Formative Assessment Practices in Federal Government Schools: Issues and Problems

Authors

  • Muhammad Akram Shakir Principal, FG Public School(Girls) Kharian Cantt, Pakistan
  • Rabia Bahoo Lecturer at The Govt. Sadiq College for Women University Bahawalpur, Pakistan
  • Musarrat Jahan Assistant Professor, Department of Special Education, The Islamia University of Bahawalpur, Pakistan
  • Muhammad Latif Javed Assistant Professor, Department of Education, The Islamia University of Bahawalpur, Bahawalnagar Campus, Pakistan

DOI:

https://doi.org/10.47067/real.v4i1.114

Keywords:

Formative Assessment, Federal Government Educational Institutions (Fgeis) Cantt/ Garrison, Practices and Issues

Abstract

Assessment is the key element of teaching learning process in schools. Formative assessment is generally accepted as a valuable component of teachers’ classroom assessment strategies. The study intends to explore the level of association of formative assessment with academic performance of secondary school students and to analyze the practices of formative assessment in schools. The study was descriptive in nature. The focus group interviews and observation techniques were used to gather information regarding academic, social, emotional, and cultural activities of students in schools. The population of the study comprises over all the principals, teachers and students of FGEIs of Lahore region. Sample was drawn by using simple random technique. The findings of the study revealed that teachers don’t have enough knowledge about formative assessment but they possess appropriate understanding of summative assessment. Replication of test is the exclusive kind of assessment for improvement of different learning skills of students. It was recommended that authorities may develop and execute some plan to train and give awareness to the administration and teaching staff about the use and importance of formative assessment during teaching-learning process in schools

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Published

2021-03-30

How to Cite

Shakir, M. A. ., Bahoo, R. ., Jahan, M. ., & Javed, M. L. . (2021). Formative Assessment Practices in Federal Government Schools: Issues and Problems. Review of Education, Administration & LAW, 4(1), 93-100. https://doi.org/10.47067/real.v4i1.114