Teachers’ Perceptions about the Use of Classroom Assessment Techniques in Elementary and Secondary Schools

Assessment plays central role in process of effective instruction. A number of assessment techniques are associated with the quality of instruction and evaluating its learning outcomes. This study was designed to analyze the perceptions of teachers about using classroom assessment techniques at elementary and secondary schools in district Lahore. The sample comprised of 500 teachers (300 elementary 200 secondary) selected randomly. The data were collected through an opinionnaire which contained 55 items, each at five point Likert type scale, ranging from strongly disagree (1) to strongly agree (5). The Cronbach Alpha value of internal consistency of the instrument was measured at .939. The results revealed that most of the public and private school teachers use summative assessment. They believe that formative and summative assessment can play more pivotal role in promoting students’ learning in the classroom. Teachers may also use other alternative assessment techniques such as peer assessment and portfolio assessment. Implementing these assessment techniques will result in more effective and holistic development of elementary and secondary grade students both in public and private schools.