07 Teachers' Perspectives and Challenges in Assessment of Revised Teachers' Training Programs

Abstract

This study investigated teachers' reflective perspectives regarding assessment practices of revised teachers’ training programs in the Punjab 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.