Classroom Assessment Practices at Secondary Schools: Teachers’ Perspective
DOI:
https://doi.org/10.62997/rl.2024.31041Keywords:
Classroom, Assessment, Impact, Practices, Secondary Schools, QuettaAbstract
This research looked into how instructors in Quetta, Balochistan's secondary schools felt about classroom assessment procedures. The study employed a descriptive survey approach, and the sample size was chosen from the target population using stratified random sampling and purposive sampling. These two objectives guided the study: to find out teachers' practices of classroom assessment at the secondary level and to measure the impact of teachers' assessment practices on students' learning achievement. Teachers' surveys at the chosen schools were used to gather data, and a self-made questionnaire was used to gauge students' academic performance. Descriptive statistics were used to examine the data. The research produced a somewhat detailed account of these instructors' assessment procedures. According to this, instructors were competent in evaluating students' learning; nevertheless, they did not indicate a desire to apply the learning taxonomy's assessment objectives. According to the study, all facets of learning assessment require training and demand.
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