Abstract
Beliefs of teachers about classroom assessment lead them to form classroom assessment practices.
These beliefs are based on their life experiences as students first, and then as teachers. The current
study investigated assessment beliefs and classroom assessment practices of English language male
and female teachers. The main target was to measure if there is any relationship between teachers’
current assessment beliefs and their classroom assessment practices. In this quantitative co-relational
study survey was conducted to collect the data from two hundred and thirty-five teachers of district
Swat and Mardan of Khyber Pakhtunkhwa, Pakistan. A self-developed questionnaire (α=.732) was
used for data collection. The results illustrated that the teacher had moderate assessment beliefs and
followed traditional assessment practices frequently as compared to alternative assessment practices.
The moderate level correlation between assessment beliefs of English teachers was observed with
their classroom assessment practices which reflected the lack of sophisticated assessment beliefs
which are the pre-requisites of 21st-century education. This gap may be a bridge through regular inservice training in the assessment.
Sajjad Hussain, Muhammad Idris, Zarina Akhtar. (2019) A Correlational Study on Assessment Beliefs and Classroom Assessment Practices of School Teachers, Journal of Research and Reflections in Education, Volume 13, Issue 1.
-
Views
1088 -
Downloads
181
Article Details
Volume
Issue
Type
Language
