LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 14:1 January 2014
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
Assistant Managing Editor: Swarna Thirumalai, M.A.

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The Role of Assessment in Pedagogic Context:
A Descriptive Study of Classroom Assessment Practices of Junior School Teachers

Shamim Ali, Ph.D.

Abstract

The purpose of this study is to discover the need of professional development of junior school teachers on evaluation and assessment skills of classroom activity. Although these two skills are a vital part of pedagogy, there are still some teachers who are unaware of this important skill, or they are uninformed of this important aspect of teaching methodology. These teachers are not incompetent, but they lack this knowledge, therefore, they cannot make correct decisions about student’s achievements. Ignorance of this important aspect makes the situation in the classroom very deplorable. So it is high time that Education planners and designers take some steps to correct this situation. I designed a questionnaire on a four (4) Likert scale .It consisted of ten statements on the concept of effective classroom assessment skills and administered to 20 school teachers in the Federal Capital of Pakistan. The teachers were asked to indicate whether they require professional developmental training, or not. The responses were analyzed statistically, using descriptive statistics.

The results from the analysis of teachers “self-perceived professional development needs on classroom assessment indicated that teachers still lack classroom assessments skills. This has implications for immediate professional development of junior school teachers on classroom assessment skill for effective learning and teaching.

Introduction

Successful teachers are those who possess a deep understanding of their subject matter; secondly they can apply proper teaching methods, and last, they can apply different assessment strategies to evaluate learning outcomes. Therefore, assessment can be considered an essential part of instruction. But many ESL teachers still do not have proper assessment skills to evaluate learners’ learning outcomes. In learning outcomes, the observation of students, their answers to questions in class and written performance are included. Learning outcomes also give information about teacher-made tests and quizzes and at the same time they give information about the teaching methods of the instructor. Therefore, it can be said that all proceedings of classroom whether it is assessment, instruction, decision making or classroom observation, all are vital parts of learning outcomes.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Shamim Ali, Ph.D.
Assistant Professor
Department of English Language and Applied Linguistics
Allama Iqbal Open University Islamabad
Pakistan
dr.shamimali@hotmail.com
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