COMPETENCY BASED ASSESSMENT

MODEL QUESTION PAPER

Key Stages 5

Department of Curriculum & Professional Development

Ministry of Education
Bhutan Council for School Examinations & Assessment
August 2021
 INTRODUCTION

The new curriculum grounded on the competency-based education has been implemented from
the 2021 academic session. It empowers learners with the intellectual, social, emotional and
behavioural competencies and transversal skills for holistic development as nationally rooted and
globally competent individuals. It is an attempt to transform the “product” based education to
“process” based learning through the pedagogy that emphasizes on learning of “how” than on the
teaching of “what”.

The Instructional Guide (IG) for the new curriculum is a transformative instruction that facilitates
competency-based learning through experiential learning approaches. Learners are engaged in
diverse learning experiences of exploration, investigation, analysis, and synthesis to generate new
knowledge and create innovative ideas of solving problems and of doing things differently. This
approach driven by digital technologies is vital towards bridging the gap between the “classroom”
teachings and learning with the “life realities” outside the classroom. It narrows the gap between
the taught and learnt knowledge and skills with the immediate challenges and opportunities in their
immediate environment and in the world. This makes learners aware and sensitive to the social,
political, economic, spiritual and global opportunities and challenges. Concurrently, assessment
practices should ensure that learners’ performance is assessed objectively with appropriate tools,
and gauge the quality of education and relevancy of educational resources. Inevitably, the
competency based learning approach necessitates the review and revision of assessment practices
and grading system and justify the elements of assessment in practice.

Assessment in our school system consists of formative and summative assessment. While the
Continuous Formative Assessment (CFA) is to help learners improve their learning through
rigorous authentic assessment and feedback and interventions, examinations are a summative
assessment process, where candidates can showcase their in-depth knowledge and proficiency in
a given subject or topic. The goal of a summative examination is to evaluate the learner learning
at the end of the course, and they could be the end of semester examinations or annual
examinations. Other types include, preparatory examination, targeted to those who are scheduled
to sit for high stakes examinations.

In order to align the examinations policies and practices with the new curriculum, the
examinations practices in terms of weighting and duration of examinations for all key stages are
reviewed taking into consideration of learner’s age group and individual differences. The
common concern and issue of coverage of syllabus due to the decrease in examination writing
time is addressed through the CBT items. By the genesis of competency-based assessment, a few
competency based test items can gauge wide range of conceptual knowledge, social and physical
competencies of students.
Weighting and duration of examinations

Numerous studies reveal that the:

i. lengthy test time may cause subjective fatigue that generally inhibits students in
performing well in test, consequently less accurate assessment outcomes.
ii. average number of test, test items, and time are progressive from lower to higher grades.
iii. average international test time for lower grades is equivalent to one instructional time, and
one and half hours for higher grades. Internationally, there is an evolving practice of
reducing the current test time of maximum three hours to ninety minutes.
iv. international emphasis is on “shorter and fewer” number of test and test items, which can
yield equally accurate and quicker test results.
v. average international test questions is five to ten for undergraduate students.
Based on the above premises, the weighting and duration of examinations for key stages 2 and 3
were amended based on the proportion of CFA with the Summative examinations (SA) for the
respective key stages. Unit tests or class tests shall be used for diagnostic assessment, and it shall
not be deemed as part of the CFA. The paper weighting and duration for key stages 4 and 5,
however, remain status quo owing to the mandatory highstakes examinations at the end of these
key stages.
Weighting and duration of examinations shall be as the following

Written Examination Conversion Term I Conversion Term II

Key Stage Subjects Time (Hr)
full marks) (in %) (in %)
Dzongkha 60 1.5 20 20
English 60 1.5 20 20
Mathematics 60 1.5 10 30
II
Science 50 1 15 15
Social Studies 50 1 15 15
ICT 40 1 10 10
Dzongkha I 80 2 30 30

Dzongkha II 80 2 30 30

English 80 2 30 30

III Mathematics 80 2 25 35

Science 70 1.5 20 20

ICT 50 1.5 10 20

History 70 1.5 15 25
Geography 70 1.5 20 20
Dzongkha I 100 3 35 35
IV
Dzongkha II 100 3 35 35
 English I 100 3 35 35
English II 100 3 35 35
Mathematics 100 3 35 35

ICT 100 2 20 20

Physics 100 2 30 30

Chemistry 100 2 30 30

Biology 100 2 30 30

History 100 2 25 35

Geography 100 2 30 30

Environmental Science 100 2 30 30

AgFS 100 2 20 20

Economics 100 2 30 30
LCSC 100 3 25 45
TVET Paper I 50 1 5 5
TVET Paper II 100 3 25 45
Dzongkha I 100 3 40 40
Dzongkha II 100 3 40 40
English I 100 3 40 40
English II 100 3 40 40

Mathematics 100 3 40 40

ICT 100 3 20 30

Physics 100 3 35 35

Chemistry 100 3 35 35

Biology 100 3 35 35

History 100 3 30 40
V
Geography 100 3 35 35

Commerce 100 3 30 30

Accountancy 100 3 35 35
Media Studies 100 3 30 30
Environmental Science 100 3 35 35
AgFS 100 3 25 25
Economics 100 3 35 35

Rigzhung (LCSC) 100 3 30 50

Rigzhung 100 3 40 40
TVET Paper I 50 1 5 5
TVET Paper II 100 3 25 45
Examination Test Items
With the main objective of helping teachers in the design and writing of CBT items, subject
specialists from the BCSEA and DCPD through consultation developed the CBT items for all
subjects for each key stages terminal classes.
The development of sample CBT papers in all subject is informed by the curriculum frameworks
and following broad underlying principles:
i. All the test items are CBT based on the concepts and principles of competency based
curriculum and assessment.
ii. Question pattern differs across the subjects as informed by the subject nature and the
corresponding characteristics.
iii. Understanding that assessment is giving students the opportunity to display their abilities
and potential, not as punishment, and that each of them have individual differences in
learning style, diversity in question types is emphasized. This is also to uphold the
inclusive education principles and the philosophy of education for all.
iv. The development of the CBT items initiate with the drawing up of test blueprint followed
by the writing of sample papers aligned with the paper format commonly used by the
examination body, e.g. BCSEA.
v. The weighting and duration for writing examination paper are informed by changes made
in the above table.
vi. The test items or tasks in the paper are generally contextualized to a wide range of
settings.
vii. The CBT items are designed to deploy multiple intellectual, social and physical skills in
solving the challenging tasks.
viii. Adopt a thematic approach to writing test items so that maximum conceptual knowledge,
skills and values judgment in the subjects are assessed with less number of test items.
MODEL QUESTIONS FOR BUSINESS
MATHEMATICS (KEY STAGE 5)
MATHEMATICS
 BHSEC BUSINESS MATHEMATICS
SECTION A [30 MARKS]
Units Remembering Understanding Applying Analyzing Evaluating Creating Weightage

Numbers and
Q1(v) [2] Q1 (i) [2] Q1(x) [2] Q1(xiii) [2]
operations 8

Patterns and Q1(ii) [2]

Q1(xiv) [2] Q1(xi) [2] Q1(vi) [2]
Algebra Q1(viii) [2] 10

Measurement
Q1(xii) [2] Q1(vii) [2] Q1(iii) [2]
and Geometry 6

Data
Management Q1 (xv) [2] Q1(ix) [2] Q1(iv) [2]
& Probability 6

Total marks 4 6 10 6 4 30

CBQT/Class XI-XII/BMT/Sample/2021
 SECTION B
[12 Questions 84 MARKS]
Units Remembering Understanding Applying Analyzing Evaluating Creating Weightage

Numbers and Q4(b)[4]

Q2 (a) [3] Q6(a) [3] Q11(b) [4] Q10 (b) [4] Q8(a) [3]
operations 25
Q13(b) [4]

Patterns and Q10 (a) [3] Q6(b) [4] Q11 (a) [3]
Q5(a) [3] Q3(a) [3]
Algebra Q7(b) [4] Q12(b) [4] Q13(a) [3] 27

Measurement
and
Geometry Q7(a) [3] Q4(a) [3] Q12(a) [3] Q9(a) [3] Q3(b) [4]
16

Data
Management Q8(b) [4] Q9(b) [4] Q2(b) [4] Q5(b) [4]
& Probability 16

Total marks 9 13 26 19 13 4 84

CBQT/Class XI-XII/BMT/Sample/2021
 SECTION A [30 MARKS]
ANSWER ALL QUESTIONS
Question 1 [30]

For each question, there are four alternatives: A, B, C and D. Choose the correct
alternative and circle it. Do not circle more than ONE alternative. If there are more
than ONE choice circled, NO score will be awarded.
i) Which of the following examples best describes perpetual annuity?
A Nehru-Wangchuck Scholarship
B Equated Monthly Instalment
C Life Insurance Policy
D Recurring Deposit

ii) Find the slope of the graph at the point indicated. The equation of the graph is
1
y  x5  3 x 2  2.
4

A 68
B 64
C 8
D 4

iii) The eccentricity of the given conic section is

3
A . y
4
4
B .
5
x
5
C .
6
6
D .
5

iv) The given Venn diagram shows the number of students who plays three different
games. If you select one student randomly, find the probability that the student
selected plays Khuru or Degor. Khuru Degor
A 0.3
7 5 8
B 0.46
3
C 0.6 9 6

D 0.76 2 10
Soksom

CBQT/Class XI-XII/BMT/Sample/2021 Page 1 of 10

  1 5 
 
T
v) If A    , then AT is
 3 2
 1 5 
A  3 2 .
 
 1 3 
B  5 2 .
 
 2 3
C  1 5  .
 
 2 3
D  5 1 .
 

vi) If the marginal cost function of a commodity is MC  3 x 2  6 x  4 when the fixed

cost is Nu 100. The average cost function for 5 units of commodity is
A Nu 14.
B Nu 34.
C Nu 36.
D Nu 39.
vii) A man walked half a distance from point A. Find the coordinates of point B.

A(-3, 4, 6) C(0, 5, 6) B

A (3, 4, 6)
B (3,9,12)
C (3,1,0)
D (3,6,6)

2x 1
viii) The value of  x2  x
dx is

A log x 2  x  c.

1
B log  c.
x x
2

C 2 x 2  x  c.
1 2
D x  x  c.
2

CBQT/Class XI-XII/BMT/Sample/2021 Page 2 of 10

ix) If the regression equation is y  0.85 x  5 and r  0.6, then the regression
coefficient of x on y is
A 0.42.
B 0.71.
C 0.42.
D 0.71.

x) A watch costs Nu 5900 in a store and is available at a discount of 10%. During

Diwali, the shopkeeper offered another discount and sells the watch at Nu 4779. Find
the discount rate offered during Diwali.

A 10%
B 19%
C 20%
D 23%

xi) The cost per article, C of manufacturing a certain article is given by the formula,
16
C  5   x 2 , where x is the number of articles manufactured per hour. Find the
x
minimum value of C.
A 2
B 5
C 17
D 21
xii) The angle of the chhorten roof can be measured using the 3-D coordinates as shown
in the diagram. Find the angle C.
C
o A
A 36.5
B 54.7o
B
o
C 62.8
D 70.3o

xiii) There are 6 boys and 5 girls who are going to attend a lecture class. Their seating
arrangements are as shown below. Find number of ways they can be arranged in such
a way that each boy has a girl by his side.

A 3,628,800
B 1,814,400
C 518,400
D 86,400

CBQT/Class XI-XII/BMT/Sample/2021 Page 3 of 10

xiv) The derivative of 3x3  4 with respect to x3  10 is
A 9 x2 .
B 3x 2 .
C 3x.
D 3.

xv) The rank correlation coefficient of Mathematics and Economics marks of 9 students
were found to be 0.9. What is the sum of the square of the differences of the
individual ranks?

A 10
B 12
C 36
D 72

CBQT/Class XI-XII/BMT/Sample/2021 Page 4 of 10

 SECTION B [70 MARKS]
ATTEMPT ANY TEN QUESTIONS
Question 2

1 3 1 
a) If A   2 1 0  , find the value of (adj A) A without finding adj A. [3]
 3 2 3 

b) The given data shows the number of jackets and shirts sold. Compute Pearson’s [4]
correlation coefficient and interpret the result.
Jacket 39 20 10 40 41 27 31 38
s
Shirts 30 10 12 45 39 20 30 36

Question 3

a) The demand function of a product is given by x  200  5 p. Determine each: [3]

(i) Marginal revenue function;

(ii) Price and quantity when Marginal revenue is 0.

b) Engineers and scientists have designed cooling towers [4]

of nuclear reactors in the shape as shown in the picture.
The shape can be modeled by 225 x 2  16 y 2  3600
and the total height of the tower is 160 m.
135m

(i) Find the width of the narrowest points.

(ii) Find the width of the top of the tower.

Question 4

a) Find the direction ratios of the line ‘L’. [3]

(-1, 4, 2) (3, 5, 1)

(-3, 3, -2) (2, 3, -4)

CBQT/Class XI-XII/BMT/Sample/2021 Page 5 of 10

b) A shopkeeper ordered items worth Nu 300,000 from a wholesaler. The wholesaler [4]
accepted a bill for the worth of items on May 15, 2021 due 5 months hence. The
wholesaler, in need of cash, discounted the bill from a bank on July 20, 2021 at 5%
p.a. Find the banker’s discount, the discounted value of the bill and the bankers gain.

Question 5

x2  x  3 [3]
a) Integrate:  ( x  2)( x  1) dx
b) The following are the marks obtained by 8 students in History and English. Find the [4]
rank correlation coefficient.
History 80 90 95 90 70 60 40 90
English 85 70 30 55 70 85 60 90

Question 6

a) There are 7 books on English, 5 books on Dzongkha, 6 books on History. How [3]
many ways can a student choose
(i) one or more of each book;
(ii) at least one book on English, at most 3 books on Dzongkha and exactly 4 books
on History?
b) Dorji added two numbers whose sum is 15. When he squared one of the numbers and [4]
multiplied it by the cube of the other the product was maximum. Find the numbers.

Question 7

a) Sattelite dish reciever is in parabolic shape and the TV signals LNB [3]
are received best when the low-noise block downconverter Directrix

(LNB) is placed at the focus of the dish. The equation of the

parabola is 2 y 2  243x .

(i) How far the LNB must be placed from the vertex of the parabola in order to
receive strong TV signals?
(ii) Find the equation of the directrix.
b) Druk Machinery is producing table circular saws. During the first year, the cost for
setting up the new production was Nu 360,000. The additional cost of producing the
machine is Nu 16,000 each. The company expects the selling price to be Nu 28,000
each. Assuming all the machines are sold, find the number of machines for which
(i) the company has neither profit nor loss. [2]
(ii) the company will start to get profit. [1]
(iii) the company will suffer loss. [1]

CBQT/Class XI-XII/BMT/Sample/2021 Page 6 of 10

Question 8

a) Drakpa availed a consumer loan of Nu 500,000 from a Bank. If the bank charges an [3]
interest of 9 % p.a. for 5 years, calculate his equated monthly installment (EMI).
(rounded to the nearest ngultrum)

b) The regression lines of y on x and x on y are respectively given as y  x  5 and [4]

16 x  9 y  95 . If variance of y is 16, find the value of x , y ,  x , rxy and the value
of x when y  16.

Question 9

a) In the given hexagonal based prism, the length of the P (3, 3, z) [3]
diagonal PQ is 3 11 units. Find the missing coordinate.

Q (-4,-2, 0)

b) A couple Sonam and Choki along with 5 other ladies gathered for a birthday party. If [4]
they are to be seated in a roundtable, find the probability that
(i) the couple will be together.
(ii) one of the ladies will be always in between the couple.

Question 10

a) Find the gradient of the tangent line of x2 y  xy 2  xy at (-1, 2). [3]

b) Solve using Martin’s rule to determine the weight of each animal. The total weights [4]
of the animals in each group are given.

41 kg 29 kg 44 kg

CBQT/Class XI-XII/BMT/Sample/2021 Page 7 of 10

Question 11
a) Total cost function for producing x units of yogurt of a dairy farm is [3]
1
C  x3  3x 2  10 x  10. A tax of Nu 2 per unit of output was imposed and the
3
producer adds it to his cost. If the market demand function is given by
p  2512  3x. How many units of yogurt does the farm needs to produce to
maximize its profit?
b) A man buys a phone promising to pay Nu 5000 every three months for 6 years at the [4]
interest rate of 9% p.a. If he misses 10th and 11th installments and wants to clear his
liability by a single payment at the end of 3rd year, find the total amount he should
pay?

Question 12
a) From the figure, find the ratio of AB to BC, and the [3]
y-coordinate of the point B. z

b) Find the integrals of the following: [4]

( x  2)(6 x  5)
2
i.
x
ii. x5 ( x2  1)3 5

Question 13

d2y [3]
a) Find 2
when x  t 2 and y  t 3.
dx

b) In how many ways can the letters of the word ‘DAWADEMA’ be arranged if
i. E is always after M; [1]
ii. vowels are always separated; [1.5]
iii. consonants occupy odd places? [1.5]

CBQT/Class XI-XII/BMT/Sample/2021 Page 8 of 10

 FORMULAE

Strand A: Numbers and Operations Strand B: Patterns and Algebra

n
pr 
n! a 2  b 2   a  b  a  b 
 n  r !  a  b
2
 a 2  2ab  b 2
n!
n
Cr  In the quadratic equation ax 2  bx  c  0,
r ! n  r  !
b  b 2  4ac
Cij   1
i j
M ij x
2a
A A1  A1 A  I If y  x n then y  nx n1
1
A1   adjA
det A dy du dv
If y = u ± v, then = ±
a
1  i  1  i   1
n
A dx dx dx
i
dy dv du
a
A  1  i   1
n
If y = uv, then =u +v
i   dx dx dx

a du dv
1  i  1  1  i  
n
P v -u
i u dy dx dx
If y = , then =
a
P  1  1  i  
n 2
v dx v
i  
A
Present worth  P   dy dy du
1  ni = 
dx du dx
Ani
True Discount  D   A  P 
1  ni
x n 1
Banker's Discount  B.D.  Ani  x dx  n  1  c
n

Banker's Gain  B.G.  B.D.  T .D

C ( x)
A  ni 
2 C ( x)  F  V ( x), AC 
 x
1  ni
R( x)  p. x, P( x)  R( x)  C ( x)

D.V. of the bill  BV

. .  B.D. MC 
d d
 C ( x)  , MR   R( x) 
dx dx

C  C ( x)   MC dx  k

R  R( x)   MR dx  k

CBQT/Class XI-XII/BMT/Sample/2021 Page 9 of 10

 Strand C: Measurement & Strand E: Data Management &
Strand D: Geometry Probability
X
 fx or X   x
SP  e PM f n
ax  by  c
 x  x1    y  y2  n xy   x y
2 2
 
a 2  b2 r
n x 2    x  n y 2    y 
2 2

 x2  x1    y2  y1    z2  z1 
2 2 2
D
r
 x  x  y  y 
n x  y
 m1 x2  m2 x1 m1 y2  m2 y1 m1 z2  m2 z1 
( x, y , z )   , ,  6 D 2
 m1  m2 m1  m2 m1  m2  r  1 ,
n(n 2  1)
If a1 x  b1 y  c1 z  0 and a2 x  b2 y  c2 z  0, then
  m3  m 
1
Correction factor 
x y z 12
 
b1c2  b2c1 c1a2  c2 a1 a1b2  a2b1 r   bxy.byx

 y n xy   x y
Conditions of perpendicularity byx  r 
x n x 2    x 
2
and parallelism:
a1 b1 c1 l1 m1 n1  x n xy   x y
  ,   bxy  r 
a2 b2 c2 l2 m2 n2  y n y 2    y 2
a1a2  b1b2  c1c2  0, l1l2  m1m2  n1n2  0
cov  x, y  y
y y x  x or r x  x 
a x 2
x
l
a 2  b2  c2 cov  x, y  x
xx y  y or r y  y
b x 2
y
m
a 2  b2  c2 x y
bxy  r , byx  r
c y x
n
a 2  b2  c2 y  y  byx  x  x 
x  x  bxy  y  y 
Angles between two lines:
a1a2  b1b2  c1c2 P  A  B   P  A  P  B   P  A  B 
cos   
a b c
2 2 2
a2  b2  c2
2 2 2

P  A  P  A   1
1 1 1

cos   l1l2  m1m2  n1n2

P  A  B
P  B / A 
P  A
P  A  B
P  A / B 
P  B

CBQT/Class XI-XII/BMT/Sample/2021 Page 10 of 10