Abstract
Formative assessment is considered to be the assessment of the learners during the overall practices of teaching and learning. This assessment is used to measure the students` effectiveness during the ongoing process of the learning. This piece of assessment not only measures the concentrations of the learners towards their studies but also it helps to measure the effectiveness of the course of study, along with this the instructional process is also measured in perspective of its effectively and usefulness. This type of practice helps the administrators to evaluate the overall ongoing activities of an institution.
This research study was meant to facilitate the policy maker, so, that it may be easy to find out the gaps in institutional practices and the identification of the flaws in teaching and learning could easily be detected.
The research study was quantitative in nature. All the secondary schools and students of the ninth and metric class were the participants in the study. The selection of students was limited to boys. The data was interpreted and analyzed with the support and help of questionnaire using Likert scale 5.0. The analysis denoted the role of formative assessment practices on students` performance.
Simultaneously the main objective to conduct this study is to know the role of formative assessment in student`s performance at government schools of District Badin. The descriptive type and survey method of research was carried out in this study. The population was consisted of all the Schools and Students of government Schools of District Badin in this study, Simple random Sampling method was used to conduct this piece of research applying Rule of Thumb by J. Curry 1984. Data was collected by questionnaire using 5.0 Likert scale and analyzed with the help of SPSS.
Murtaza Ali Laghari Laghari, Anjum Shaheen, Dr Abida Siddiqui siddiqui. (2021) THE ROLE OF FORMATIVE ASSESSMENT PRACTICES IN STUDENTS’ PERFORMANCE AT GOVERNMENT SCHOOLS OF DISTRICT BADIN , International Research Journal of Education and Innovation, Volume 2, Issue 1.
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