Perceptions of Teachers towards Assessment Techniques at Secondary Level Private School of Karachi
Keywords:
assessment techniques, curriculum, GCSE, secondary leve, assessment techniques, curriculum, GCSE, secondary leveAbstract
This paper sets out to explore the perceptions of teachers towards assessment techniques at a secondary level private school of Karachi. This was conjectured on the basis of the circumstances of parallel boards in the education system of Pakistan and its effectiveness within the context with respect to the curriculum. This was gauged in line with the forms and techniques of assessment corresponding with the curriculum. A qualitative research design based on interviews was chosen for this study. Purposive sampling was used to select the teachers from a school. The findings of the study revealed that the General Certificate of Secondary Education (GCSE) is best suited to assess students’ knowledge and skills and the teachers viewed that in order for students to be accomplished in this board, the ways of assessment must take a more meaningful measure of evaluating student’s progress.
References
Allyn, M. A., & BacoClark, C. H. (1982). Assessing free recall. The Reading Teacher, 35, 434-439.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
Arter, J. A. (1994). The impact of training students to be self-assessors. Portland: Northwest Noionar Educational Laboratory.
Badger, E., & Thomas, B. (1992). Open-ended questions in reading. Practical Assessment, Research & Evaluation, 3(4). Retrieved from http://PAREonline.net/getvn.asp?v=3&n=4
Barton, J., & Collins, A. (1993). Portfolios in teacher education. Journal of Teacher Education, 44(3), 200-210.
Bean, T. W. (1988). Organizing and retaining information by thinking like an author. In S. M. Glazer, L. W. Searfoss, & L. M. Gentile, Reexamining reading diagnosis: New trends and procedures (pp. 103-127). Newark: International Reading Association.
Bishop, D. (1990). On curriculum alignment, anacondas, and reading assessment. Kentucky English Bulletin, 39, 58-66.
Black, P. J. (2002). Testing: Friend or foe? Theory and practise of assessment and testing. New York: Falmer Press.
Broadfoot, P., Weeden, P., & Winter, J. (2002). Assessment: What’s in it for schools? London: Routledge.
Burbules, N. C. (2004). Ways of thinking about educational quality. Educational Researcher, 33(6), 4-10.
Calfee, R., & Hiebert, E. (1988). The teacher’s role in using assessment to improve learning. In C.V. Bunderson (Ed.), Assessment in the service of learning (pp. 5-61). Pinceton, NJ:
Educational Testing Service.
Campbell, L., Campbell, B., & Dickinson, D. (1996). Teaching & learning through multiple intelligences. Needham Heights.
Clarridge, P. B., & Whitaker, E. M. (1994). Implementing a new elementary progress report. Educational Leadership, 52(2), 7-9.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routeledge.
Das, J., Pandey, P., & Zajonc, T. (2006). Learning levels and gaps in Pakistan. World Bank Policy Research Working Paper, 4067.
Dean, G. (2004). Improving learning in secondary English. London: David Fulton Publishers Ltd.
DeMarrais, K., & Lapan, S. D. (2004). Foundations for research: Methods of inquiry in education and the social sciences. NJ: Lawrence Erlbaum Associates. Quality assurance guide for assessment (2001). D e p a r t m e n t o f E d u c a t i o n , Tr a i n i n g a n d Yo u t h A ff a i r s ; Australian National Training Authority. Australia.
E d u t o p i a . ( 2 0 0 8 ) . W h a t a re s o m e t y p e s o f a s s e s s m e n t ? Retrieved from http://www.edutopia.org/assessment-guide- description.
Franke, W. (1960). The reform and abolition of the traditional Chinese examination system. Massachusetts: Harvard University, Asia Center.
Hoorani, B. H. (2014). Impact of cooperative learning in developing students’ cognitive abilities for academic achievement. Journal of Education and Educational Development, 1(2), 145-155.
Kamrani, S. (2011). Future of Pakistan in respect of education. Islamabad: Aziz Publishers.
Khattak, S. G. (2012). Assessment in schools in Pakistan. SA-eDUC Journal, 9(2), 1-23.
Kohn, L. T. (1997). Methods in case study analysis. The Center for Studying Health System Change; Technical Publica- tion No. 2. Retrieved from: http://www.hschange.com/CON TENT/158/158.pdf
Lipnevich, A. A., & Smith, J. K. (2008). Response to assessment feedback: The effects of grades, praise, and source of information. ETS Research Report Series, 08-03. Retrieved from http://www.ets.org/Media/Research/pdf/RR-08-30.pdf
Luscombe, S. (1996). British Empire:Article: How the empire has been taught in British schools. Retrieved from http://www. britishempire.co.uk/article/historyteaching.htm
M a c k , L . ( 2 0 1 0 ) . T h e p h i l o s o p h i c a l u n d e r p i n n i n g s o f educational research. Polyglossia, 19, 5-11.
Meyer, D. R. (2003). The roots of American industrialization. Maryland: John Hopkins University Press.
O’Brien, P. K. (2004). Exceptionalism and industrialisation: Britain and its European rivals. In L. P. Escosura (Ed.), (pp. 1688-1815). United Kingdom: Cambridge University Press. Phillips, D., & Ochs, K. (Eds.). (2004, May). Educational p o l i c y b o r ro w i n g : H i s t o r i c a l p e r s p e c t i v e s . O x f o r d : Symposium Books Ltd.
R o y, W. ( 1 9 8 7 ) . T h e n e w e x a m i n a t i o n s y s t e m - G C S E . London: Croom Helm Steiner-Khamsi, G., & Waldow, F. (2012). Policy borrowing and lending in education. London: Routledge
Walvoord, B. E., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Journal of Education and Educational Development
This work is licensed under a Creative Commons Attribution 4.0 International License.
