Role of Assessment Techniques on Student Learning

ROLE OF ASSESSMENT TECHNIQUES ON STUDENT
LEARNING
BY
Noreen Akhtar 013589
Uzma Yaqoob 013566
GOVERNMENT POST GRADUATE COLLEGE FOR WOMEN,

SATELLITE TOWN, GUJRANWALA
FOR PARTIAL FULFILMENT OF THE REQUIREMENT FOR
THE DEGREE OF B.ED SECONDARY (EDUCATION)
2015-2019
CERTIFICATION
This is to certify that the dissertation entitled “role of assessment techniques on
student learning”, submitted by “Noreen Akhtar” & “Uzma Yaqoob”. In partial
fulfillment for the award of B.ED Secondary Education at Government Post Graduate
college for Woman. Mam Saba Gull is an authentic work carried out by her under
my supervision and guidance. To the best of my knowledge, the matter embodied in
the dissertation has not been submitted to any other University institution for the
award of any degree or diploma.
Approved on………………...
Signature……………………..
Internal…………………….
HOD………………………….
External………………………
ACKNOWLEDGEMENT
The researchers are sincerely grateful to ALMIGHTY ALLAH who has blessed us
with courage‟s for completion this report writing. This study is the result of skilled
guidance encouragement valuable suggestion and interest of respective supervisor
Mam Saba Gul. We play a deep sense of gratitude to worthy supervisor whose
inspiring role encourages us to this write up. Special thanks to parents whose prays
and affections have always been a key of success for achieving goals. The special
thanks to our brothers who help us in the collection of data. The researchers are also
thankful to their dearest friends whose inspiration, help and prayers provide
assistance for completion of this project.
Noreen Akhter
Uzma Yaqoob
DEDICATION
Dedication to our loving, caring and great teachers,
Our father and mother and beautiful sister, brother and friends,
Whose prayers have been force behind all our inspiration
Whose guidance, motivation and support has made us enable to be successful in all
the fields of life.

DECLARATION
Noreen Akhtar & Uzma Yaqoob, declare that the study on “Role of assessment
techniques on student learning” is our own work and it has never being submitted
before in any form for any other degree or diploma in any other institution. All the
sources we have used or quoted have been indicated and acknowledge by means of
complete references
Signature ___________________
Date
TABLE OF CONTENT
Sr.no List of content Page
no
Chapter 1
Introduction 1
1.1 Statement of the Problem 3
1.2 Significance of the study 3
1.3 Objective of the Study 4
1.4 Research question of the study 4
1.5 Delimitation of the study 4
1.6 Operational definition 5
Chapter 2
REVIEW OF RELATED LITERATURE 6
2.1 Introduction 6
2.2 Purpose of assessment 7
2.2.1 Communication 7
2.2.2 Credibility 8
2.2.3 Reliability, Validity and Utility of SELF Assessment 8
2.2.4 Decision making 9
2.2.5 Reporting 9
2.3 Type of Assessment 10
2.4 Formative Assessment 11
2.4.1 Advantages of Formative Assessment 12
2.4.2 Disadvantages of Formative Assessment 14
2.5 Summative Assessment 14
2.5.1 Advantages of summative assessment 15
2.5.2 Disadvantages of summative assessment 16
2.6 Assessment Techniques 17
2.6.1 Capstone experiences and course 17
2.6.2 Portfolios 18
2.6.3 Questioning Strategies 18
2.6.4 Problem base learning 18
2.7 Level of Assessment 19
2.7.1 Assessing individual student learning within courses 19
2.7.2 Assessing courses 20
2.7.3 Assessing individual student learning across courses 21
2.7.4 Assessing programs 21
2.8 Effects of Assessment on Student Learning 22

2.9 Principal of Good Assessment and Feedback 23
Chapter 3
Research methodology 25
3.1 Methodology 25
3.2 Design of study 25
3.3 Population 26
3.4 Sample 26
3.5 Sampling Techniques 27
3.6 Instrumentation 27
3.7 Data collection 28
3.8 Data analysis 28
3.9 Ethical research 29
Chapter 4
Data analysis and data interpretation 30
Chapter 5
Summary, findings, Recommendations, Conclusion and 62
Discussion
5.1 Summary 62
5.2 Findings 63
5.3 Recommendation 65
5.4 Conclusions 66
5.5 Discussion 67
References 68
Appendix I 72
Appendix II 73
Appendix III 75
Appendix IV 76
List of Table
Sr.no List of table Page no
3.1 Sample 28
4.1 Age wise distribution of the data 30
4.2 Qualification wise distribution of the data 31
4.3 Institution wise distribution of the data 32
4.4 Experience wise distribution of the data 33
4.5 Tests improve student learning abilities of student. 34
4.6 Examination enhances teacher‟s competencies for changing their 35
methods and practice.
4.7 Teacher helps to students in review their work. 36
4.8 Student performance assessed by the use of grand test. 37
4.9 Assessment is helpful in the extent to which pupil‟s achieve 38
instructional objective.
4.10 Ranking are helpful to response student‟s performance. 39
4.11 Evaluation helps in judgments about worth of students. 40
4.12 Test provides reliable information to know student‟s strength and 41
weakness.
4.13 To make efficient choices about their learning. 42
4.14 Tests provide information to overcome mistake of students. 43
4.15 Observation facilitates to evaluate student achievement 44
4.16 Oral quiz helpful to understanding their errors. 45
4.17 Conceptual understanding develops by the essay type test. 46
4.18 Student receives information through test for their next learning 47
steps.
4.19 Written test is helpful for keeping record of student performance. 48
4.20 Class wise distribution of the data 49
4.21 Section wise distribution of the data 50
4.22 Institution wise distribution of the data 51
4.23 When teacher give me a good remarks on my work I feel happy. 52
2.24 The level of my progress increase with the help of test. 53
2.25 I also get guidance when teacher point out mistake on my friend 54
task.
2.26 I feel threatened when teacher call me to write a test on white 55
board.
2.27 Grand test enhance my achievement and goal of learning. 56
2.28 Difficult subject can be learned better when teacher take quiz. 57
2.29 Teacher remarks on my improve language and sapling mistake in 58
my homework.
2.30 I feel ashamed when teacher point out too much writing mistake in 59
my test.
2.31 Quiz competition in a class motivates me to reply quickly. 60
2.32 Written test is beneficial for keeping record of my performances. 61

ABSTRACT
This study was investigated to identify the role of assessment techniques on student
learning. Classroom Assessment Techniques are mechanisms for collecting
information about the progress of students in specific learning activities and about
how they respond to particular teaching strategies. Classroom Assessment Techniques
can also be used to help students make their learning more effective and efficient. .
The objectives of the study were to identify the role of assessment techniques in
students learning at secondary level. The sample of the study was consisted of fifty
female teachers and hundred female students from 10 secondary school of city
Gujranwala. The total number of the school from both (public and private) was ten .10
school 5 public and five private selected randomly. Hundred female students were
from 9th and 10th class. . The study used primary data obtained through questionnaire.
A questionnaire was distributed to the teachers and students of secondary level from
different public and private sector schools located in city Gujranwala. The
questionnaire involved close ended questions as they are easy to administer and
analyze. The results of the study was obtained by survey questionnaire were entered
in the SPSS (statistical package for social science) ver.17 analysis. The detail of the
test that is used in this study is statistical descriptive analysis of the data such as
descriptive statistics, percentage analysis. Percentage used for the analysis of data.
Based on findings we recommended that the need to strengthen and refine the existing
educational system to better meet the needs of the students and teachers must be
provided because positive learning environment for learners, especially in a particular
course, is one of the most creative aspects of teaching.

CHAPTER 1
INTRODUCTION
Assessment is perceived to serve to monitor learning progress during
instruction and evaluate achievement of instruction. Assessment is carried out to see
what children and young people to know understanding and is able to do. Assessment,
defined as “a systematic process for gathering data about student achievement,” is an
essential component of teaching (Dhindsa, Omar, &Waldrip2007).
Assessment enhances learning, provides feedback about student progress,
builds self-confidence and self-esteem, and develops skills in evaluation. In addition,
they argue that effective learning occurs when correspondence exists between
teaching, evaluation, and results. Therefore, due to its close relation with instruction
and learning outcomes, assessment has a key role in learning. These characteristics of
assessment build the foundation for the current study involving student perceptions of
classroom assessment.(Goodrum,Hackling, &Rennie2001).
The term assessment refers to the wide variety of methods or tools that
educators use to evaluate, measure, and document the academic readiness, learning
progress, skill acquisition, or educational needs of students. Assessment is carried out
to see what children and young people to know understanding and is able to do.
Education is a key human capital formation. Quality of human resources depends
upon the quality of education of a country. Sustainable economic development needs
skilled manpower which is raised through productivity and efficiency of individuals
that is only possible through education (Nasir,&nazil 2001).
In education is the product of the 20th century. Hence, assessment is perceived
to serve two different purposes. Firstly informative, to improve instruction, and,
secondly summative to measure students‟ achievement The use of assessment to
1
classify, predict, and sort has also changed to advance the process of teaching and
learning in addition to accountability purposes.(Gordon, 2008).
Two strategies can instead be applied examine the research on assessment
forms approaches that teachers use; inquire into students‟ perceptions about
assessment. Looking at students‟ and teachers‟ perceptions about the role of
assessment in the classroom and students‟ approach to learning will enrich this study.
First, because students‟ perceptions of assessment will affect their learning approach
as argued in the literature which 4 will affect in turn the extent to which students are
successful in their classrooms. Second, integrating teachers‟ perceptions will build a
foundation and rationale for the assessment practice they use in their classrooms,
through which one can learn to what extent and in what ways students‟ perceptions of
classroom assessment impacts their learning.(Cavanagh, Waldrip, Romanoski, &
Dorman,2005).
Assessment is more than the collection of data .A basis for data gathering must
clarify goals and objectives for student learning and be aware of where these goals
and objective are addressed in the curriculum. After data are gathering, result to
improve educational program. The purpose of outcomes assessment is to understand
how educational programs are working and to determine whether they are
contributing to student growth and development. Assessment indicates what the
experiences of students add up to and what experiences imply about educational
programs. Assessment contributes to improved teaching and learning and that it also
satisfies reporting requirements. Assessment greatest benefit is fostering academic
introspection making the institution more self-conscious about what its programs are
accomplishing (Trudy,&Catherine2015).
2
Two major functions can be pointed out for classroom assessment: One is to
show whether or not the learning has been successful, and the other one is to clarify
the expectations of the teachers from the students. Assessment can have both
formative and summative purposes .the aim of formative assessment is essentially to
help students by providing feedback on their performance which will help them
develop and learn. The aim of summative assessment is to achieve a summary mark
which captures a student‟s performance relative to that of other students(Taghi,
(2009).
1.1 Statement of the Problem
The purpose of this study is to show that providing opportunities for to be
useful, quality feedback, the proper use of feedback by students and revision of
practice to accommodate assessment is necessary. This foundation guides the
selection of assessment instruments and facilities the use of assessment results it also
provides explicit information to student and the public about the aim secondary
education. Assessment is more than the collection of data .As a basis for data
gathering must clarify goals and objectives for student learning and be aware of
where. These goals and objective are addressed in the curriculum. After data are
gathering, result to improve educational program. So the study aimed at finding out
teacher efficacy of class room discipline
1.2 Objective of the Study
The objective of the study was
1. To identify the role of assessment techniques in students learning at secondary
level.
3
1.3 Research Question of the Study
Following were the research questions of the study
1. What type of assessment techniques is helpful for student?
2. How student feel assessment as a techniques for learning improvement?
3. How students understand their mistakes after assessment from teacher in
classroom?
1.4 Significance of the study
Assessment is a critical step in the learning process. It determines whether or
not the course's learning objectives have been met. Assessment for testing students the
end of instruction is used to determine whether not they comprehend material, check
in students learning , see how students are doing as the work progresses, identify
students effective, and keeps the students on task with learning. Assessment was the
process of measuring students achievements assessment is helpful to judge the
teaching methodology, assessment and its effects on student learning at secondary
level. Assessment is the study about sub process of measurement and assessment
providing sufficient and constructive data upon which the ultimate judgments are
made. This might be helpful in finding the holes of assessment process. So, the study
aimed to investigates the role of assessment in students learning at secondary level
1.5 Delimitation of the study
This study was delimited to the all-female teachers and all female students of
public and private sector of Gujranwala city.
4
1.6 Operational definition
1.6.1 Assessment
Assessment is the systematic process of documenting and using empirical data
on the knowledge, skills, attitude, and belief to refine programs and improve student
learning.
1.6.2 Techniques
A technique is a particular method of doing an activity, usually a method that
involves practical skills.
1.6.3 Learning
A change in human disposition or capability that persists over a period of
time and is not simply ascribable to process of growth.
5
CHAPTER 2
REVIEW OF RELATED LITERATURE
2.1 Introduction
Cohen & Hill, (2000) defined the word assessment has taken on a
variety of meanings within the educational milieu. The term can refer to the
process teachers use to grade student subject assignments to standardized testing
imposed in schools to any activity designed to collect information to be used as
feedback to modify teaching and learning activities or to improve instruction and
students‟ performance.
Linn and Miller (2005) defined assessment as a systematic process of
collecting information about student progress towards the learning goals. Similarly,
characterize assessment as a key component of teaching and learning, a systematic
process of data gathering about students‟ progress. They maintain that student‟s
performance can be measured in various ways, including traditional paper and pencil
tests, extended responses essays performance of authentic task, teacher observation,
and student self-report. In addition, the authors distinguish between two other terms
aligned with assessment. one test “an instrument for measuring a sample of behavior”
and measurement, second the process of obtaining a numerical description of the
degree to which an individual possesses a particular characteristic.
Stiggins, Arter, Chappuis&Chappuis, (2004) informed that assessment takes
place during learning and is used to inform students of their progress toward openly-
stated learning goals and how they may achieve them, as well as to inform teacher
practices. The teacher transforms curriculum objectives into those learning goals and
creates assessments that measure progress. Teachers can then use assessment
6
information to provide descriptive rather than evaluative feedback and to alter their
instruction to more precisely meet the learning needs of their students.
Richard & Sober (2009) determined that assessment is very important. Its
purpose is to encourage and help students to learn better. There are many ways of
feedback like written assignments, oral homework, quiz, performance and so on.
Feedback can be assignment reviews, modification, symbols, annotations, interview
with the individual or give comments to all the students. During the classroom
activities, teachers carefully observed and record every student‟s performance. After
activities teachers immediately gave feedback to students, such as pointing out
students‟ strengths and deficiencies in the performance and gave them instructions of
how to do it well next time. Teacher also had individual dialogue with students in
order to better understand the students.
2.2Purpose of Assessment
2.2.1 Communication
Stiggins,&Chappuis(2006) that defined that assessment can be seen as an
effective medium for communication between the teacher and the learner. It is a way
for the student to communicate their learning to their teacher and for the teacher to
communicate back to the student a commentary on their learning. As teachers, in
general, very clear goals for ourselves and our teaching. When structure a unit of
instruction, whether it is an activity, a lesson, or an entire curriculum unit, we are
trying to achieve something trying to induce learning of very specific content.
Transparency of our goals would allow students to more clearly see where they are
going, and as such, increase the likelihood that they are going to get there. As Stiggins
points out, "students can hit any target that they can see.
7
Coonor, (2009) described that taken together, learning goal based assessment
becomes a very effective communicative tool to help students navigate their learning.
This form of assessment is not to be confused with outcome based education or
standards based testing, both of which also measure students against a priori
curricular goals in both of these instances there is no communicative value in such
actions. However, as effective as this stance is at dispensing with issues, it is equally
effective in raising them. Assessment instruments are no longer seen as holistic units
for which a single mark is recorded. Instead, these are now seen as collections of
discrete opportunities for students to demonstrate communicate attainment of a
variety of learning goals
2.2.2 Credibility
Bond & DePaul, (2008) described that an assessment purpose is credible when
there is professional rigor for objectivity, validity and reliability of the procedures and
instruments used. Evaluators are competent professionals and valid in the eyes of the
users stakeholders. There is accuracy and validity programmed content and contextual
factors, instruments, information coverage sampling, external validity or linkage with
other development findings. There is reliability or consistency in the information
provided. The bases for making judgments are transparent and based on negotiated
agreements. The assessment of credibility is an essential and difficult aspect of fact
finding in judicial decision making. Deep within our legal culture, with is emphasis
on ability, is the presumption that the seeing and hearing of witnesses is not merely
useful but crucial to accurate and fair judicial decision.
2.2.3Reliability, Validity and Utility of SELF Assessment
Davidson, Howell &Hoekema, (2000) explained that that Reliability helps to
ensure that certificates, no matter where they are issued, will have equal value for
8
employers and educational institutions. Variations in rating may occur when there are
no agreed upon criteria benchmarks, when there are differences in assessors attitudes
bias.
Kane, (2006) explained that An evaluation process is useful when the purpose
complete in providing information on the context for the evaluation to allow reader to
decide on the value. it will derive from the evaluation and assessment ,stakeholder
involvement ,evaluator credibility, and alliance of evaluators with national institution
,bases for interpretation, budget ,timing, national involvement and alignment. The
assessment measures what it is intended to measure like operational standards‟ and
learning outcomes in national systems and education and train in policies. in addition
validity depends on the meaningfulness, usefulness and fairness of the assessment.
2.2.4 Decision making
Assessors make assessment decision by considering evidence and deciding
whether learners have achieved the competency described in a unit in a cluster of
units of competency. Human assessors will need to know when to use what type of
assessment and for what purpose, and the strengths and weaknesses of each different
type of assessment .They also need an understanding of how to develop a more
holistic view of learners competences, and how to weight different assessment
.Systems will also need to make decision on tradeoffs across standardized assessments
that ensure greater reliability, and alternative assessments that measure complex
skills.
2.2.5 Reporting
It is difficult to ignore that one of the primary purposes of assessment is to
gather information for the intention of reporting a student's or a group of students'
progress out to stakeholders other than the teacher and students. Indeed, such a
9
purpose is a natural extension of assessment as communication. Such aggregation of a
student's performances across a large number of learning goals serves only to make
opaque how that student is performing as a learner. Tracking and organizing student
achievement against learning outcomes is not only an effective mechanism for teacher
and learner to see progress and areas requiring further work, it is also an effective way
to report out student performance and growth to parents, colleagues, and
administrators.
2.3 Type of Assessment
Hanna & Dittmer, (2004) explained that there is many ways to approach the
assessment of student learning. The characteristics of good evidence of student
learning include consideration of direct and indirect methods for gathering evidence
of student learning, the appropriate use of quantitative and qualitative evidence, and
other methodological consideration. Assessment is the process of gathering data.
More specifically, assessment is the ways instruction gathers data about their teaching
and their students learning. There are four types of assessment, Formative,
summative, placement and diagnosis.
Peterson, Siadat& (2009) described that formative Assessment is part of the
instructional process. When incorporated into classroom practice, it provides the
information needed to adjust teaching and learning while they are happening. In this
sense, formative assessment informs both teachers and students about student
understanding at a point when timely adjustments can be made. These adjustments
help to ensure students achieve targeted standards-based learning goals within a set
time frame. Formative assessment provides feedback and information during the
instructional process, while learning is taking place, and while learning is occurring.
Formative assessment measures students‟ progress but it can also assess your own
10
progress as an instructor. Formative assessment is comprised of two areas for
assessment, the learning unit and student behavior.
Luo & Shaoqian, (2003) discussed that summative assessment is to evaluate
student learning and teachers teaching after a teaching period. It has clear evaluation
criteria. Summative assessment is an assessment of the course, the education
program‟s validity and education research in order to classification, identification, and
evaluation of progress after a teaching program or the end of the term. Summative
assessment is that teacher wants to find out what the students can remember about the
course material so that a mark cab be determined. It lets the teacher sum up” what the
students have learned, or to make judgment.
Crusan, (2002) described that a placement exam as a test that pairs a student
with an appropriate course. At two- and four-year institutions in the United States,
placement tests are used to measure readiness for college-level course work and help
faculty decide whether incoming students should enroll in remedial or introductory
courses .They are not proficiency tests, but rather tools which allow academic
advisers to place students in the level of coursework best suited to their preparation
and skills. Institutions regularly employ scores obtained from a variety of test locally
designed essay tests, locally designed measures of the sub-skills of writing in order to
make admission and placement decisions for students, including students for whom
English is a second language.
2.4 Formative Assessment
Wenjie&Qu(2013) fined that formative assessment is the investigation,
evaluation and analysis of record of daily students‟ learning activities. It is the use of
systemic evaluation in curriculum development, teaching and learning so that these
three processes are improved in any one process Formative evaluation is different
11
from the summative evaluation. Its main purpose is to help teachers to guide students'
learning Its criteria usually is not so clear, and does not have to pass the test to
complete assessments. Formative assessment can often be performed, whether formal
or informal. It provides for the teacher with more detailed, a continuous feedback, and
a comprehensive understanding of what help students need so that teachers can decide
to use what kind of teaching methods according to the different students‟ need.
Noonan and Duncan, (2005)suggested that formative assessment was an
essential component of classroom assessment based on the assumption that improved
student learning is ultimately the responsibility of classroom teachers. Formative
assessment encourages student involvement to facilitate the processes they use to
improve their performance; however, teacher‟s role is critical to ensure students
experience high quality formative assessment. Formative assessment, emphasizing
that effective teacher feedback to students included four components: questioning,
feedback through grading, the formative use of summative tests, and peer and self-
assessment. Of these four components peer and self-assessment are of particular
interest to researchers and practitioners because more than the other three factors, peer
and self-assessment are student-oriented with the teacher's role being less central to
the feedback and learning process.
2.4.1Advantages of Formative Assessment
Schneider & Gownan, (2013) explained that the main intention of formative
assessment is that it helps in development of knowledge and skills for the learners.
With this category of assessment, the instructors, leads or teachers are able to identify
the needs of the individuals and direct them towards their objectives or educational
goals. The knowledge and skills to implement formative assessment might not be
entirely content specific. Research on mathematics teacher knowledge and skills, in
12
some specific parts of formative assessment like teachers ability to assess tasks, to
interpret student‟s answers, to provide feedback or to plan the next step in instruction
has been conducted during teacher education but not authentic teachers practice. The
individual‟s hindrances and difficulties are found out by this method and appropriate
remedies are applied to overcome them. With a, the upcoming assessment, son or task
is also planned. With formative assessment, an assessment is offered by the instructor
or teacher to make sure that the individuals have mastered the concept that has been
taught to them.
Abraham (2007) explained that Formative assessment is beneficial as it plans
for future where any methods related to teaching or other career tasks can be altered.
Weakness is diagnosed at an early stage and remediation is made. By this way the
individuals are kept of track and move towards progress with continuous feedback.
Future planning in case of any change in the methods of teaching or given task is
planned well ahead, with formative assessment.
Herrera, Murry,& Cabral, (2007) explained that the other main beneficial
aspect of a formative assessment is that it is an ongoing process. By this way, the
feedback is increased and issues are detected at an early stage. When academics are
considered, conceptual errors are identified before they start with working with their
term papers. Once they initiate with term paper they are guided and validated by their
instructors with each step. Formative assessment has facilitated a change in the
practices of some instructors who are encouraged to develop their own assessment
formats or to adapt the forms of assessment that help them gather helpful
information about their student‟s progress. The reason that alternative assessment are
considered more authentic compared to the traditional forms is that they hold
13
approaches to measure students learning that embeds both quantitative and qualitative
features.
2.4.2Disadvantages of Formative Assessment
Ecclestone,(2010) determined that formative evaluation is considered to be
time-consuming process if they are followed on a monthly, weekly or daily basis.
These evaluations are time and resource intensive, this is because they are in need of
frequent gathering of data, analysis, reporting as well as refinement of new
implementation and how effective it should be. Formative assessments are usually
determined by teachers or automated learning environment allowing them to be
directly controlled by a teacher or a learning management systems. However, when
learning tasks involve critical thinking and complex problem solving, determining
relevant feedback for learners becomes more challenging and time consuming.
Sometimes, overemphasis on summative assessments such as grades, standardized
test scores, comparative rankings and annual performance ratings have resulted in too
little emphasis on and support for formative assessment providing individualized and
constructive feedback during learning .
Johnson, (2013) described that in order to process with the formative
evaluation well qualified and trained individuals are required so that formative
evaluation is carried over successfully and ended in the current context of teaching
and learning, formative assessment or assessment for learning is now considered an
integral component to good teaching, student motivation, engagement and higher
levels of achievement, and that view has been supported by many others.
2.5 Summative Assessment
Basol, &Johanson, (2009) determined that that summative assessment is a form of
appraisal that occurs at the end of an instructional unit or at a specific point in time
14
,such as the end of the school year. It evaluates mastery of learning and offers
information on what students know and do not know. Frequently, summative
assessment consists of evaluation tools designed to measure student performance
against predetermined criteria based on specific learning standards. Examples of
commonly employed tools include Advanced Placement exams, National
Assessment of Education Progress, end-of-lesson tests, midterm exams, final
project, and term papers. These assessments are routinely used for making high-
stakes decisions; for this purpose, often student knowledge or skill acquisitions
compared with standards or benchmarks (Common Core Standards or High School
Graduation Tests).
2.5.1Advantages of summative assessment
Edmunds, (2006) discussed that the usual procedure is that summative
assessment are done at the end of any instructional period. Thus, summative
assessment is considered to be evaluative in nature rather than being mentioned as
diagnostic. Summative assessment looks at whether a student has achieved the desired
learning goals or met standers in the classroom, summative assessments usually occur
at the end of instruction and document what students have taught. The real meaning is
that this assessment is made used to find out the learning growth and attainment. They
are also utilized to estimate the effectiveness of educational programs. Another key
advantage is that they are utilized to measure the improvement towards objectives and
goals. More over course-placement decisions are also made with summative
assessment.
Yeh, (2007).described that the presence of summative assessment is a
motivator as it assists the individuals and offers them an opportunity to develop a
learning environment. This is an assessment meant for learning and is based on the
15
outcome. Despite the important role of summative assessment in education, research
finds little evidence to support it as a critical factor in improved student achievement.
2.5.2 Disadvantages of summative assessment
Worrell, Evans &Kovar, (2002) mentioned that nothing is done to identify
hindrances or challenges well in advance in a summative assessment. Instructional
issues are not identified until they blow up and become critical. Physical educators
also express concerns regarding lack of planning time and record keeping as common
problems in large classes. The size of classes combined with teaching multiple
sections and units makes assessing students seem unmanageable.
Anne, Deborah, Kevin, Linda, (2006) mentioned that that repeated practice
test for low-achieving students lowers their self-confidence self-esteem. The
summative assessment results have a negative effect on low achievers when they are
more pronounced for students than for schools or authorities. Secondary age low-
achievers may perform in worse manners they are failing in the course of time. It is
also considered as a limiting process for the more able individuals. Anxiety is another
reason which is caused in big bang test especially amongst girls and leads to
expanding the gap between higher and low achieving individuals. The extrinsic
motivation which means that responding to some kind of reward is promoted in
summative assessment rather than intrinsic motivation which means that working for
something they are interested and desire to work for. Time constraints and the
negative effects of testing at the end of a unit were two reasons that the physical
educators reported for not using written exams. .These barriers are based on the
notion that assessment is separate from teaching, thus reaffirm riming the need for a
re conceptualization of assessment as an integral part of the overall learning
experience.
16
2.6 Assessment Techniques
Bubb, (2013) explained that making the case for formative assessment.
Classroom assessment techniques fall into three broad categories. The techniques in
the first group are are used to assess course related knowledge and skills, when a
minute‟s paper, faculty typically ask student to indicate the most important thing they
learned during that class period and their most important unanswered question. The
second group of classroom assessment techniques is use to assess student, reactions to
specific aspects of instruction, including class activates, assignments, and materials,
as well as teaching. Faculty on some campuses is using classroom assessment
techniques to gather midcourse teaching evaluations several strategies to include
employers in assessment activities also are describe.
2.6.1 Capstone experiences and course
Schroetter, &Wendler, (2008) evaluated that capstone experiences for
graduating seniors are designed to demonstrate comprehensive learning in the major
through some type of product to performance. Many capstone experiences draw on
earlier activates, giving student a chance to make connections and integrates when
they have learned. Capstone experiences may also include written projects, research
papers, demonstrations, exhibits other artifacts. In addition to emphasizing work
related to the major, capstone experiences can require students to demonstrate how
well related to the major, capstone experiences can require student to demonstrate
how well they have mastered important learning objectives from the institutions
general education program, including critical thinking and problem solving, as well as
attitudes And values such as an appreciation of lifelong learning. Completion of a
capstone experience may be specific graduation requirement that exists outside the
colures necessary for graduation. In many cases, these experiences are located within
17
capstone courses usually relatively small classes designed to help student integrate
their knowledge.
2.6.2 Portfolio
Mills, Bennett, Crawford, & Gould, (2009).mentioned that the existence of a
portfolio does not guaranteed that its potential for assessment is being used. Portfolios
are a number of logistical choices about what to collect and how to assess the
materials. Students may also include elective elements, such as information from
curricular activities, and change elements, such as future plans. The portfolio process
includes the use of locally t developed rubrics that help communicate expectations to
students the portfolios are used for advising student for decision making at the
program level.
.2.6.3Questioning Strategies
Comas, (2014) determined that a question is any sentence which has an
interrogative from function. In classroom setting, teacher questions are defined as
instructional cues stimuli that convey to student the content elements to be learned
and direction for what they are to do and how they are to do it.Researcher and other
writers concerned with questioning techniques seem to want to remind us that
questioning has a long venerable history as an educational strategy. And indeed, the
Socratic method of using questions and answers to challenge assumptions, expose
contradictions, and lead to new knowledge and wisdom is an undeniably powerful
teaching approach.
2.6.4 Problem base learning
Ribeiro, (2011) mentioned that Problem base learning is small groups is an
instructional method designed to respond to a number of concerns about lecture based
and fact and information based curricula. The latter have been show to induce passive
18
learning, rote memorization and for getting, as well as in sufficient skills to maintain
competency over time in the context of a continually growing knowledge base in
medical sciences. Problem based learning is an enquiry guided learning method
characterized by active learning is small groups where solving interesting relief
problems are central to the learning process.
Rust & Price (2003) described that Problem based learning has also been
instigated within the context of education although the theoretical basis of problem is
closely connected with learning at work. During the various stages of the education
program, students, tutors, teachers and mentors have assessed the student‟s
development, competencies and knowledge in the central areas of expertise required
by early childhood education. Particularly important, from the perspective of learning
have been the various self-assessment processes involving students.
2.7 Level of Assessment
Ross, & Andrea, (2005) defined that our basic assumption is that evidence of
student learning should be used for multiple levels of assessment, and we limit our
comments here to such evidence. Campuses do, of course, also gather and use
information less directly linked to student learning related to teaching loads or
facilities and factor it into complex analyses of the learning environment, especially at
the program and institutional levels. The level is the assessment of individual student
learning across courses.
2.7.1Assessing individual student learning within courses
Formative and summative questions would probe what individual students are
learning and how well they are meeting the goals of a course whether related to
disciplinary content or to using transferable intellectual and practical skills. All
student work embedded in the course quizzes and exams, papers, projects,
19
presentations, and portfolios can provide evidence. This is the level of assessment at
which instructor-assigned grades typically provide feedback to students about their
progress and success.
Typical assessment questions at this level: Is the student learning as expected?
Has the student‟s work improved over the semester? How well has the student
achieved the learning outcomes set for the course? What are the student‟s strengths
and weaknesses? Individual instructors are responsible for setting expectations and
making them transparent to students. As educators, their professional responsibility
extends to the quality of their own teaching and to monitoring how well the
pedagogical methods they employ assist students in learning. While the holistic
assignment of grades an A, B, or F is a way to evaluate student work, such grades
represent averaged estimates of overall quality and communicate little to students
about their strengths, weaknesses, or ways to improve.
2.7.2Assessing courses
Assessing courses Formative or summative questions address the
achievements of an entire class or the effectiveness of individual or multiple-section
courses. Typical assessment questions at this level: How well is the class collectively
achieving the course‟s content outcomes and objectives (at any one point, at the end)?
Are the assignments helping students achieve the expected level of knowledge or
skills? How well are students prepared for the following courses in the sequence? Is
the course level appropriately targeted for the ability of the students when they begin?
Course portfolios constructed by the instructor that include syllabi, expectations, and
examples of student work for multi-section courses, common assignments that
provide evidence across sections. At the course level, traditional holistic student
20
grades are unlikely to provide sufficiently detailed insights to answer the questions
unless tightly tied to explicit analytical standards and scoring rubrics
2.7.3Assessing individual student learning across courses
Formative and summative questions would probe what and how well
individual students are learning during the progression of a particular program the
major, general education or over their years at college. Typical assessment questions
at this level: Has the student‟s work improved and/or met standards during the
program or since admission to college? How well has the student achieved the
disciplinary outcomes of the major program? How well has the student achieved the
general learning outcomes of the institution across four years? They embedded work
in individual courses, quizzes and exams, papers, projects, presentations. Individual
students are responsible for the quality of their work and for gathering evidence of
their learning.
2.7.4Assessing programs
Some formative but mostly summative questions guide assessment of
programs (e.g., general education or a major general education. Typical assessment
questions at this level. Do the program‟s courses, individually and collectively,
contribute to its outcomes as planned? How well does the program fulfill its purposes
in the entire curriculum? How well do the program‟s sub-categories distributive
requirements in general education
Contribute to the overall purposes? Direct evidence of student learning from
many sources can contribute to program-level assessment: assignments from
individual courses, student portfolios built over the program‟s duration, entering
student tests or assignments, capstone projects, results of common assignments,
commercial tests.
21
Selected assignments from other programs can be re-scored given a second
reading by program faculty to assess the general education program‟s success in
developing such institution-wide goals as communication, quantitative literacy,
critical thinking, or ethical responsibility. Responsibility largely rests on the program
faculty, collectively and individually. Collectively, the faculty assumes responsibility
for the entire program achieving it‟s and relevant institution-wide goals and outcomes.
Individual instructors are responsible for advancing the program and institutional
goals embedded in their courses. Faculty members cooperate in establishing program
standards and scoring rubrics for the quality of work expected.
2.8Effects of Assessment on Student Learning
Harlen, & Crick, (2003) discussed that the impacts on student learning come
from using to broaden educational opportunity and help students develop the skills
they and their countries need to thrive in the 21st century. Assessment practices
conducive to the adoption of desirable achievement goals becomes crucial assessment
influences all aspects of students education. Changes in assessment will result in
changes in learning, so care must be taken if reconsidering assessment practices.
Increasing assessment will not automatically lead to greater student involvement and
learning, nor will decrease levels, within the current educational structure it unlikely
that student preoccupation with the assessment will wane.
The benefits of assessment is provision of effective feedback to pupils, active
involvement of pupils in their own learning ,adjusting teaching to take account of the
results of assessment, a recognition of the profound influence assessment has on the
motivation and self-esteem of students, both of which are crucial influences on
learning, The need for students to be able to assess themselves and understanding how
to improve, provide to help increase the student engagement, and attendance key
22
requirements for learning .Assessment related activities used in the classroom convey
important information about what is valued there, and hence have an influence on
students achievement goals. Student‟s achievement goals have been regarded as
important achievement related outcomes to be promoted in the classroom learning
process.
2.9 Principal of Good Assessment and Feedback
Nicol, (2007) described that the twelve principles of Good Assessment and
Feedback were produced by Academic Policy Committee. They are intended to help
academic staff who wishes to promote student engagement and self-regulation in
learning. They provide a guiding framework and they can be adapted to different
disciplinary contexts. Behind each principle is a full description, examples of good
practice drawn from Strathclyde and elsewhere and a key question
1 Help clarify what good performance is goals, criteria, and standards. To what extent
do students in your course have opportunities to engage actively with goals, criteria
and standards, before, during and after an assessment task?
2. Encourage „time and effort‟ on challenging learning tasks. To what extent do your
assessment tasks encourage regular study in and out of class and deep rather than
surface learning?
3. Deliver high quality feedback information that helps learners self-correct. What
kind of teacher feedback do you provide – in what ways does it help students self-
assess and self-correct?
4. Encourage positive motivational beliefs and self-esteem. To what extent do your
assessments and feedback processes activate your students‟ motivation to learn and be
successful?
23
5. Encourage interaction and dialogue around learning (peer and teacher student.
What opportunities are there for feedback dialogue (peer and/or tutor-student) around
assessment tasks in your course? 6.
Facilitate the development of self-assessment and reflection in learning. To what
extent are there formal opportunities for reflection, self-assessment or peer assessment
in your course?
7. Give learners choice in assessment – content and processes To what extent do
students have choice in the topics, methods, criteria, weighting and/or timing of
learning and assessment tasks in your course?
8. Involve students in decision-making about assessment policy and practice. To what
extent are your students in your course kept informed or engaged in consultations
regarding assessment decisions?
9. Support the development of learning communities to what extent do your
assessments and feedback processes help support the development of learning
communities?
10. Help teachers adapt teaching to student needs to what extent does your assessment
and feedback processes help inform and shape your teaching?
24
CHAPTER 3
RESEARCH METHODOLOGY
This chepter addresses the research methodology and procedure used in the
study to investigate the research problem. This main purpose of the study was
examining role of assessment techniques on student learning.
3.1Methodology
The implementation process of a method knows as methodology. The chapter
deals with research design, sample, sampling techniques, instrumentation, data
collection and data analysis and ethical consideration.
3.2 Research Design
The research design refers to the overall strategy that you choose to integrate
the different components of the study in a coherent and logical way, thereby, ensuring
you will effectively address the research problem; it constitutes the blueprint for the
collection, measurement, and analysis of data (Labara 2009).
This research was descriptive in nature. The study is quantitative and the
method of conducting the research was survey. The study was designed to investigate
the Role of assessment techniques on student learning.
3.3 Population
Population is defined as all members of any well-designed class of people,
events or objects. A large group about which generalization is made called
population (Ary, Jacobs, &Sorensen, 2010)
A population involves all the individuals that have exactly characteristics for
being a part of the data required of researcher. The target population of the study
25
was consisted of all student of 9th and 10th grade and all teachers of both private and
public secondary schools in city Gujranwala.
3.4 Sample
Sample is any part of population of individuals on whom information is
obtained. It may for a variety of reasons, be different from the sample originally
selected. Fraenkel, &Wallen, Hyun. (2012).The sample should be representative of
population to ensure that generalize the results from the study sample to the overall
population.
The sample of the study was consisted of fifty female teachers and hundred
female students from 10 secondary school of city Gujranwala. The total number of
the school from both (public and private) was ten .10 school 5 public and five
private selected randomly. The hundred students were from 9th and 10th class. The
researcher has chosen 10 students from each school.
Table 3.1
Sample of the Study
Category Schools Students Teachers
Public 5 5 x10=50 5 x5=25
Private 5 5 x10=50 5 x5=25
Total 10 schools 100 students 50 teachers
3.5 Sampling Techniques
The selected respondents constitute what is technically called a sample and
the selection process is called sampling technique (Kothari, 2004). This number was
selected because the limit of budget and the time to distribute the questionnaire to
teachers and students.
26
Convenient sampling it is also called as accidental sampling or opportunity
sampling. The researcher includes those participants who are easy or convenient to
approach.
The sample was selected through using non-probability techniques of
selecting sample. Convenient sampling was used as a technique for selecting sample
for study.
3.6 Instrumentation
Instrumentation refers to the tools or means by which investigators attempt
to measure variables or items of interest in the data collection process.
Instrumentation is also a specific term with respect to a threat to internal validity,
data-collection process and research designs (Neil J. Salkind, 2010).
Two instruments were utilize in this study, Modified and adapted from the
existing tools used in similar context as available in literature. These were eliciting
the background information of the respondents of research, the educators and
student of secondary schools and their Role of assessment techniques on student
learning.
Two-closed ended questionnaire was developed according to objectives and
research questions of the study. One questionnaire was selected for female teachers
of public and private sectors .One questionnaire was developed for all girls‟ students
of public and private sector of Gujranwala city. There were 15 statements of
teacher‟s questionnaire and use five-pint Likert scale for ranking. There were ten
statements of student‟s questionnaire and use three-point Likert scales were used for
ranking the items.
27
3.7 Data collection
Data collection is the process of gathering and measuring information on
variables of interest, in an established systematic procedure that enables one to
answer stated research questions, test hypotheses, and evaluate outcomes (Craddick
S, Rhodes,D ,2003).
The study used primary data obtained through questionnaires. From the
short-listed sample, data was collected personally by the researcher. A permission
letter from department was issued to gain access randomly selected schools. These
schools were approached and requested to cooperate in the data collection
procedure. If some school are refuse to corporate than randomly selected another
institution. A questionnaire was distributed to the teacher and students of secondary
level from different public and private sector school located in city Gujranwala. The
questionnaire involved close ended questionnaire as they are easy to Data was
collected through visit of different secondary schools of public and private sectors
and questionnaire was filled by private public secondary schools from female
teachers and girl‟s students.
3.8 Data analysis
Data Analysis is the process of systematically applying statistical and/or
logical techniques to describe and illustrate, condense and recap, and evaluate data.
... Indeed, researchers generally analyze for patterns in observations through the
entire data collection phase. (Savenye, Robinson, 2004).
The results obtained by survey questionnaire were in the SPSS (statistical
package for social sciences) ver. 17 for analysis. Data analysis procedure involves
the descriptive and inferential statistics.
28
3.9 Ethical Consideration
The researcher took permission from the head of the secondary schools of
Gujranwala city. The researcher was to permission from the students before filling
the questionnaires. The researcher was give questionnaire after the permission of
students. The researcher was assured the student's that the data collected from them
shall be used for only research purpose. The researcher was not mention and gained
any personal information about the student's.
29
CHAPTER 4
DATA ANALYSIS AND DATA INTERPRETATION
This chapter deals with data analysis and data interpretation. Demographical
information was analyzed through cross tabulation with the help of SPSS. Percentage
was applied among all statements.
Demographical Analysis
Table 4.1
Age wise distribution of the data
Sr.no Age Private % Public % Total
1 21-30 15 30% 4 8% 38%
2 31-40 10 20% 17 34% 54%
3 51-60 0 0% 4 8% 8%
4 Total 25 50% 25 50% 100%
Table 4.1 shows that 15 participants from private and 4 participants from public were
selected in the age of 21-30, 10 participants from private and 34 participants from
public were selected in the age of 31-40 and 4 participants from public were selected
in the age of 51-60. The detail of participants is presented in the table given above.
30
Table 4.2
Qualification wise distribution of the data
Sr.no Qualification Private % Public % Total
1 MS/MPHIL 4 8% 8 16% 24%
2 MA/MSC 14 28% 15 30% 58%
3 BA/BSC 6 12% 2 4% 16%
4 FA 1 2% 0 0% 2%
5 Total 25 50% 25 50% 100%
Table 4.2 shows that the 4 participants of MA/MPHIL were selected from private and
8 participants from public, 14 participants of MA/MSC were selected from private
and 30 participants from public, 6 participants of BA/BSC were selected from private
and 4 participants from public, and 1 participants of FA were selected from private
and 0 participants from public. The detail of participants is presented in the table
given above.
31
Table 4.3
Institution wise distribution of the data
Sr.no Institution Teachers Total
1 Private 25 5
2 Public 25 5
3 Total 50 10
Table 4.3 shows that the 25 female teachers were selected from the 5 private
institutions, and 25 female teachers were selected from the 5 public institutions. The
detail of institution is presented in the table given above.
32
Table 4.4
Experience wise distribution of the data
Sr.no Experience Private % Public % Total
1 1-5 15 30% 4 8% 38%
2 6-10 9 18% 10 20% 38%
3 11-15 1 2% 6 12% 14%
4 16-20 0 0% 2 4% 4%
5 20-25 0 0% 3 6% 6%
6 Total 25 50% 25 50% 100%
Table 4.4 shows that 15 participants of private and 4 participants of public were
selected whose experience between 1-5, 9 participants of private and 20 participants
of public were selected whose experience between 6-10, 1 participants of private and
12 participants of public were selected whose experience between 11-15, 0
participants of private and 2 participants of public were selected whose experience
between 16-20, and 0 participants of private and 3 participants of public were selected
whose experience between 20-25. The detail of participants is presented in the table
given above.
33
Analysis of Teachers Data
Table 4.5
Tests improve student learning abilities of student.
Sr.no Sector 5 4 3 2 1 Total
1 Private N 14 9 2 0 25
2 % 28% 18% 4% 50%
3 Public N 22 1 0 2 25
4 % 44% 2% 4% 50%
Table 4.5 shows that 28% private and 44% public teachers said that it is very true to
them ,18% private and 2% public teachers said that it is true to them ,4% private
teachers said that it is somewhat true to them , and 4% public teachers said that
somewhat untrue of them that test improve student learning abilities of students. The
details of respondents were given in table above.
34
Table 4.6
Examination enhances teacher’s competencies for changing their methods and
practice.
1 Private N 10 13 1 1 25
2 % 20% 26% 2% 2% 50%
3 Public N 7 15 2 1 25
4 % 14% 30% 4% 2% 50%
Table 4.6 shows that 20%private and 14% public teachers said that it is very true of
them,.26% private and 30%public teachers said that it is true of them ,2% private and
4% public teachers said that it is somewhat true of them ,2% public teachers said that
somewhat untrue of them, and 2% private teacher said that it is untrue of them that
examination enhance their competencies for changing their methods and practice. The
35
Table 4.7
Teacher helps to students in review their work.
Sr. no Sector 5 4 3 2 1 Total
1 Private N 9 12 3 1 25
2 % 18% 24% 6% 2% 50%
3 Public N 9 9 6 1 25
4 % 18% 18% 12% 2% 50%
Table 4.7 shows that18% private and 18%public teacher said that it is very true of
them,24%private and 18% public teachers said that it is true of them ,6% private and
12% public teachers said that it is somewhat true of them , and 2% private and 2%
public teachers said that it is somewhat untrue of them that they helps to student‟s in
review their work. The details of respondents were given in table above.
36
Table 4.8
Student performance assessed by the use of grand test.
1 Private N 11 8 6 25
2 % 22% 16% 12% 50%
3 Public N 7 11 2 2 3 25
4 % 14% 22% 4% 4% 6% 50%
Table 4.8 shows that 22% private and 14% public teachers said that it is very true of
them , 245 private and 22% public teachers said that it is true of them ,12% private
and 4% public teachers said that it is somewhat true of them,4%public teachers said
that it is somewhat untrue of them, and 6% public teachers said that it is untrue of
them that student performance assessed by the use of grand test. The details of
respondents were given in table above.
37
Table 4.9
Assessment is helpful in the extent to which pupil’s achieve instructional objective.
1 Private N 12 9 3 1 25
2 % 24% 18% 6% 2% 50%
3 Public N 13 9 2 1 25
4 % 26% 18% 4% 2% 50%
Table 4.9 show that 24% private and 26% public teachers said that it is very true of
them,18% private and 18% public teachers said that it is true of them, 6% private
teachers said that it is somewhat true of them,2% private and 4% public teachers said
that it is somewhat untrue of them, and 2% public teachers said that it is untrue of
them that assessment is helpful in the extent to which pupils achieve instructional
objective. The details of respondents were given in table above.
38
Table 4.10
Ranking are helpful to response student’s performance.
1 Private N 7 16 2 25
2 % 14% 32% 4% 50%
3 Public N 13 10 2 25
4 % 26% 20% 4% 50%
Table 4.10 show that 14%private and 26% public teachers said that it is very true of
them, 32% private and 20% public teachers said that it is true of them, 4% public
teachers said that it is somewhat true of them, and 4% private teachers said that it is
somewhat untrue of them that ranking are helpful to response student‟s performance.
The details of respondents were given in table above.
39
Table 4.11
Evaluation helps in judgments about worth of students.
1 Private N 4 15 4 2 25
2 % 8% 30% 8% 4% 50%
3 Public N 6 11 5 3 25
4 % 12% 22% 10% 6% 50%
them, 30% private and 22% public teachers said that it is true of them, 8% private and
10% teachers said that it is somewhat true of them, and 4% private and 6% public
teachers said that it is somewhat untrue of them that evaluation helps in judgment
about worth of students. The details of respondents were given in table above.
40
Table 4.12
Test provides reliable information to know student’s strength and weakness.
1 Private N 6 13 5 1 25
2 % 12% 26% 10% 2% 50%
3 Public N 12 5 4 2 2 25
4 % 24% 10% 8% 4% 4% 50%
them, 26% private and 10% public teachers said that it is true of them, 10% private
and 8% public teachers said that it is somewhat true of them, 4% public teachers said
that it is somewhat untrue of them, and 2% private and 4% public teachers said that it
is untrue of them that test provides reliable information to know student‟s strength
and weakness. The details of respondents were given in table above.
41
Table 4.13
To make efficient choices about their learning.
1 Private N 7 11 6 1 25
2 % 14% 22% 12% 2% 50%
3 Public N 6 13 4 2 25
4 % 12% 26% 8% 4% 50%
them, 22% private and public teachers said that it is true of them, 12% private and 8%
public teachers said that it is somewhat true of them, and 2% private and 4% public
teachers said that it is somewhat untrue of them that to make efficient choices about
their learning. The details of respondents were given in table above.
42
Table 4.14
Tests provide information to overcome mistake of students.
1 Private N 11 11 1 2 25
2 % 22% 22% 2% 4% 50%
3 Public N 8 12 2 1 4 25
4 % 16% 22% 4% 2% 8% 50%
them, 22% private and 22% public teachers said that it is true of them, 25 private and
4% public teachers said that it is somewhat true of them, 4% private and 2% public
teachers said that it is somewhat untrue of them, and 8% public teachers said that it is
untrue of them that test provide information to overcome mistake of students. The
43
Table 4.15
Observation facilitates to evaluate student achievement.
1 Private N 12 7 3 3 25
2 % 24% 14% 6% 6% 50%
3 Public N 10 10 3 2 25
4 % 20% 20% 6% 4% 50%
Table 4.15 shows that 24% private and 20% public teachers said that very true of
6% public teachers said that it is somewhat true of them, 4% public teachers said that
it is somewhat untrue of them, and 6% private teachers said that it is untrue of them
that observation facilitates to evaluate student achievement. The details of
44
Table 4.16
Oral quiz helpful to understanding their errors.
1 Private N 5 10 8 2 25
2 % 10% 20% 16% 4% 50%
3 Public N 5 11 4 3 2 25
4 % 10% 22% 8% 6% 4% 50%
them, 20% private and 22% public teachers said that it is true of them, 16% private
and 8% public teachers said that it is somewhat true of them, 4% private and 6%
public teachers said that it is somewhat untrue of them, and 4% public teachers said
that it is untrue of them that oral quiz helpful to understand their errors. The details of
45
Table 4.17
Conceptual understanding develops by the essay type test.
1 Private N 8 9 3 3 2 25
2 % 16% 18% 6% 6% 4% 50%
3 Public N 8 7 5 5 25
4 % 16% 14% 10% 10% 50%
10% public teachers said that it is somewhat true of them, 6% private and 10% public
teachers said that it is somewhat untrue of them, and 4% public teachers said that it is
untrue of them that conceptual understanding develops by the easy type test. The
46
Table 4.18
Student receives information through test for their next learning steps.
1 Private N 6 13 5 1 25
2 % 12% 26% 10% 2% 50%
3 Public N 8 10 2 5 25
4 % 16% 20% 4% 10% 50%
them, 26% private and 20 % public teachers said that it is true of them, 10% private
and 4% public teachers said that it is somewhat true of them, 2% private and10%
public teachers said that it is somewhat untrue of them that student receives
information through test for their next learning steps. The details of respondents were
given in table above.
47
Table 4.19
Written test is helpful for keeping record of student performance.
1 Private N 15 5 2 1 2 25
2 % 30% 10% 4% 2% 4% 50%
3 Public N 11 8 3 3 25
4 % 22% 16% 6% 6% 50%
Table 4.19 shows that 30% private and 22% public teachers said that it is very true to
6% public teachers said that it is somewhat true of them ,2% private and 6% public
teachers said that it is somewhat untrue of them, and 4% private teachers said that it
is untrue of them that written test is helpful for keeping record of student
performance. The details of respondents were given in table above.
48
Analysis of students Data
Table 4.20
Class wise distribution of the data
Sr.no Class Private % Public % Total
1 9th 10 10% 10 10% 20%
2 10th 40 40% 40 40% 80%
3 Total 50 50% 50 50% 100%
Table 4.20 shows that the 10 participants were selected from private and 10
participants from public in the 9th class and 40 participants were selected from private
and 40 participants from public in the 10th class. The detail of class is presented in the
table given above.
49
Table 4.21
Section wise distribution of the data
Sr.no Section Private % Public % Total
1 Arts 10 10% 0 0% 10%
2 Science 40 40% 50 50% 90%
3 Total 50 50% 50 50% 100%
Table 4.21 shows that 10 participants were selected from arts section from private and
0 participants were selected from arts section from pubic, and 40 participants were
selected from science section from private and 50 participants from public. The detail
of section is presented in the table given above.
50
Table 4.22
Institution wise distribution of the data
Sr.no Institution Students Total
1 Private 50 5
2 Public 50 5
3 Total 100 10
Table 4.22 shows that the 50 female students were selected from the 5 private
institutions, and 50 female students were selected from the 5 public institutions. The
detail of institution is presented in the table given above.
51
Table 4.23
When teacher give me a good remarks on my work I feel happy.
Sr.no Institution 3 2 1 Total
1 Private N 47 0 3 50
2 % 47% 3% 50%
3 Public N 45 0 5 50
4 % 45% 5% 50%
Table 4.23 indicated that 47% private and 45% public students were selected always
and 3% private and 5% public students were selected sometimes with the statement
when teacher gives them a good remarks on their work they feel happy. The details of
participants were given in table above.
52
Table 4.24
The level of my progress increase with the help of test.
1 Private N 35 10 5 50
2 % 35% 10% 5% 50%
3 Public N 41 1 8 50
4 % 41% 1% 8% 50%
Table 4.24 indicated that 35% private and 41%public students were selected always ,
10% private and 1%public students were selected never and 5% private and 8%
public students were selected sometimes with the statement that the level of their
progress increase with the help of test. The details of participants were given in table
above.
53
Table 4.25
I also get guidance when teacher point out mistake on my friend task.
1 Private N 21 4 25 50
2 % 21% 4% 25% 50%
3 Public N 24 7 19 50
4 % 24% 7% 19% 50%
public students were selected sometimes with the statement that they also get
guidance when teacher point out mistake on my friend task.. The details of
54
Table 4.26
I feel threatened when teacher call me to write a test on white board.
1 Private N 13 15 22 50
2 % 13% 15% 22% 50%
3 Public N 3 27 20 50
4 % 3% 27% 20% 50%
public students were selected sometimes with the statement that they feel threatened
when teacher call them to write a test on white board. The details of participants were
given in table above.
55
Table 4.27
Grand test enhance my achievement and goal of learning.
1 Private N 33 5 12 50
2 % 33% 5% 12% 50%
3 Public N 33 4 13 50
4 % 33% 4% 13% 50%
public students were selected sometimes with the statement that grand test enhance
their achievement and goal of learning. The details of participants were given in table
above.
56
Table 4.28
Difficult subject can be learned better when teacher take quiz.
1 Private N 34 6 10 50
2 % 34% 6% 10% 50%
3 Public N 36 3 11 50
4 % 36% 3% 11% 50%
public students were selected sometimes with the statement that difficult subject can
be learned batter when teacher take quiz. The details of participants were given in
table above.
57
Table 4.29
Teacher remarks on my improve language and sapling mistake in my homework.
1 Private N 29 5 12 50
2 % 29% 5% 12% 50%
3 Public N 31 2 17 50
4 % 31% 2% 17% 50%
Table 4.29 indicated that 29% private and 31%public students were selected always,
public students were selected sometimes with the statement that teacher remarks on
their homework improve language and sapling mistake in their work. The details of
58
Table 4.30
I feel ashamed when teacher point out too much writing mistake in my test.
Sr. no Institution 3 2 1 Total
1 Private N 18 13 19 50
2 % 18% 13% 19% 50%
3 Public N 12 12 26 50
4 % 12% 12% 26% 50%
public students were selected sometimes with the statement that they feel ashamed
when teacher point out too much writing mistake in their work. The details of
59
Table 4.31
Quiz competition in a class motivates me to reply quickly.
1 Private N 36 5 9 50
2 % 36% 5% 9% 50%
3 Public N 34 4 12 50
4 % 34% 4% 12% 50%
Table 4.31 indicated that 36% private and 34%public students were selected always,
public students were selected sometimes with the statement that quiz competition in a
class motivates them to reply quickly. The details of participants were given in table
above.
60
Table 4.32
Written test is beneficial for keeping record of my performances.
1 Private N 40 1 9 50
2 % 40% 1% 9% 50%
3 Public N 35 1 14 50
4 % 35% 1% 14% 50%
public students were selected sometimes with the statement that written test beneficial
record of their performance. The details of participants were given in table above.
61
CHAPTER 5
SUMMARY FINDINGS RECOMMENDATION
DISCUSSION CONCLUSIONS
5.1 Summary
The summary was to find out to investigate the mention topic name the role of
assessment techniques on students learning at secondary level, in first chapter the
introduction, background of the study statement of problem, objective, research
question, significant of the study delimitation of the study and key words used in
current study were designed.
In the second chapter reviewing the related literature from different sources
i.e. Journal articles, books, published thesis and dissertation, conference papers and
symposium research papers has been written in order to fulfill the objectives and
requirement of this research work .The related works which have been done in past by
other by other people and research is mentioned .further introduction to previous
works, definition and terminologies, major characteristics of the current research
work is described also.
In third chapter the methodology of study reported in which research design ,
population, sampling techniques, instrumentation data collection procedure and
techniques of data analysis and statistical test are explained.
In chapter four the data analysis and interpretations of result are presented,
these included four sections, find out the result by using percentage.
At the end in fifth chapter the findings conclusions and recommendations are
written.
62
5.2 Findings
Findings for teacher
1.28% private and 44% public teachers it is true of them that tests improve student
learning abilities of student.
2. 20%private and 14% public teachers it is true of them that examination enhances
teacher‟s competencies for changing their methods and practice.
3. 18% private and 18%public teachers it is true of them that teacher helps to students
in review their work.
4. 22% private and 14% public teachers it is true of them that student performance
assessed by the use of grand test.
5. 24% private and 26% public teachers it is true of them that assessment is helpful in
the extent to which pupil‟s achieve instructional objective.
6. 14%private and 26% public teachers it is true of them that ranking are helpful to
response student‟s performance.
7. 8% private and 12% public teachers, it is true of them that evaluation helps in
judgments about worth of students.
8. 12% private and 24% public teachers it is true of them that test provides reliable
information to know student‟s strength and weakness.
9. 14% private and 12% public teachers it is true of them that to make efficient
choices about their learning.
10. 22% private and 16% public teachers it is true of them that tests provide
information to overcome mistake of students.
11. % private and 20% public teachers it is true of them that observation facilitates to
evaluate student achievement.
63
12. 10% private and 10% public teachers it is true of them that oral quiz helpful to
understanding their errors.
13. 16% private and 16% public teachers it is true of them that conceptual
understanding develops by the essay type test.
14. 12% private and 16% public teachers it is true of them that student receives
information through test for their next learning steps.
15. 30% private and 22% public teachers it is true to them that written test is helpful
for keeping record of student performance.
Findings for students
1. 47% private and 45% public students were selected always when teacher give me a
good remarks on my work I feel happy.
2. 35% private and 41%public students were selected always the level of my progress
increase with the help of test
3. 21% private and 24%public students were selected always I also get guidance when
teacher point out mistake on my friend task.
4. 13% private and 3%public students were selected always I feel threatened when
teacher call me to write a test on white board.
5.33% private and 33%public students were selected always grand test enhance my
achievement and goal of learning.
6. 34% private and 36%public students were selected always difficult subject can be
learned better when teacher take quiz.
7. 29% % private and 31%public students were selected always teacher remarks on
my homework improve language and sapling mistake in my work.
8. 18% private and 12%public students were selected always I feel ashamed when
teacher point out too much writing mistake in my test.
64
9. 36% private and 34%public students were selected always Quiz competition in a
class motivates me to reply quickly.
10. 40% private and 35%public students were selected always Written test is
beneficial for keeping record of my performances.
5.3 Recommendations
After the whole study the following recommendations were made for the
future research
1. Teacher should be used assessments as a tool for ongoing process that is not
just active but also authentic.
2. Teacher should explain criteria for A.F graded papers, and encourage student
discussions and reflection about these criteria‟s.
3. Students should be more motivated and engaged when they are assured that an
instructor cares for their development. Instructor should allow for rewrite to
signal that an assignment is designed to promote development of learning.
4. Teacher should be used rubric to lie out expected performance criteria for a
range of grades.
5. Assignment should be based on practical problem with clear expected output
that give the sense of completeness to the students are not that easy to address
but challenging and interesting enough.‟
6. Self and peer assessment should be obligatory to be applied but should have as
priority the peer examine the work of other and provide constructive feedback
modify their own related assignment work even after its submission.
7. Assessment and feedback practices should provide information to students for
provide improve their learning.
65
8. Government should be provide all students and teachers with appropriate
assessment tools.
5.4 Discussion
This study was to investigate role of assessment techniques on student
learning at secondary level.
1 .What type of assessment techniques is helpful for student?
Questioning strategies are helpful technique for both students and teachers. In
classroom setting, teacher questions are defined as instructional cues stimuli that
convey to student the content elements to be learned. Bubb, (2013) explained that
making the case for formative assessment. Classroom assessment techniques fall into
three broad categories. The techniques in the first group are are used to assess course
related knowledge and skills, when a minute‟s paper, faculty typically ask student to
indicate the most important thing they learned during that class period and their most
important unanswered question. The second group of classroom assessment
techniques is use to assess student, reactions to specific aspects of instruction,
including class activates, assignments, and materials, as well as teaching. Faculty on
some campuses is using classroom assessment techniques to gather midcourse
teaching evaluations several strategies to include employers in assessment activities
also are describe and direction for what they are to do and how they are to do it.
2. How students understand their mistakes after assessment from teacher in
classroom?
Mostly student are agreed Teacher remarks on my improve language and
sapling mistake in my work. Homework because their opinion are they get
weaknesses about their subject. Students were selected sometimes with the statement
that teacher remarks on their homework improve language and sapling mistake in
66
their work. Rust & Price (2003) described that Problem based learning has also been
instigated within the context of education although the theoretical basis of problem is
closely connected with learning at work. During the various stages of the education
program, students, tutors, teachers and mentors have assessed the student‟s
development, competencies and knowledge in the central areas of expertise required
by early childhood education. Particularly important, from the perspective of learning
have been the various self-assessment processes involving students.
5.5Conclusions
The study was conducted to find out the role of assessment techniques on
students learning in secondary level. Assessment play a vital role in learning process
the study concludes that majority teachers consider that assessment to design, develop
and evaluate human and mechanical recourses efficiently and effectively in order to
facilitate and leverage all aspects of learning. Mostly teachers were very true of
measurement and evolutions are necessary conditions for assessment to occur.
Although they an independent existent as well. so the study conclude that facility
change guide and make change teachers and students behavioral and transformation
of educational systems and practice in order to contribute influencing change in
society.
67
REFRENCES
Abraham (2007) implications of high– stakes testing for the use of formative
classroom assessment. Formative classroom assessment, 79– 98
Anne G.M. Deborah, S., Kevin,P.,& Linda (2006) Assessment Benefits and Barriers,
What are you committed. JOPERD Volume 77 No. 8.
Ary, D., Jacobs, L. C., Sorensen, C., &Razavieh, A. (2010). Introduction to research
in education eight (8th ed ) canada Wadsworth: Cengage Learning.
Ary, D., Jacobs, L. C., Sorensen, C., &Razavieh, A. (2010). Introduction to research
in education eight edition. Wadsworth: Cengage Learning.
Başol, G., & Johanson, G. (2009). Effectiveness of frequent testing over achievement:
A meta analysis study. International Journal of Human Sciences, 6(2), 99–
121.
Bond & DePaul, (2008). Individual Differences in judging deception. Psychological
Bulleytin, 477 – 492
Bubb, Schraw, James, Brents, Kaalberg, Marchand, Gammete. (2013). Making the
case for formative assessment 10(17), 1-5
Cavanagh, Waldrip,Romanoski, & Dorman, (2005). Measuring student perceptions
of classroom assessment. Australia.
Cohen, D.K. & Hill, H.C. (2000). Instructional policy and classroom
performance: The mathematics reform in California. Teacher’s College
Record, 102, 294-343.
Cooner, O. (2009) How To Grade For Learning Corwin:T housand Oasks.
Craddick, S., Crawford, S., Redican, S., Rhodes, D., Rukenbrod, F., Laws, R. (2003).
Dietary quality assurance processes of the DASH-Sodium controlled diet
study. Journal of the American Dietetic Association, 103(10): 1339-1346.
68
Crusan, D. (2002). An assessment of ESL writing placement assessment. Assessing
Writing, 8(1), 17-30
Davidson, Howell, Hoekema, (2000).Effects of Ethnicity and Violent Content on
rubricScores IN Writing Sample. Journal of Education Research, 367 – 373.
Dhindsa, Omar, & Waldrip, (2007). Upper Secondary Bruneian Science Students'
Perceptions of Assessment. International Journal of Science Education, 1281-
1280.Assessment.
Ecclestone (2010), Transforming formative assessment in lifelong learning.
Berkshire, UK: McGraw-Hill Education.
Edmunds, J. (2006). How to Assess Student Performance in History: Going beyond
Multiple-Choice Tests. SERVE Center at University of North Carolina at
Greensboro.
Fraenkel, W., &Wallen, N. E. Hyun. 2012. How to design and evaluate research in
education.
Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching
and learning of science in Australian schools. Canberra: Department of
Education, Training and Youth Affairs.
Gordon, E. W. (2008). The transformation of key beliefs that have guided a century of
assessment. The future of assessment, 53-82.
Hanna & Dittmer, (2004) Assessment for effective learning.
Harlen, & Crick,(2003). Testing and motivation for learning. Assessment in
Education: Principles, Policy & Practice, 169-207.
Herrera, Murry,& Cabral, (2007). Assessment Accommodation for Classroom Teacher
of Culturally And Linguistically Diverse Students. Boston Pearson Education
Inc.
69
Johnson, Adams, Becker, Cummins, Estrada & Hall. 2016 NMC Horizan Report.
Austin Texas: The New Media Consortium.
Kane, (2006). Education Measurement American Council on Education.
Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age
International.
Labaree, R. V. (2009). Research Guides: Organizing Your Social Sciences Research
Paper: Types of Research Designs.
Liljedahl, P. (2010). The four purposes of assessment. Vector, 2, 4-12.
Linn, R. L., & Miller, M. D. (2005). Measurement and assessment in teaching (9th
ed.) Upper
Luo Shaoqian, (2003). The research of English class room teaching Beijing: foreign
language teaching and research press.
Mc Comas, W. F. (2014). Questioning Strategies. In The Language of Science
Education (pp. 82-82). Sense Publishers, Rotterdam.
Mills, S, Bennett, B, Crawford, C. B, & Gould, L. (2009). A Model for Integrating
Assessment across an Undergraduate Political Science Major.
Nicol, D. (2007). Principles of good assessment and feedback: Theory and practice.
From
Noonan, B., & Duncan, C. R. (2005). Peer and self-assessment in high
schools. Practical assessment, research and evaluation, 10(17), 1-8.
Peterson, E, Siadat & V. (2009) combination of Formative and Summative
Assessment Instrument in Elementary Algebra Classess. Journal of Applied
Research the community.
Ribeiro, (2011)The Pros and Cons of Problem-Based Learning from the Teacher‟s
Standpoint, Journal of University Teaching & Learning Practice, ,0-17.
70
Richard G. Sober. (2009). Team working and Peer Assessment: The assessment
process as an aid to effective learning in creative group project work. The
Higher Education Academy (accessed 20\2\2010)
Ross, M., and Andrea, L. (2005) Levels of Assessment From the Student to the
Institution. New York: Association of American Colleges and universities.
Rust, Price, & O DONOVAN (2003). Improving students' learning by developing
their understanding of assessment criteria and processes." Assessment &
Evaluation Saddle River, NJ: Prentice Hall.
Salkind, N. J. (Ed.). (2010). Encyclopedia of research design (Vol. 1). Sage.
Savenye, W. C., & Robinson, R. S. (2005). Using qualitative research methods in
higher education. Journal of computing in Higher education, 16(2), 65-95.
Schneider&Gownan, (2013) Investigating Teachers Skills in Interpreting Evidence of
Student Learning. Applied Measurement in Education, 191 – 204
Schroetter, S. A., & Wendler, M. C. (2008). Capstone experience: Analysis of an
educational concept for nursing. Journal of Professional Nursing, 24(2), 71-
79.
Stiggins, Arter, , Chappuis, . & Chappuis, (2004). Classroom assessment for student
learning. Portland OR: Assessment Training Institute 24(2), 71-79
Stiggins, R., Arter, J., Chappuis, J., Chappqquis, S. (2006). Classroom Assessment for
Student Learning: Doing It Right Using It Well. Upper Saddle River, NJ:
Prentice Hall.
Taghi, J. (2009). The Importance of Classroom Assessment and Evaluation in
Educational System. Internation Conferences of Teaching and Learning. the
REAP International Online Conference on Assessment Design for Learner
Responsibility,
71
Appendix I
List of Institutions
Public school
1. Government Girls modal high school
2. Government girls high school Kashmir colony #2 Gujranwala
3. Government mian rehmat ali memorial girls high school
4. Government girls high school modern education
5. Government gulzar-e-islam girls‟ high school
Private school
1. Progressive school of science
2. Pakistan international public school
3. Allied school
4. Jadded dastgir ideal high s school
5. Talent science school
6. The savey school
7. Blue bell kids campus school
8. Aizar model high school
9. Dar-e-arqam school
10. The Educators Civil Lines Campus
72
Appendix II
Alignment of Objective, Research Question and Statements
Objective Research Question Statements

To identity the role of 1. What type of assessment 1. Test improves the
assessment in student‟s technique is helpful for learning ability of student.
learning at secondary student?
level. 2. Examination enhances
teacher‟s competencies for
changing their methods
and practices.
3. Teacher helps to
students in review their
work.
4. Student performance
assessed by the used of
grand test.
5. Assessment is the
helpful in extent to which
to pupils achieve
instructional objective.
2. How student feel 1. Ranking is helpful to
assessment as a technique response student‟s
for learning improvement? performance.
2. Evaluation helps in
judgment about worth of
students.
3. Test provides reliable

information to know
student‟s strength and
weaknesses.
4. To make efficient
choices about their
learning.
5. Test provides
information to overcome
mistake of students.
6. Observation facilities to
evaluate student
achievement
73
.
3. How student understand 1. Oral quiz helpful to
their mistakes after understanding their errors.
assessment from teacher in
classroom? 2. Conceptual
understanding develops by
the essay type test.
3. Student receives
information through test
for their next learning
steps.
4. Written test is helpful

for keeping record of
student performance.
74
Appendix III
Alignment of Objectives, Research Questions and Statements
Objectives Research Questions Statements

1. To identity the role of 1. What type of assessment 1. When teacher give me
assessment in student‟s techniques is helpful for good remarks on my work
learning at secondary student? I feel happy.
level.
2. The level of my
progress increase with the
help of test.
3. I also get guidance.
When teacher points out
mistake on my friend‟s
task.
4. I feel threatened when

teacher call me to write a
test on board.
2. How students feel 1. Grand test enhance my
assessment as a technique achievement and goals of
for learning improvement? learning.
2. Difficult subject can be

learn batter when teacher
take quizzes.
3. Teacher‟s remarks on
my homework improve
language and spelling
mistakes in my work.
3. How student understand 1. I feel ashamed when
their mistake after teacher point out too much
assessment from teacher in writing mistake‟s on my
classroom? test.
2. Quiz competition in a
class motivates me to reply
quickly.
3. Written test is beneficial
for keeping record of my
performance.
75
Appendix IV
QUESTIONNAIRE
Respected respondent
I want some precious time from you for my research work. You are requested to fill
this tool according to your own perceptions about “Role of assessment techniques on
student learning‟‟. I assure you that the information you will provide, use only for
research purpose.
Demographic information
1. Name: Optional: ______________________________________

2. Name of school:______________________________________
3. Age (In Year): a) 21-30 b) 31-40 c) 51-60
4. Qualification: a) PHD b) MS/MPHIL C) MA/MSC d) BA /BSC e) FA
5. Institution: a) Private b) Public
6. Experience in Teaching: a) 1-5 b) 6-10 c) 11-15 d) 16-20 e) 21-25
7. How many times do you take student test?
a) Once a week b) Twice a week
c) None
You are requested to rank each statement according to the given scale.
5 4 3 2 1
Very true of me True of me Somewhat true of Somewhat Untrue of me
me untrue of me
Sr. Statement 5 4 3 2 1
No
1. Test improves the learning ability of
student.
2. Examination enhances teacher‟s
competencies for changing their methods
and practice.
3. Teacher helps to student‟s in review their
work
4. Student‟s performance assessed by the use
of grand test.
76
5. Assessment is helpful in the extent to
which pupil‟s achieve instructional
objective.
6. Ranking are helpful to response student‟s
performance.
7. Evaluation helps in judgments about worth
of students.
8. Test provides reliable information to know
student‟s strength and weaknesses.
9. To make efficient choices about their
learning.
10. Test provides information to overcome
mistake of students.
11. Observation facilitates to evaluate student
achievement.
12. Oral quiz helpful to understanding their
errors.
13. Conceptual understanding develops by the
essay type test.
Student receives information through test
14 for their next learning steps.
15. Written test is helpful for keeping record
of student performance.
77
QUESTIONNAIRE
Respected respondent
I want some precious time from you for my research work. You are requested to fill
this tool according to your own perceptions about “Role of assessment techniques on
student learning‟‟. I assure you that the information you will provide, use only for
research purpose.
Demographic information
1. Name of student (Optional): ______________________________________
2. Name of school: _______________________________________________
3. Class: a) 9th b) 10th
4. Section: a) Arts b) Science
5. Institution: a) Private school b) Public school
6. How many times do you take student test?
a) Once a week b) Twice a week
c) None
You are requested to rank each statement according to the given scale.
always Never Sometime

3 2 1
Sr.no Statement 3 2 1
1. When teacher give me a good remarks on my
work I feel happy.
2. The level of my progress increase with the help
of test.
3. I also get guidance .When teacher points out
mistake on my friend‟s task.
4. I feel threatened when teacher call me to write a
test on white board.
5. Grand test enhance my achievement and goal of
learning.
6. Difficult subject can be learned better when
teacher take quiz .
7. Teacher remarks on my homework improve
language and sapling mistake in my work.
78
8. I feel ashamed when teacher point out too much
writing mistake in my test.
9. Quiz competition in a class motivates me to reply
quickly.
10. Written test is beneficial for keeping record of
my performances.
79

Role of Assessment Techniques on Student Learning

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Role of Assessment Techniques on Student Learning

Uploaded by

Copyright:

Available Formats

ROLE OF ASSESSMENT TECHNIQUES ON STUDENT

Uzma Yaqoob 013566

GOVERNMENT POST GRADUATE COLLEGE FOR WOMEN,

This is to certify that the dissertation entitled “role of assessment techniques on

student learning”, submitted by “Noreen Akhtar” & “Uzma Yaqoob”. In partial

my supervision and guidance. To the best of my knowledge, the matter embodied in

award of any degree or diploma.

guidance encouragement valuable suggestion and interest of respective supervisor

assistance for completion of this project.

Dedication to our loving, caring and great teachers,

Whose prayers have been force behind all our inspiration

the fields of life.

Sr.no List of content Page

1.1 Statement of the Problem 3

1.2 Significance of the study 3

1.3 Objective of the Study 4

1.4 Research question of the study 4

1.5 Delimitation of the study 4

1.6 Operational definition 5

REVIEW OF RELATED LITERATURE 6

2.2 Purpose of assessment 7

2.2.3 Reliability, Validity and Utility of SELF Assessment 8

2.2.4 Decision making 9

2.4 Formative Assessment 11

2.4.1 Advantages of Formative Assessment 12

2.4.2 Disadvantages of Formative Assessment 14

2.5 Summative Assessment 14

2.5.1 Advantages of summative assessment 15

2.5.2 Disadvantages of summative assessment 16

2.6 Assessment Techniques 17

2.6.1 Capstone experiences and course 17

2.6.3 Questioning Strategies 18

2.6.4 Problem base learning 18

2.7 Level of Assessment 19

2.7.1 Assessing individual student learning within courses 19

2.7.2 Assessing courses 20

2.7.3 Assessing individual student learning across courses 21

2.7.4 Assessing programs 21

2.8 Effects of Assessment on Student Learning 22

3.2 Design of study 25

3.5 Sampling Techniques 27

3.7 Data collection 28

3.8 Data analysis 28

3.9 Ethical research 29

Data analysis and data interpretation 30

Summary, findings, Recommendations, Conclusion and 62

Sr.no List of table Page no

4.1 Age wise distribution of the data 30

4.2 Qualification wise distribution of the data 31

4.3 Institution wise distribution of the data 32

4.4 Experience wise distribution of the data 33

4.5 Tests improve student learning abilities of student. 34

4.6 Examination enhances teacher‟s competencies for changing their 35

methods and practice.

4.7 Teacher helps to students in review their work. 36

4.8 Student performance assessed by the use of grand test. 37

4.9 Assessment is helpful in the extent to which pupil‟s achieve 38

4.10 Ranking are helpful to response student‟s performance. 39

4.11 Evaluation helps in judgments about worth of students. 40

4.12 Test provides reliable information to know student‟s strength and 41

4.13 To make efficient choices about their learning. 42

4.14 Tests provide information to overcome mistake of students. 43