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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