Browsing by Author "Tahir, Khansa"

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    Impact of classroom assessment on students' learning
    (University of Management and Technology Lahore, 2016) Tahir, Khansa
    Classroom assessment is a practice which helps measure how much students have learned in a classroom. It has two major types; summative classroom assessment and formative classroom assessment. While summative assessment occurs at the end of the course, formative assessment occurs during instruction. Teachers’ feedback, self and peer assessment and teacher-student discussions etc are techniques of formative assessment. The focus of this study was on formative assessment. Through the review of literature, it was established that formative assessment is indeed important and valuable in students’ learning process. It can help both students and teachers in knowing students’ level of learning, their strengths and weaknesses, difficulties of students in learning and how to find out ways to improve students’ learning. This study was organized to examine students’ perceptions regarding the impact of formative assessment on students’ learning. It also aimed to find out students’ perceptions about the impact of different formative assessment techniques on their learning.For this purpose, a quantitative descriptive type of research method was chosen and a sample of 100 graduate and undergraduate students (male and female) was selected through convenience sampling from one university of Lahore. For data collection, a questionnaire containing 35 statements was adapted and a 5-point Likert scale was used to score it. Non-parametric test and frequencies were applied to analyze the collected data through SPSS 16.0. The results of this study depicted that students’ perceptions regarding the impact of formative assessment did not differ by gender and by qualification. It was found out that students perceive that formative classroom assessment techniques do make a positive impact on their learning. Conclusions, discussion and recommendations were given in the end for encouraging inclusion of formative assessment at higher education level of Pakistan.