A Review of Classroom Assessment Practices with SpecialReference to National Professional Standards for TeachersinPeshawar (Pakistan)

Abstract

The problem under study was to review classroom assessment practices with special reference tonational professional standards for teachers in Peshawar (Pakistan). This study will help to findgap assessments and provide useful information and guidelines for improvement. The populationof the study comprised all boys' secondary school teachers working in the district of Peshawar. Asampleof392(secondaryschoolteachers,148fromurban&244fromrural)wasselectedthroughrandom sampling with the help of the Raosoft sampling calculator. The main objectives of thestudyweretodeterminethesecondaryschoolteachers'understandingofthenationalprofessionalstandards for teachers in Khyber Pakhtunkhwa. To find out the secondary school teachers'classroom assessment practices in the light of national professional standards for teachers inKhyberPakhtunkhwa.Aself-madequestionnairewasusedasadatacollectiontool,havingafive-pointLikertscalebydescriptiveanalysisandinferentialanalysisconsistingofindependentT-testswere used to summarize the responses. Most secondary school teachers needed more knowledgeandunderstandingoftheNPSTsandacknowledgedtheirpotentialinadvertentnon-complianceintheclassroom.Althoughnewlyappointedteachersdemonstratedmorepositiveoutcomesintermsof their familiarity and comprehension of national professional standards for teachers. It wasrecommended that for effective implementation of NPST, in-service teacher programs. To copewith new challenges in the field of education, NPST would review, improve and contextualize thelatesttrends and theories in thefield of education