Abstract
This research focused to find out the relationship between formative
assessment and teaching and learning process at higher education in Sindh,
Pakistan and to suggest the measures to improve the formative assessment
practices in order to enhance the quality in education. The scope of the study
is limited to all faculty members of education in the universities in Sindh;
province of Pakistan. The survey design, research strategy, was adopted for
the study. The target population for the study was 256 faculty members of
education in the universities (public and private) in the province of Sindh
(Pakistan). Simple Random Sampling (SRS) design was adopted to select the
universities as a unit of sampling and the all faculty members of the same
universities were the sample size. In this process 111 faculty members were
selected as sample size from different Nine (9) universities. The questionnaire
was adopted as research instrument. Data was analyzed and it was found that
the formative assessment and teaching and learning are interlinked and it is
also statically proved that good practices of formative assessment lead to
effective teaching of teacher and better learning performance of students as
well. In the light of findings concrete recommendations were made.
Noor Muhammad, Memoona Saeed Lodhi, Asma Shahid Kazi. (2017) Role of Formative Assessment in the Improvement of the Process of Teaching and Learning: at Higher Education in Sindh, Pakistan, Journal of Arts and Social sciences, Volume 4, Issue 2.
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