EVALUATING THE EFFICACY OF CURRICULUM-EMBEDDED FORMATIVE ASSESSMENT TECHNIQUES AT ELEMENTARY LEVEL

Abstract

Evaluating curriculum efficacy involves analyzing content and delivery using assessment results. Curriculum efficacy is the process to determine how formative assessment improves instructional strategies and students learning outcomes. The current study was designed to evaluate the efficacy of English curriculum-embedded formative assessment techniques at the elementary level. Formative assessment techniques, four dimensions: role play, inquiry, discussion, and concept map was used as data collection tools. This descriptive study was based on a survey design. The Self-administered Formative Assessment Techniques Questionnaire for Teachers (FATQT) was used to collect data from elementary school teachers. The sample of the study consisted of 300 teachers selected through a simple random sampling technique.  The collected data were analyzed employing mean, Median, standard deviation, and an independent sample t-test to explore the phenomenon.   The results of the study showed that there existed no significant difference between male and female respondents regarding the use of formative assessment techniques  but the mean score of male respondents (M = 3.44, SD = .55) was greater (M = 3.39, SD = .46) than female respondents.  The results of the study revealed no significant difference between urban and rural urban respondents but the mean score of urban respondents (M= 3.42, SD = .50) was less (M = 3.40, SD = .52) than that of rural respondents.  The results of the study revealed no significant difference between science teachers' and arts teachers' perceptions, but the mean score of science teachers (M = 3.06, SD = .57) was greater (M = 2.92, SD = .52) than arts teachers.  On the basis of the results of the study, it was recommended that Punjab Education, Curriculum, Training and Assessment Authority (PECTAA) organized curriculum based formative assessment techniques training for proper implementation of the curriculum, enhancing students’ engagement and learning skills.  School management motivates English teachers to practice formative assessment techniques during teaching-leaning process for effective curriculum implementation.