ASSESSMENT PROCEDURES AND PROBLEMS IN THEIR USE: AT THE NEW B.ED. (HONS.)/ADE PROGRAM IN BALOCHISTAN
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Keywords

Assessment Procedures
Problems
ADE/B.Ed. (Hons) curriculum
Prospective Teachers' Abilities

How to Cite

Ayub, A., Rauf, M. B., & Khurshid, K. . (2017). ASSESSMENT PROCEDURES AND PROBLEMS IN THEIR USE: AT THE NEW B.ED. (HONS.)/ADE PROGRAM IN BALOCHISTAN. Journal of Social Sciences and Humanities, 56(1), 51–71. https://doi.org/10.46568/jssh.v56i1.59

Abstract

This research aimed at investigating the assessment procedures for evaluating the prospective teachers' abilities, developed through the new B.Ed. (Hons.)/ADE curriculum in teacher education institutions of Baluchistan, this research study will also highlights the emerging problems in the use of new modern assessment procedures. The research was conducted in seven Teacher Training institutions of Baluchistan. The data was collected through the survey questionnaire, based on a pilot project, from the seven Heads of the institutions and the nine Teacher Educators/school (N#70), involved in teaching different courses of B.Ed. (Hones.)/ADE at different semesters. Focus group discussion with head and nine teacher educators/institution was also conducted. The quantitative and qualitative data from two instruments helped in-depth understanding of the assessment procedure and the emerging problems. The results showed that teacher educators are trying to implement the new competency-based curriculum and are engaged in using interactive and innovative teaching pedagogies suggested in the new curriculum of B.Ed.(Hons.) / ADE program. But they feel difficulty to assess the content knowledge and skills developed among the prospective teachers through this new curriculum. Teacher educators feel difficulty in the use of modern assessment procedures. They are still focusing the paper-pencil test. Teachers lack competencies to assess students’ actual strengths and learning needs, they don’t, know how to measure cognitive, affective and psychomotor objectives. Teacher educators also face problems to make judgments on students’ learning through formative assessment.

https://doi.org/10.46568/jssh.v56i1.59
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Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright (c) 2017 Dr. Alia Ayub, Dr. Maroof Bin Rauf, Dr. Khalid Khurshid

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