Performance Assessment Skills of High School Educators in Jhal Magsi District

by
Niaz Mohammad
Registration Number
MPHEDU- F-33667/2018

Program of Study:M.PHIL

Supervisor: Supervisor Name

Co-Supervisor: Co-Supervisor Name
Sir Waqas Hussain

Department of Name of Department

ALHAMD ISLAMIC UNIVERSITY
Session: Fall 2018

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 Table of Contents

CHAPTER NO. 1...................................................................................................... 3

1. Introduction ........................................................................................................3

1.1 Background of the study.....................................................................................3

1.2 Problem of Statement..........................................................................................4

1.3 Significance of the Study......................................................................................4

1.4 Objectives of the Study.........................................................................................4

CHAPTER No. 2.........................................................................................................5

Litrature Review.........................................................................................................5

CHAPTER NO. 3........................................................................................................8

Research Methodology................................................................................................8

3.1 Population of the Study..........................................................................................8

3.2 Sample Group and Sampling Technique.............................................................8

3.3 Data Collection Tools..............................................................................................8

3.4 Data Analysis Tools.................................................................................................8

REFERENCES.............................................................................................................9

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 1. Introduction
Classroom assessment literacy is the basic requirement for collecting data about the success
of learners along with the efficient employment of the assessment procedure and the use of
assessment results for the improvement of learners’ achievement. Quality classroom
assessment is comprised of designing the assessment to encounter the exact requirements of
data users, building the assessment on solid targets, correctly defining learners’
accomplishment and producing assessment results that excellently transfer to users. It also
includes students’ participation in self-assessment, goal-setting, monitoring, reflection, and
mutual sharing of learning among students.

1.1. Background of study

Popham (2011) considered assessment literacy as the understanding of assessment data of

students, making correct inferences on the basis of collected data and making sound
educational decisions on it. (Ohlsen, 2007). Classroom assessment aims to generate
knowledge and enhance abilities of teachers for good decisions based on assessment. If
classroom assessment practices are conducted properly, the students will be helped in the
refinement of their understanding, such as; self assessment, peer assessment, developing
assessment tools, classroom discussions and problem-solving activities. These activities
motivate student to better understand contents of the subject. The assessment examines the
abilities of students and is thus a yardstick in order to test the abilities of those persons who
undergo the learning process during classroom in an academic year. Assessment is important
as it influences learners’ approach towards learning and teachers’ approach towards teaching
and classroom assessment practices. Studies in assessment reflected that paradigm shift has
occurred in assessment and that it has been changed from an assessment of learning to
assessment for learning (Mussawy, 2009). The latest assessment approaches are endeavoring
to develop a link between what students are supposed to learn for future responsibilities and
what they actually are learning (Gulikers, Theo, Paul & LiesBeth, 2006). Teachers do in most
cases follow classroom tests, students’ observations, assign marks on students’ assignments,
engage them in self-assessment through reflective activities, group the students and follow
peer assessment techniques; all the practices are strongly based on assessment knowledge and
skills of a teacher

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 1.2 Problem statement

The knowledge of classroom assessment is imperative for teachers if they want the
understanding of their students’ performances, factors affecting students’ performances and
other related factors to students’ assessment and learning (Stiggins, 2001). If teachers know
their students well, they will see the clear picture of the students’ achievements. Therefore,
due concentration is needed in the employment of assessment practices as these are related to
the lives of students and vice versa (Stiggins, 2001). Similarly, teachers are responsible for
making classroom assessment practices, regarding the course contents.
Based on the above discussion, this qualitative correlation study will be designed where
efforts will made to measure the correlation between classroom assessment skills of
educators in jhal Magsi district.

1.3 Significance of the Study

The study will be beneficial for teacher educators, prospective teachers, Directorate of
Curriculum and Teacher Education, Directorate of Staff Development, teacher education
departments and Colleges and all those directly related to teacher education in particular
and education in general.

1.4 Objectives of the Study

The objectives for this study were to;

1. Investigate classroom assessment literacy level of teacher educators
2. Find out classroom assessment practices of teacher educators
3. To measure if there is any relationship between teacher educators’ classroom
assessment literacy and their classroom assessment practices

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 CHAPTER NO 2
LITERATURE REVIEW

Stiggins (1991) as cited in Beziat and Coleman (2015) familiarized the notion of
assessment literacy. Stiggins (1995) also elucidates, that assessment literates are those who
understand the dissimilarity between logical and illogical aspects of assessment. These
people are not informed about the techniques, tactics, and approaches by the more or less
covert and all the time discouraging methodological domain of assessment. Teachers, who
have the knowledge and skills of assessment, comprehend how to quantify the process of
learning. Webbs’ (2002) was of the view that assessment is the part of the learning process.
He defines assessment literacy as the understanding of the ways of appraising of learners’
knowledge and practices, the explanation of results from these assessment procedures and
the application of interpretation for the knowledge construction of learners and for the
development of the effectiveness of the program. He expounds that those linked with
education required assessment understanding because it is important to gauge students’
results through standardized testing and the multiplicity of assessment procedures existing.
Assessment is the foundation of an effective learning process. Teacher starts and ends
learning process through assessment. Through previous knowledge questions and
discussion teachers motivates students, during the instruction formative assessment not
only remain the learners active but also make the learning process effective and assessment
at the ends determine that what has been learnt (Black & William, 2009). Furthermore, it
was concluded that through assessment students come to know about their strengths and
weakness, as teachers inform them through feedback, which enhance the self-confidence
and positively contribute into skills development of students. Additionally, they viewed
that teaching and assessment are inter-related and when it work in this fashion it yields
perfect results. Therefore, the proper care and regular follow up ensures the effectiveness
of learning, teaching and assessment. Similarly, further researches were recommended that
may work on how student could be involved in classroom assessment.
Teachers follow different assessment practices. Some of the teachers’ like MCQ test,
while others support modern forms of assessment like portfolios and research essays. It is
argued that the old forms of evaluation are very effective in testing the knowledge of the
students. Knowledge, conceptual understanding and practical application of the knowledge
are measured by such types of tests which are called traditional forms of assessment and

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these are very important for students to get success in their studies (MacMillan, 2008). So
for as the learning of the students is concerned, alternate methods of assessment were
introduced in the last decade in the light of the findings and results of the empirical studies
for the better assessment of the students. These alternative techniques create activeness,
dynamism, reflective attitude and self-regulation among the students. A lot of changes
occur in the behavior of the teachers due to these alternative methods of assessment which
further influence learners in the long run (Elango, Jutti &Lee, 2005).
With the passage of time teachers were directed to change their focus and adopt
alternative methods of assessment. The assessment aims to make judgment about the
quality of educational program or student attainments. This is attempted when it is time to
evaluate students’ achievements and competencies. A learning outcome is not that simple
that a student can do. But it seeks answer to different questions, such as: how effective
target has been obtained? How perfect the performances were? Is there any further space
of learning/mastery in the subject/concept? These questions are always of high value which
demands more rigorous practice and critical judgment. In short, assessment is making
valuable inferences to clarify the complexities and resolve the problems. It is therefore
important when decision is made for assessment to select the appropriate tools on the basis
of requirements that what type of data is required? How much information would be
enough? Aim to determine the correct value of the assessed. That’s why information
gathering is one of the important elements of assessment (Mussawy, 2009).
Siegel, Wissehr, and Halverson (2008) argued that there is a difference in theory and
practice of assessment. This difference lies between traditional and alternative assessment
practices. The assessment methods and procedures remained constant for a long time.
Although some educational reformers found out faults in assessment practices in the earlier
days these were believed to be insignificant. Through the changes occurred during the last
two decades, traditional system and techniques of assessment have come under heavy
criticism and its weaknesses have been exposed. Trotter (2006) believes that this was due
to the development of assessment patterns and as these increasingly rely on assessment
results for different academic decisions. These developments were also supported by
different assessment and measurement techniques came into practice throughout the world.
Mainly the changes in assessment were introduced in summative form of assessment as the
experts’ intent to use it for learning too not limiting it to assessing students’ performances
only. Different stakeholders like students, teachers, head of the institutions and parents
found summative assessment as incomplete and unbeneficial for students’ learning. The

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summative assessment has been called a number of bad names; some dub it as “a necessary
evil,” some label it an “ incubus”, “ the enemy of true education”, a blood-sucker”, “ a
glorification of memory”, and a “begetter of rivalry and strife”. In fact, no element in the
system of education occupies at present more public attention than assessment.

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 CHAPTER NO 3
RESEARCH METHODOLOGY

The study in hand will be based on quantitative correlation research design. Survey will be
conducted to investigate the research problem. Data will be collected through (CALT) and
(CAPQ) from the respondents of the study. The researchers will personally visit the
respondents for data to ensure the accuracy of data.
3.1 Population of the Study
The population will be comprised of Boys/Girls High school teachers in jhal Magsi District.

3.2 Sample Group and Sampling Technique

Following probability proportionate sampling techniques a sample group of 50 fifty teachers/
educators from different high schools will be selected for the study.
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3.3 Data Collection Tools
Two data collection tools will be adopted for the study, one CALT and second CAPQ. CALT
will be designed on the basis of classroom assessment literacy standards developed by
American Federation of Teachers (AFT) and National Council of Measurement Education
(NCME) in 1990.Both the instruments will be pilot tested on ten respondents from three
primary schools and these schools will not be part of the sample group.

3.4 Data Analysis Tools

The collected data will be analyzed with the help of SPSS following basic descriptive and
inferential statistics. The demographic variables will be analyzed through frequencies and
percentage. Mean and standards Deviation will be used to analyze the collected data in more
depth and details teacher educators’ assessment skill level and Pearson correlation will be
applied to measure the correlation between the variables.

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