Primary School Teachers’ Knowledge of Assessment and their Achievement: An Experimental Study

Abstract

The study used one group pre-test and post-test experimental design to find out the effect of teachers’ Content Knowledge of assessment techniques on their performance on assessment related test at primary school level. The study sampled 140 primary school teachers grouped into 5 clusters in rural areas of a district in Punjab province. Assessment strategies related training module was developed and the second author conducted intervention of the study. The teachers took the pre-tests and post-tests on assessment related content knowledge. The paired samples t-test and descriptive statistics were employed to analyze the data. The study found that achievement scores of the teachers in post-test were better than pre-test in the area of assessment. The study revealed that there was significant difference in the achievement scores which demonstrated the effect of professional development training on the teachers’ knowledge about assessment techniques at primary school level. The study recommended to conduct the professional development trainings of primary school teachers on the regular basis to improve the content knowledge about assessment techniques in Pakistan.