03 Shaking Silhouette: Gendered Spaces in Bina Shah?s Slum Child


  • Sadaf Mehmood Teaching/ Research Associate, Department of English, Faculty of Languages & Literature, International Islamic University, Islamabad


Assessment Practices, Rubrics, Teacher Educators, Prospective Teachers, Grounded Theory Approach, Thematic Analysis


This study investigated teachers' reflective perspectives regarding assessment practices of revised teachers? training programs in thePunjab province by employing qualitative approach. Faculty members of the two universities and their affiliated colleges (N=18) where these programs are introduced were interviewed and the texts were coded and analyzed qualitatively by employing Grounded Theory Approach (Creswell, 2003). The main perspectives that emerged as a result of analysis are graded activities, criteria for marks allocation for formative assessment, summative assessment, concept of rubrics, evaluation of student ability, freedom of academic sharing, satisfaction level, problems that are encountered by the teacher educators during assessment practices and suggestions for improvement. In a nutshell, the interview data revealed dissatisfaction of the teacher educators with the assessment system of revised teachers? training programs.


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