Abstract
This research aims to address the question, ‘how the perceptions of teachers about Integrated
Assessment Approaches contribute towards learners’ holistic development’. The participants of
this qualitative case study were purposefully selected for semi-structured interviews from three
head of departments and focused group discussions from two groups comprises six members each.
The study revealed that research participants mostly rely on assessment as ‘of’ learning
approaches to assess learning of students, but to some extent they also give importance to other
assessment approaches such as assessment as ‘for’ learning. Moreover, findings suggest that to
focus on holistic development of learners, teachers to employ learning responsive pedagogies.
However, teachers assert that they face many challenges in widening the knowledge domain of
learners as the nature of assessment hardly focuses 20% of the curriculum during semester for
promotions to the next level. The study recommends that by introducing an integrated assessment
approaches could enable teachers to orient self with a wider picture of curriculum and pedagogies
which could better focus on how to increase their knowledge domain. To this end, research highly
recommends institutions to provide training and resources to staff to apply integrated assessment
approaches in their institutions for holistic development of learners.
Sadruddin Bahadur Qutoshi, Muhammad Ramzan, Javed Iqbal. (2018) Perceptions of University Teachers about Integrated Assessment Approaches towards Learners’ Holistic Development, Journal of Elementary Education, Volume-28, Issue-1.
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