EFFECTIVENESS OF SCHOOL-BASED ASSESSMENT TO ENHANCE TEACHING AND LEARNING IN RURAL PUNJAB SCHOOLS

Abstract

The study was conducted to evaluate the effectiveness of School-Based Assessment (SBA) in schools supported by the Punjab Education Foundation (PEF). SBA is an educational approach that allows teachers to assess students’ learning continuously through classroom activities, assignments, and assessments, rather than relying solely on centralized examinations. The population of the study consisted of all teachers working in PEF schools, covering all partner schools under PEF programs. A sample of 180 teachers was selected through a stratified sampling technique to ensure proper representation. A self-developed and validated questionnaire was used as the research instrument to collect data from teachers. Pilot testing was conducted to check the clarity and effectiveness of the instrument. The validity of the instrument was ensured through a panel of experts, while reliability was assessed using the Cronbach’s Alpha reliability index, which was 0.843, indicating acceptable internal consistency of the instrument. The data was analyzed using SPSS software. Inferential statistical techniques, including Independent Sample t-test and One-Way ANOVA, were applied to examine differences in teachers’ responses. The findings of the study indicated that SBA helps teachers monitor student progress more effectively, improves instructional delivery, and supports better classroom management. The results also showed no significant difference in teachers’ perceptions based on gender or qualification. On the basis of the results of the study, it is recommended to provide continuous teacher training and ensure the provision of assessment tools and digital resources to enhance the effective implementation of School-Based Assessment in PEF schools.