Aga Khan University Examination Board

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

[[[[ Introduction

This document has been prepared for the teachers and candidates of Secondary School
Certificate (SSC) Part II (Class X) Computer Science. It contains comments on candidates’
responses to the 2023 SSC-II 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.

• Programming in C
• Fundamentals of Input and Output Handling in C
• Computer Security and Ethics
• Trace Table of Loop Structures
• Algorithms and Flowcharts

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

• Control Structure
• Loop Structure (ERQ)
• Computer Logic and Gates

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 Write the name and draw the flowchart symbol in front of each description in the given
table.

SLO No. 7.3.3

SLO Text Identify the flowchart symbols for the following:
a. input b. process c. decision making d. outputs e. terminator/ terminal point f.
connectors.
Max Marks 2
Cognitive U*
Level
Checking 1 mark for each correct identification of name and symbol (TWO required).
Hints 1 mark will be awarded if only names are written.
1 mark will be awarded if only symbols are drawn.
Overall The overall performance in this question was excellent, Majority candidates demonstrated
Performance a clear understanding of the topic and provided correct answers. However, a few
responses were inadequate, where candidates were not able to represent the correct
symbol against the name and description of flowchart. To improve further, candidates
should focus on accurate symbolic representation of a flowchart.
Description of The candidates’ responses to the flowchart question demonstrated an impressive
Better understanding and proficiency in flowchart concepts. The symbols were accurately
Responses named, and their symbolic representations were aligned precisely with the given
description. This showcased the candidates’ strong grasp of the subject matter and their
ability to use concepts of flowchart effectively.
Image of
Better
Response

Description of The candidates’ responses displayed some inaccuracies in the association of different
Weaker symbols within the flowchart and writing the wrong name against the description like
Responses flowchart, arrows, rectangle and various flowchart etc. To improve, the candidates should
focus on enhancing their understanding of flowchart concepts and ensuring the accurate
use of symbols to represent the logical sequence of steps.
 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 of the topic using different mockup tools such as
Microsoft visio or balsamiq mockup etc. 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 A C program is written to take three integers with different values as an input and also
identify the largest number amongst them.
Write the missing code in the given box to achieve the mentioned task.
 #include <stdio.h>
int main () {
int n1, n2, n3;
printf("Enter three different numbers:\n");
scanf("%d %d %d", &n1,&n2, &n3);

return 0;
}
SLO No. 10.1.8
SLO Text Write C programs for the problems mentioned in 7.2.3 involving the use of if-else-if
statement.
Max Marks 3
Cognitive A
Level
Checking 1 mark for writing each correct condition (THREE required).
Hints
Overall The overall performance of the entire cohort in this question was above average. The
Performance majority of candidates displayed a strong understanding of programming concepts,
showcasing their ability to apply programming logic to construct the missing conditional
statements. However, a small number of candidates faced challenges in completing the
code, highlighting the importance of reinforcing programming concepts. It is noteworthy
that some candidates demonstrated proficiency by effectively utilising if-else-if statements
to arrive at correct solutions. To further enhance the cohort’s overall performance,
encouraging additional practice and providing comprehensive explanations of
programming constructs will be invaluable.
Description of Such responses exhibited a high level of competence as the candidates skilfully utilised the if-
Better else-if structure to determine the largest among three numbers. The logical operator used was
Responses appropriate in if statements, ensuring the desired output is achieved upon implementing this
program. The candidates demonstrated a strong grasp of programming concepts and effectively
applied them to solve the problem.
Image of
Better
Response

Description of Such responses displayed areas for improvement in the candidates’ program code. The
Weaker absence of operators in the conditional statements resulted in the program’s inability to
Responses evaluate the given conditions accurately, leading to incorrect outcomes. To enhance the
code's effectiveness, the candidate should ensure that appropriate logical operators are
used in the conditional statements to correctly assess the input values.
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
and any skills that may be
 required like analysing or • Questioning
evaluating) Technique (Socratic
• Go through the past paper approach)
questions on that particular • Practical
concept Demonstration
• xRefer to the resource
guide for extra resources

Any Additional Suggestion:

Teachers are advised to give more practice programs to the candidates specifically on real-life scenarios for
better understanding of the conditional statements.

Question No. 3
Question Text Consider the following C program.
#include <stdio.h>
int main() {
int m=27;
int n=36;
do
{
printf("\n%d", n);
n-=3;
}
while (m<n);
return 0;
}

Complete the trace table for the given program.

m n Output
27 36

SLO No. 11.1.7

SLO Text Write C programs for the problems mentioned in 7.2.3 involving use of do while loop.
Max Marks 3
Cognitive A
Level
Checking 1 mark for writing correct value of n and output of each iteration. (THREE required)
Hints No marks will be awarded if either n or output is missing
Overall The majority of the cohort attempted this question, and their performance was very good.
Performance Many candidates exhibited a clear understanding of the programming concepts, resulting
in a significant number of them earning full marks. However, a few candidates faced
challenges, primarily due to limited exposure to programming and trace tables.
Encouraging these candidates to practice more with a compiler and utilise trace tables will
be beneficial in enhancing their understanding and strengthening their programming skills.
Description of Some candidates’ responses were exemplary as they efficiently populated the trace table
Better with accurate values derived from executing the correct program. The calculated values in
Responses the “n” column aligned precisely with the expected output. Moreover, the candidates
demonstrated proficiency in completing the remaining columns, showcasing a strong
comprehension of the underlying process.
Image of
Better
Response

Description of Such responses demonstrated inaccuracies in the execution, leading to incorrect values in
Weaker the trace table. A common misunderstanding was that of the loop counter and the number
Responses of iterations in the do-while loop. To enhance their understanding, the candidates should
revisit the topic, focusing on the loop structure and its control flow. Encouraging the
candidates to practice more with trace tables and carefully analysing the code execution
will aid in grasping the concept effectively. Additionally, providing guidance through
examples and additional exercises can strengthen their comprehension and problem-
solving skills.
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 • Knowledge Platform
and any skills that may be videos
required like analysing or • Questioning
evaluating) Technique (Socratic
• Go through the past paper approach)
questions on that • Practical
particular concept Demonstration
• Refer to the resource
guide for extra resources

Any Additional Suggestion:

Teachers are advised to give more practice programs to the candidates for better understanding of the loop
structures. Teachers can use different weblinks such as [Link]
 Question No. 4
Question Text Two switches, L and M, send values of 0 and 1 to a logic circuit respectively. Value X is
the output of the logic circuit.

Output X has a value of 1 with the following conditions:

Switch L sends value 1 AND switch M sends value 0

OR

Switch L sends value 0 AND switch M sends value 0

OR

Switch L sends value 1 AND switch M sends value 1

i. Draw the logic circuit to represent the given conditions.

ii. Complete the truth table for the logic circuit drawn in part i.
(Note: Show your working in the given working space. Without working NO mark will
be awarded.)

L M Working Space X
0 0
0 1
1 0
1 1
SLO No. 12.2.6
SLO Text Construct truth table for logic circuits.
Construct logic circuit to solve a given real life problem.
Max Marks 5
Cognitive A
Level
Checking i. 1 mark for correctly placing NOT gates
Hints 1 mark for correctly placing OR gates
1 mark for correctly placing any AND gates
ii. 1 mark for writing either both pairs of working space and value of X for TWO or
attempting either working space or value of X for any TWO values.
1 mark will be awarded if only the values of X are written or only the working is shown.
Overall The responses to this question indicated that a considerable number of candidates faced
Performance challenges in understanding logic circuits. Many inaccurately shaped the gates and
depicted incorrect connections in their diagrams. Furthermore, a significant portion of
candidates did not complete the truth table, leading to incorrect outputs. Considering the
inclusion of a similar practice question in the model paper, it is evident that reinforcing
the concepts of logic circuits is essential. Encouraging candidates to practice more with
different circuit configurations, providing step-by-step explanations, and offering
 additional resources can greatly assist in improving their understanding and performance
in this area.
Description of In better responses, the candidates accurately depicted the symbols of gates, ensuring their
Better correct representation. The flow of the logic circuit was accurately shown, demonstrating
Responses a clear understanding of how inputs and outputs are connected. Moreover, the candidates
effectively demonstrated the working of the truth table, providing step-by-step
calculations to arrive at the correct output. Overall, better responses showcased a strong
understanding of logic circuits and effectively communicated the necessary concepts.
Image of
Better
Response

Description of Weaker responses demonstrated various shortcomings. Many candidates used incorrect
Weaker symbols in the circuit diagram, leading to inaccurate representation. Lack of proper
Responses connection between the gates indicated misunderstanding of how inputs and outputs
should be linked. Additionally, the truth table lacked to show working or calculations,
which resulted in an incorrect output. Such deficiencies highlighted a need to effectively
understand logic circuits and effectively communicate the concepts.
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 recommended to familiarise candidates with the practical demonstration of the logic circuits
using simulation tools such as multisim.

Extended Response Questions (ERQs)

These questions offered a choice between part a and b.

 Question No. 5a
Question Text Write a C program to print the salary of an employee according to the given conditions.
(Note: Take years of service and gender as an input.)

Gender Years of Service Salary

>=5 150000
Male
<5 100000
>=5 200000
Female
<5 150000

SLO No. 10.1.8

SLO Text Write C programs for the problems mentioned in 7.2.3 involving the use of if-else-if
statement.
Max Marks 6
Cognitive A
Level
Checking 1 mark for declaring the correct variable.
Hints 1 mark for taking the input.
1 mark for writing each correct conditions using correct operators. (FOUR required)
Overall As this was an ERQ, almost half of the cohort attempted this part. The overall performance
Performance of the candidates in this question was good. Many candidates demonstrated correct logic
by utilising the if-else structure in their code solutions. However, there were instances
where some candidates made errors in using operators and character declaration.
Conversely, some candidates showcased their understanding by effectively employing the
switch case statement which displayed high level of clarity in their program structure.
Encouraging candidates to practice more programs using conditional structures can
enhance their programming skills.
Description In the better responses, the candidates effectively generated the desired output using proper
of Better variable declarations, input and output statements, and accurate conditional statements.
Responses Notably, the candidates demonstrated the ability to differentiate between character and
numeric variable declaration, indicating a strong grasp of data types. The logical flow of
the code was well-structured and efficiently achieved the intended result.
Image of
Better
Response
Description Weaker responses indicated a need for improvement in basic programming concepts, as
of Weaker candidates did not take the required input for the task. Additionally, the candidates were
Responses unable to showcase the use of if-else structure and logical operators, highlighting a gap in
understanding conditional structures. Encouraging the candidates to practice more with
conditional statements, logical operators, and input-output handling will be beneficial in
strengthening their programming concepts.
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)
 • Go through the past paper • Practical
questions on that Demonstration
particular concept
• Refer to the resource
guide for extra resources

Any Additional Suggestion:

Teachers are advised to focus on the basic programming concepts by providing some more practice
programs of conditional structures to the candidates such as identification of a prime number etc.

Question No. 5b
Question Text Write a C program to
i. take a number ‘n’ as an input.
ii. print ‘n’ even numbers.
iii. print the sum of those even numbers.
SLO No. 11.1.3
SLO Text Write C programs for the problems mentioned in 7.2.3 involving use of for loop.
Max Marks 6
Cognitive A
Level
Checking 1 mark for declaring correct variables.
Hints 1 mark for taking input.
1 mark for writing correct for loop.
1 mark for writing print statement inside loop.
1 mark for the formula for adding even numbers.
1 mark for writing the output.
Overall It was an ERQ, almost half of the cohort attempted this part. The overall performance of
Performance the entire candidates in this question was average, reflecting a mix of concepts. Some
candidates lacked in implementing corrected looping statements, indicating a need for
further understanding of looping structures. On the other hand, some candidates showed
clear comprehension of programming structures and demonstrate a strong conceptual
understanding of iterative structures. Encouraging candidates to practice more with loops
will enhance their proficiency. Providing additional examples and exercises can support
the cohort in strengthening their programming skills.
Description of In better responses, candidates successfully incorporated correct looping statements, a
Better counter statement to calculate even numbers, proper variable declarations, and
Responses appropriate input and output statements. These elements demonstrated a sound
understanding of programming concepts and effectively achieved the desired outcome.
Image of
Better
Response

Description of Weaker responses displayed several shortcomings, such as not utilising an iterative
Weaker statement and including irrelevant input and print statements. Such issues highlighted a
Responses lack of understanding and proficiency in applying fundamental programming concepts.
To enhance the performance, the candidates should focus on incorporating appropriate
iterative structures, to calculate even numbers.
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 focus on the basic programming concepts and provide candidates several practice
programs of iterative structures such as printing the geometrical shape using loops etc.

Question No. 6a
Question Text i. Describe authentication and authorisation.
ii. Describe TWO methods for Two Factor Authentication (2FA).
SLO No. 14.3.1
14.3.2
SLO Text Differentiate between authentication and authorisation.
Differentiate between Two Factor Authentication (2FA) and Multifactor Authentication
(MFA).
Max Marks 6
Cognitive U
Level
Checking 1 mark each for the description of authentication and authorisation.
Hints 1 mark will be awarded for only stating authentication and authorisation.
1 mark for writing the names of authentication methods of 2FA. (Any TWO required)
1 mark for the describing each authentication methods of 2FA. (Any TWO required)
Overall As this was an ERQ question, majority of the candidates attempted this part. The overall
Performance responses in this question were commendable, as the candidates demonstrated a good
understanding of authorisation and authentication methods by relating them to general life
practices. The candidates' familiarity with concepts such as two-factor verification for
Gmail and the criteria for biometrics, which are commonly practiced in daily life, enabled
them to provide relevant and well-structured responses. Moreover, the use of two-factor
authentication methods positively influenced the candidates' ability to address this
question with confidence.
Description of In better responses, the candidates showed a good understanding of authentication methods
Better and their significance in ensuring secure access to systems and data. The candidates
Responses displayed adequate knowledge of various authentication techniques like multi model
biometric system and cardex system with PIN authentication method. Many such
responses went beyond mere familiarity with common practices and demonstrated a
comprehensive understanding of the topic.
Image of
Better
Response

Description Weaker responses showed inaccuracy and lack of precision in describing authorisation and
of Weaker authentication methods. Candidates wrote general answers showing a lack in understanding
Responses of the concepts. Some candidates wrote google chrome and its 2FA as an authentication
method, some candidates responded authentication methods as locking the door with two
types of keys which was incorrect. Candidates should use appropriate keywords and
terminologies to provide a comprehensive explanation of these important concepts.
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 show the practical demonstration of this topic such as use of 2FA by social media
sites to get access to the account etc.

Question No. 6b
Question Text Describe the following types of hackers:
i. White Hat Hacker
ii. Black Hat Hacker
iii. Green Hat Hacker
SLO No. 14.1.3
SLO Text Differentiate among the types of hackers, i.e. script kiddie, white hat hackers, black hat
hackers, grey hat hacker, green hat hackers, red hat hackers, blue hat hackers.
Max Marks 6
Cognitive U
Level
Checking 1 mark for each highlighted point of white hat hacker (Any TWO required)
Hints 1 mark for each highlighted point of black hat hacker (Any TWO required)
1 mark for each highlighted point of green hat hacker (Any TWO required)
Overall As this was the ERQ, few candidates attempted this part. The overall performance of
Performance the candidates in this question was impressive, as it pertained to a commonly discussed
and observed topic in daily life. Hacking is frequently shown in videos and shared on
social broadcasting channels, making it a familiar concept. The candidates’ excellent
performance can be attributed to their prior knowledge and understanding of hacking,
enabling them to provide accurate answers.
Description of In better responses, candidates showed commendable understanding of the three types
Better of hackers, providing accurate definitions and clear distinctions between each category.
Responses Such candidates clearly differentiated white hat hackers as ethical hackers, black hat
hackers as criminals and green hat hackers as learners of cybersecurity.
Image of
Better
Response

Description of Weaker responses provided incorrect and inappropriate information, indicating a

Weaker misunderstanding of the topic. Such responses indicated white hat hackers as the best
Responses hackers, black hat hackers as the most dangerous hackers and green hat hackers as not too
dangerous hackers, these responses seemed too general. To enhance the response, the
candidate should conduct further research and refer to reliable sources to provide accurate
definitions and distinctions between the types of hackers.
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 discuss real-life applications and case studies of cybersecurity to the candidates for
clear and comprehensive understanding of the concept.
 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-II 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
• Kashif Hussain, 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