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A quantitative study in private schools of Lahore used an essay-type test developed with secondary English teachers and scoring rubrics to evaluate cumulative learning outcomes. Outcomes were analyzed overall and by dimensions, including idea development, organization, and mechanical accuracy. Results show O level students outperform SSC students in overall writing and in both narrative and persuasive tasks.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessment-of-english-writing-learning-outcomes-of-students-at-secondary-school-certificate-and-ordinary-level/596121/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessment-of-english-writing-learning-outcomes-of-students-at-secondary-school-certificate-and-ordinary-level/596121.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s main focus?","Question",{"text":112,"@type":113},"The paper compares English writing learning outcomes between SSC and O level students for narrative and persuasive writing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students’ writing outcomes assessed?",{"text":117,"@type":113},"The study used an essay-type test developed with secondary English teachers and scoring rubrics, with evaluation across dimensions such as idea development, organization, and mechanical accuracy.",{"name":119,"@type":110,"acceptedAnswer":120},"Which group showed higher writing learning outcomes?",{"text":121,"@type":113},"O level students showed higher learning outcomes overall and within both narrative and persuasive writing compared with SSC students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596121,1792162059,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Bulletin of Education and Research August 2020, Vol. 42, No. 2 pp. 53-68  \nAssessment of English Writing Learning Outcomes of Students at Secondary School Certificate and Ordinary Level  \nQudsia Fatima * and Rafaqat Ali Akbar **  \nAbstract  \nThis paper presents the comparison between English writing skills on narrative and persuasive writing of students of Secondary School Certificate (SSC) and Ordinary level (O level) . In this quantitative study, we selected private schools of Lahore that offered both streams simultaneously. We developed the Essay type test with the help of English teachers of secondary level to assess students’ learning outcomes at SSC and O level. Similarly, rubrics were developed for scoring students’ responses to writing test. We assessed writing learning outcomes cumulatively and by dimensions, such as developing and organizing ideas as well as mechanical accuracy. Results showed that learning outcomes, overall and separately for narrative and persuasive English writing were higher at O level as compared to SSC, indicating that O level students acquired better writing skills than SSC students. Within each narrative and persuasive writing, by dimensions learning outcomes were found higher at the O level than the SSC. The findings of present research are anticipated to upgrade the quality of assessment that may lead to quality teaching in English writing classrooms. Moreover, this could also help in improving assessment strategies in English writing classes at secondary school level and may pave the way to help teachers towards successful attainment of the desired learning outcomes. For future research, motivation of students towards learning may play an important role in improving the writing learning outcomes.  \nKeywords:Writing learning outcomes, Narrative writing learning outcomes, Persuasive writing learning outcomes  \n* PhD Scholar, IER University of the Punjab, Assistant Professor in Education, Division of Education, University of Education, Lahore  \n** Professor of Education, Director IER, University of the Punjab, Lahore  \nIntroduction  \nLearning outcomes determine the quality of education and specify the competencies expected to be attained by students after specific learning phases. Students’ learning outcomes are generally classified into three domains i.e., knowledge, skills and dispositions.  \nLearning outcomes are about knowledge and skills that students are expected to develop after instruction (Kubiszyn & Borich, 2004; Ebel & Frisbie, 2009; McMallan, 2014; Bingham, 1999) . Dispositions of students and teachers are also important in any written text. There is a relationship between dispositions and learning. Voseless and Haughey (2007) and Iseri (2010) described that disposition is a voluntary habit of thinking and doing involving non-academic experiences and personal characteristics such as acceptance, encouragement and stimulation. Although there are effects of disposition in students’writing text but owing to the limitation of the current study in terms of time, the researcher could not study this concept in great detail. However, this is a researchable topic and can be studied in future studies.  \nThe educational policies during different regimes in Pakistan have been formulated by primarily focusing on expanding educational opportunities. These policies deal with aims, goals and objectives and provide guidelines for achieving those objectives for every educational stage from primary to higher education. In educational policies secondary education has been discussed as a transitional stage for students because it enables them to either get employment or entering into higher education institutions.  \nThe National curriculum of SSC for classes IX and X outlines the learning outcomes in the form of competencies, standards, benchmarks and operationalized learning outcomes. The writing curriculum aims at developing five competencies including writing skills. In English language curriculum f","cbCaipDAILVQfMSA","https://ap.wps.com/l/cbCaipDAILVQfMSA","pdf",906887,16,"English","# Abstract\n# Introduction\n## Learning outcomes and their domains\n## Educational policy and writing curriculum\n## Common learning outcomes in both streams\n## Writing instruction and related research","[{\"question\":\"What is the paper’s main focus?\",\"answer\":\"The paper compares English writing learning outcomes between SSC and O level students for narrative and persuasive writing.\"},{\"question\":\"How were students’ writing outcomes assessed?\",\"answer\":\"The study used an essay-type test developed with secondary English teachers and scoring rubrics, with evaluation across dimensions such as idea development, organization, and mechanical accuracy.\"},{\"question\":\"Which group showed higher writing learning outcomes?\",\"answer\":\"O level students showed higher learning outcomes overall and within both narrative and persuasive writing compared with SSC students.\"}]","Assessment of English Writing Learning Outcomes of Students at Secondary School Certificate and Ordinary Level | PDF",1792082479]