CLASSROOM ASSESSMENT PRACTICES OF ENGLISH TEACHERS AT SECONDARY SCHOOL LEVEL IN PUNJAB PAKISTAN

Authors

  • Dr. Abrar Ajmal Minhaj University Lahore
  • Adeel Khalid Forman Christian College (A Chartered University), Lahore
  • Ms. Sana Nazir Minhaj University, Lahore

DOI:

https://doi.org/10.52567/pjsr.v4i04.846

Abstract

This study was conducted to evaluate the teaching assessment practices of public Secondary schools’ English teachers in Secondary in Punjab Pakistan. The classroom assessment practices, and Skills (CAPS) questionnaire was used to collect data from 89 Secondary teachers in the Sahiwal district. The study inquired how much, teachers agreed and have a consensus with the factors regarding “Beliefs on assessment” to what extent these factors are related and what are the areas of assessment and evaluation in which teachers believe that they are capable, skilful, and expert? Results also determined that predominantly teachers use old traditional assessment skills, and they mostly use those skills about which they think they are skilled. The study suggests more training and workshops give knowledge about assessment as well as skills to be applied in the practical classroom.

Keywords: Assessment in Language Education, Classroom Assessment Practices, English Language Assessment.

Additional Files

Published

2022-12-31