A Review of Classroom Assessment Practices with Special Reference to National Professional Standards for Teachers in Peshawar (Pakistan)

Abstract

The problem under study was to review classroom assessment practices with special reference to national professional standards for teachers in Peshawar (Pakistan). This study will help to find gap assessments and provide useful information and guidelines for improvement. The population of the study comprised all boys' secondary school teachers working in the district of Peshawar. A sample of 392 (secondary school teachers, 148 from urban & 244 from rural) was selected through random sampling with the help of the Raosoft sampling calculator. The main objectives of the study were to determine the secondary school teachers' understanding of the national professional standards for teachers in Khyber Pakhtunkhwa. To find out the secondary school teachers' classroom assessment practices in the light of national professional standards for teachers in Khyber Pakhtunkhwa. A self-made questionnaire was used as a data collection tool, having a five point Likert scale by descriptive analysis and inferential analysis consisting of independent T-tests were used to summarize the responses. Most secondary school teachers needed more knowledge and understanding of the NPSTs and acknowledged their potential inadvertent non-compliance in the classroom. Although newly appointed teachers demonstrated more positive outcomes in terms of their familiarity and comprehension of national professional standards for teachers. It was recommended that for effective implementation of NPST, in-service teacher programs. To cope with new challenges in the field of education, NPST would review, improve and contextualize the latest trends and theories in the field of education.