ISSUES IN ENGLISH LANGUAGE ASSESSMENT IN SOUTH PUNJAB: DEVELOPMENT OF A TRAINING MODULE

Abstract

This research explores major concerns in assessing English language among university teachers of English in South Punjab, Pakistan, and aims at coming up with and piloting a context-sensitive training module to enhance the Language Assessment Literacy (LAL). The study applies mixed-method research design, involving both data collection based on the Likert-scale questionnaire of 50 teachers as well as the semi-structured interview/focus group data of ten to twelve teachers; quantitative analysis will be done through the descriptive statistics method whereas the qualitative analysis will be conducted using the manual thematic analysis technique. The results have shown that the assessment practices are still more traditional with a number of teachers being content to depend on written tests and moderate with respect to oral assessment with weak and inconsistent rubric use- which implies low levels of standardization and transparency in grading. The report by teachers cites significant operational limitations particularly in creating equitable evaluation in large groups and scarcity of professional development opportunities which support systemic rather than individual failures. The qualitative themes also point to the gaps in assessment literacy such as not having enough before service preparation, lack of confidence in creating a valid and fair assessment (particularly speaking/writing), and not having a clear picture of formative purposes of assessment. According to these requirements, the study suggests a specific training module on the principles of the sound assessment, the use of formative and summative in big classrooms, the rubric design and use, the effectiveness of feedback, and the attainment of culturally responsive assessment based on the multilingual assessment, which will be measured using the pre/after formats and feedback data.