FORMATIVE AND SUMMATIVE ASSESSMENT STRATEGIES IN PUBLIC SECTOR ELEMENTARY EDUCATION OF LAHORE DIVISION

Abstract

Formative and summative assessment methods are essential components of the teaching and learning process across all educational levels. This study was undertaken to achieve three objectives: (a) to explore the implementation of formative and summative assessment practices, (b) to identify the difficulties teachers encounter while applying the current assessment system, and (c) to examine teachers’ views regarding the effectiveness of these assessment approaches.

The study employed a qualitative survey design to collect data from participants and was conducted within a naturalistic research paradigm. Female teachers from girls’ elementary schools in the Lahore Division constituted the population of the study. Using purposive sampling, 18 teachers were selected for semi-structured interviews, while 8 teachers were observed through semi-structured classroom observations.

The researcher designed two data collection tools: a semi-structured interview protocol and a semi-structured observation schedule. Interview data were analyzed using thematic analysis, whereas observational data were examined through narrative analysis. The results revealed that teachers commonly used tests, questioning, and feedback as formative assessment techniques, while self-assessment and peer-assessment methods were applied less frequently. However, classroom observations indicated that these strategies were seldom practiced during classroom instruction.

Participants identified several barriers to implementing formative assessment strategies, including insufficient financial resources, pressure to secure high academic results, and lengthy course syllabi. In light of these findings, it was recommended that the Quaid-e-Azam Academy for Educational Development arrange further professional training for in-service teachers on the effective application of formative and summative assessment practices. Additionally, it was suggested that science classes at grades VI–VIII should be assigned only to teachers possessing at least a bachelor’s degree in a science-related field.