Implementation of Assessment for Learning and the Need for Teachers Refreshing Trainings

Shahzadi Seema, Wliayat Bibi,

Abstract

A consistent continuing professional development is requisite to equip teachers with the indispensable proficiencies for their new roles as well as to keep them up to date in their job market. In this context, current study investigated the perceptions of teachers regarding the need for refreshing trainings in developing their skills for the implementation of assessment for learning at undergraduate program in public sector universities of Khyber Pakhtunkhwa. The sample comprised of randomly selected 40 teachers, 8 teachers, each of five public sector universities in Khyber Pakhtunkhwa. To get the relevant data, semi-structured interview schedules were used and was analyzed by adopting a thematic approach. Teachers strongly signified the expanded professional development opportunities instead of relying on conventional programs. Teachers stressed that to be provided with opportunities to improve their assessment skills by doing away with customary assessment methodologies while, embracing new advanced student-centered teaching and assessment approaches. The respondents were of the view that though they have command on subject matter and also have skills of teaching but to cope with new teaching learning practices they feel the need to be equipped with essential innovative skills as the more they get the opportunities to participate in refreshing trainings and do implement such assessment strategies in real classroom environments, the more they will be in a position to comprehend the productive worth of the assessment practices on students learning.