Abstract
Classroom is a provide platform for various learning activities where
teachers spend considerable amount of time on students’ assessment.
This signifies assessment practices and therefore, the study was
designed to investigate teachers’ classroom assessment practices and
the challenges and opportunities they have at secondary level. The
researchers investigated secondary school English teachers of grade
10th in Khyber Pakhtunkhwa. Data were collected from two hundred
and thirty five English teachers of District Mardan and Swat through a
questionnaire. The collected data were analyzed by applying Mean, Std
Deviation and independent sample t-test. Results of the study illustrated
teachers mostly follow; objective type test, home work, oral
presentations, question answering during the instruction, ignoring
alternate assessment practices-one minute test, presentation, group
projects, self, peer and portfolio assessment practices. Major
challenges were; time management, lack of training in assessment,
overcrowded classrooms and ensuring the psychometric properties of
assessment tools. While opportunities in classroom assessment
practices were recognized as; expertise of experience teachers, services
of universities’ education departments, training sessions with the
support of Regional Institute for Teacher Education (RITEs), use of flip
learning approach and center for teachers excellence may be utilize for
the professional development of teachers in classroom assessment
practices.
Sajjad Hussain, Nasir Shaheen, Nasir Ahmad, Saif Ul Islam. (2019) Teachers’ Classroom Assessment Practices: Challenges and Opportunities to Classroom Teachers in Pakistan, The Dialogue, Volume 14, Issue 1.
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