question, almost half of the cohort attempted this part. The cohort’s
Performance overall performance in this question was commendable, with most candidates effectively
differentiating between guided and unguided media. They provided accurate descriptions
and examples of guided media. However, a few candidates showed some confusion,
mixing concepts and struggling to write the differences accurately. Additionally, some
responses contained inappropriate or general conceptual answers. To improve, candidates
should focus on enhancing their understanding of guided and unguided media concepts,
ensuring precise and contextually relevant examples.
Description of Better responses effectively distinguished between guided and unguided media. They
Better accurately mentioned that guided media require pathways to transmit signals, whereas
Responses unguided media can travel through open space. The examples provided for guided media,
such as twisted pair cables and fibre optic cables, were precise and relevant. The
transmission speed, structure and working was discussed.
Image of
Better
Response

Description of Weaker responses contained inaccuracies regarding examples of guided media. Some
Weaker candidates mentioned buses and cache memory as guided media, while others mentioned
Responses that guided media is difficult to use while unguided media is easy to use, which is incorrect.
Guided media refers to using cables for signal transmission, such as twisted pair, coaxial,
and fiber optic cables. Additionally, the candidates misunderstood the concept of unguided
media, as it involves wireless signal transmission through the air. To enhance, the
candidates should see the examples of guided and unguided media around them such as
using ethernet cable in their desktop computers is an example of guided media and using
W-Fi is an example of using unguided media.
Image of
Weaker
Response

Suggestions for improvement (Highlighted part)

How to Approach SLO Pedagogy Used for that Assessment Strategies

SLO
• Understand the expectations of • Story Board • Past paper questions
the command words • Cause and Effect • Discussion on E-Marking
• Look at the cognitive level • Fish and Bone Notes
• Identify the content that is • Concept mapping • AKU-EB Digital Learning
required to answer that • Audio Visual resources Solution powered by
question (both in terms of • Think, pair and share Knowledge Platform
understanding of concepts and • Questioning Technique
any skills that may be required (Socratic approach)
like analysing or evaluating) • Practical Demonstration
• Go through the past paper
questions on that particular
concept
• Refer to the resource guide for
extra resources
Any Additional Suggestion:
Teachers are advised to use presentation and simulation videos to teach the concepts.

Question No. 6b
Question Explain Local Area Network (LAN) and Wide Area Network (WAN) with the help of
Text TWO characteristics and a diagram of each.
SLO No. 5.2.1
SLO Text Differentiate among the following types of networks: a. Local Area Network (LAN) b.
Metropolitan Area Network (MAN) c. Wide Area Network (WAN) d. Personal Area
Network (PAN) e. Bluetooth network f. internet.
Max Marks 6
Cognitive U
Level
Checking 1 mark for the diagram of LAN.
Hints 1 mark for the diagram of WAN.
1 mark for the description of LAN.
1 mark for the description of WAN.
1 mark for any TWO characteristics of LAN.
1 mark for any TWO characteristics of WAN.
Overall As this was an ERQ question, almost half of the cohort attempted this part. The cohort's
Performance overall response to this question was above average. Most candidates provided
appropriate descriptions of LAN and WAN, along with their distinguishing
characteristics and diagrams. However, a few candidates struggled to draw the diagrams
accurately and wrote the characteristics, indicating potential conceptual gaps. To
improve, candidates should focus on reinforcing their understanding of LAN and WAN
concepts, ensuring precise diagram representations and detailed characteristics.
Encouraging more practice and providing visual aids may enhance their responses.
Description Better responses included an accurate diagram depicting LAN and WAN and mentioned
of Better key characteristics (geographical area and speed) of both in the explanation. The diagram
Responses helped visually represent the concepts, enhancing the response’s clarity. Additionally,
the candidates’ description of the characteristics demonstrated a good understanding of
LAN and WAN.
Image of
Better
Response

Description Weaker responses depicted unclarity in the understanding of key concepts of LAN and
of Weaker WAN. Candidates did not mention key characteristics of both networks like geographical
Responses area and speed, etc. The majority of the candidates were also unable to pictorially represent
the network types. Use of simulation software can help the candidates to have better
understanding of concept.
Image of
Weaker
Response

Suggestions for improvement (Highlighted part)

How to Approach SLO Pedagogy Used for that Assessment Strategies

SLO
• Understand the expectations of • Story Board • Past paper questions
the command words • Cause and Effect • Discussion on E-Marking
• Look at the cognitive level • Fish and Bone Notes
• Identify the content that is • Concept mapping • AKU-EB Digital Learning
required to answer that • Audio Visual resources Solution powered by
question (both in terms of • Think, pair and share Knowledge Platform
understanding of concepts and • Questioning Technique
any skills that may be required (Socratic approach)
like analysing or evaluating) • Practical Demonstration
• Go through the past paper
questions on that particular
concept
• Refer to the resource guide for
extra resources
Any Additional Suggestion:
Teachers are advised to show real-life examples of LAN and WAN such as internet we use in school or at
home.
 Annexure A: Pedagogies Used for Teaching the SLOs
Pedagogy: Storyboard
Description: A visual pedagogy that uses a series of illustrated panels to present a narrative,
encouraging creativity and critical thinking. It helps learners organise ideas, sequence events,
and comprehend complex concepts through storytelling.
Example: In a Literature class, students are tasked with creating storyboards to visually retell
a novel. They draw key scenes, write captions, and present their stories to the class, enhancing
their reading comprehension and fostering their imagination.
Pedagogy: Cause and Effect
Description: This pedagogy explores the relationships between actions and consequences. By
analysing cause-and-effect relationships, learners develop a deeper understanding of how
events are interconnected and how one action can lead to various outcomes.
Example: In a History class, students study the causes and effects of the Industrial Revolution.
They research and discuss how technological advancements in manufacturing led to significant
societal changes, such as urbanisation and labour reform movements.
Pedagogy: Fish and Bone
Description: A method that breaks down complex topics into main ideas (the fish) and
supporting details (the bones). This visual approach enhances comprehension by highlighting
essential concepts and their relevant explanations.
Example: During a Biology class on human anatomy, the teacher uses the fish and bone
technique to teach about the human skeletal system. Teacher presents the main components of
the human skeleton (fish) and elaborates on each bone's structure and function (bones).
Pedagogy: Concept Mapping
Description: An effective way to visually represent relationships between ideas. Learners
create diagrams connecting key concepts, aiding in understanding the overall structure of a
subject and fostering retention.
Example: In a Psychology assignment, students use concept mapping to explore the various
theories of personality. They interlink different theories, such as Freud's psychoanalysis, Jung's
analytical psychology, and Bandura's social-cognitive theory, to see how they relate to each
other.
Pedagogy: Audio Visual Resources
Description: Incorporating multimedia elements like videos, images, and audio into lessons.
This approach caters to different learning styles, making educational content more engaging
and memorable.
Example: In a General Science class, the teacher uses a documentary-style video to teach about
the solar system. The video includes stunning visual animations of the planets, interviews with
astronomers, and background music, enhancing students' interest and understanding of space.
Pedagogy: Think, Pair, and Share
Description: A collaborative learning technique where students ponder a question or problem
individually, then discuss their thoughts in pairs or small groups before sharing with the entire
class. It fosters active participation, communication skills, and diverse perspectives.
Example: In a Literature in English class, the teacher poses a thought-provoking question
about a novel's moral dilemma. Students first reflect individually, then pair up to exchange their
opinions, and finally participate in a lively class discussion to explore different viewpoints.
Pedagogy: Questioning Technique (Socratic Approach)
Description: Based on Socratic dialogue, this method stimulates critical thinking by posing
thought-provoking questions. It encourages learners to explore ideas, justify their reasoning,
and discover knowledge through a process of inquiry.
Example: In an Ethics class, the instructor uses the Socratic approach to lead a discussion on
the meaning of justice. By asking a series of probing questions, the students engage in a deeper
exploration of ethical principles and societal values.
Pedagogy: Practical Demonstration
Description: A hands-on approach where learners observe real-life applications of theories or
skills. Practical demonstrations enhance comprehension, skill acquisition, and problem-solving
abilities by bridging theoretical concepts with real-world scenarios.
Example: In a Food and Nutrition class, the instructor demonstrates the proper technique for
filleting a fish. Students observe and then practice the skill themselves, learning the practical
application of knife skills and culinary precision.
(Note: The examples provided in this annexure serve as illustrations of various pedagogies. It
is important to understand that these pedagogies are versatile and can be applied across subjects
in numerous ways. Feel free to adapt and explore these techniques creatively to enhance
learning outcomes in your specific context.)
Acknowledgements
The Aga Khan University Examination Board (AKU-EB) acknowledges with gratitude the
invaluable contributions of all the dedicated individuals who have played a pivotal role in the
development of the Computer Science SSC-I E-Marking Notes.
We extend our sincere appreciation to Mr Hassan Ud Din, Specialist in Computer Science at
AKU-EB, for taking subject lead during the entire process of e-marking.
We particularly thank to Ms Sobia Zeeshan, Principal Marker, BVS Parsi High School,
Karachi, for evaluating each question’s performances, delineating strengths and weaknesses in
candidates’ responses, and highlighting instructional approaches along with recommendations
for better performance.
Additionally, we express our gratitude to the esteemed team of reviewers for their constructive
feedback on overall performance, better and weaker responses, and validating teaching
pedagogies along with suggestions for improvement.
These contributors include:
• Dr Sumera Anjum, Lead Specialist, Curriculum and Examination Development, AKU-EB
• Rabia Nisar, Specialist, Assessment, AKU-EB
• Munira Muhammad, Lead Specialist, Assessment, AKU-EB
• Zain Muluk, Manager, Examination Development, AKU-EB
• Raabia Hirani, Manager, Curriculum Development, AKU-EB
• Ali Aslam Bijani, Manager, Teacher Support, AKU-EB
• Dr Shehzad Jeeva, CEO, AKU-EB