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All Journal International Journal of Evaluation and Research in Education (IJERE)
Syed Kamran Ali Shah
University of Education
Education

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Assessing feedback practices in classroom assessment at federal government educational institutions of Lahore, Pakistan Syed Kamran Ali Shah; Zahida Habib
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22024

Abstract

This study aimed at investigating current feedback practices in classroom assessment. A sample of 300 participants including 150 teachers and 150 students each was selected using a stratified random sampling technique. Under the positivist paradigm, a survey method was deployed to conduct the research. In this study, a self-developed questionnaire comprising 20 items was used for data collection from the participants. The collected data was analyzed using SPSS (24.0). Frequencies and percentages were calculated in descriptive stats, whereas an independent sample t-test was used to verify research hypotheses. The study explored that class tests, class exercises, homework, and trial work during lessons were the most commonly used assessment tools whereas essay-type questions, and multiple-type questions were the most commonly used assessment formats. Moreover, it was found that delayed marking and returning of assessment tasks, less or no motivation for better performance, and lack of contact with parents were the major issues in feedback on classroom assessment at Federal Government Educational Institutions (FGEIs). The study recommended that the workload of teachers should be reduced so that they may have sufficient time to design and evaluate assessment tasks. Professional training on assessment on regular basis may be arranged for the faculty. A comprehensive plan of classroom assessment may be proposed by school principals along with a defined syllabus and be timely communicated the same to all stakeholders. An effective mechanism of monitoring to assess classroom assessment feedback practices may also be established.
Exploring organizational management of extrovert school leadership Syed Kamran Ali Shah; Muqaddas Butt; Ayaz Muhammad Khan; Muhammad Zeeshan; Aatika Aziz
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i1.23549

Abstract

The study aimed at determining the personality traits of extroversion and introversion of school leadership and evaluating their organizational management in Federal Government Educational Institutions (FGEIs). A quantitative research design along with a positivist paradigm was followed. The total population consisted of 68 school principals and 592 teachers of FGEIs in the Gujranwala, Fazaia, and Lahore Regions from which 54 principals and 381 teachers were selected using a random sampling technique. Eysenck Personality Inventory (EPI) was deployed to collect information about personality traits and data regarding organizational management, the researchers used a self-developed questionnaire. Pearson correlation r and t-tests were deployed for inferential stats. The results showed that extrovert school leaders perform their duties well as they hold a clear concept of the vision and mission of the organization, set up an accepted procedure to plan short-term and long-term goals, share responsibilities with all stakeholders following their skills, and ensure the smooth functioning of the school with the help of all stakeholders. In comparison, introverted school principals show less interest in the organizational management of their schools. Moreover, organizational management of school leadership has a positive correlation with the personality trait of extroversion and a significant difference can be seen in organizational management of an extrovert and an introvert school principal. It was recommended that the performance indicators and standards of school principals should be effectively communicated to school leadership. Introvert school leadership should be provided with the necessary psychological training to reduce this shortcoming of personality.
Exploring the challenges in classroom assessment: A mixed-method study of secondary schools in Pakistan Syed Kamran Ali Shah; Muqaddas Butt; Ayesha Saleem; Muhammad Usman Rafique
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25566

Abstract

In the process of classroom assessment, data is collected regarding the skills, understanding and knowledge of students. It has very important role in enhancing academic achievement of students. Present study was designed at exploring the challenges of classroom assessment. The sample of study contained a sample of 360 participants and a concurrent mixed-method design was deployed to conduct the research. Data collection was carried out using researchers’ self-developed questionnaire. The collected data was analyzed using statistical software of SPSS version 24.0 for descriptive and inferential stats. For collection and analyses of qualitative data, classroom observation and semi-structured interviews were also conducted. The study explored those major challenges included lack of interest of both, the parents and the students; insufficient guidance on the assessment by school administration; and less or no provision of professional training in assessment to the teachers. It was recommended that the school administration should take appropriate steps for the involvement of all stakeholders. Extensive professional training should be provided to all the teachers on regular basis by the concerned departments.
Co-Authors Aatika Aziz Ayaz Muhammad Khan Ayesha Saleem Muhammad Usman Rafique Muhammad Zeeshan Muqaddas Butt Zahida Habib