Formative Assessment Enriches Learning: Perspectives Of Female University Teachers In Karachi (Pakistan)

Authors

  • Noor Mohammad Assistant Professor Faculty of Education, Lasbela University
  • Dr. Rubina Masum Faculty of Education, Iqra University, Karachi
  • Dr. Sheeba Farhan Transformation Integrated Learning System, Karachi

DOI:

https://doi.org/10.46568/pjass.v7i1.316

Abstract

This article is drawn from PhD dissertation and the prime purpose of this research is to study the perspective of female university teachers regarding impact of formative assessment on learning at university level in Karachi (Pakistan) and to suggest the appropriate practices of formative assessment to enhance the learning. The scope of the study is limited to female faculty members of education in the universities in Karachi. The survey design, research strategy, was adopted for the study. The target population, for the study, was 136 female faculty members of education in the universities (public and private) in Karachi (Pakistan). Simple Random Sampling (SRS) design was adopted to select the universities as a unit of sampling and female faculty members of the same universities were the sample size. In this process 66 Female faculty members were selected as sample size from different eight (8) universities. The questionnaire was adopted as research instrument. Data was analyzed and it was found that the formative assessment enriches learning. In the light of findings concrete recommendations were made.

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Published

2018-06-30

How to Cite

Mohammad, N., Masum, R., & Farhan, S. (2018). Formative Assessment Enriches Learning: Perspectives Of Female University Teachers In Karachi (Pakistan). Pakistan Journal of Applied Social Sciences, 7(1), 17–28. https://doi.org/10.46568/pjass.v7i1.316

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Section

Articles