ASSESSMENT PRACTICES IN ADE/B.ED. PROGRAM IN BALOCHISTAN:A CASE STUDY OF COURSE OF CHILD DEVELOPMENT IN 1ST SEMESTER OF ADE AS SPECIFIC COURSE OF PROFESSIONAL EDUCATIONIST

Abstract

In recent decades research on assessment practices has led to a shift in theoretical perspectives and beliefs about assessment practices, from traditional summative exams to more learner-centered continuous forms of assessment (Plessis & Muzaffar, 2010). The new pre-service teacher education programs in Pakistan, ADE/ B.Ed. (Hons), aim to shift faculty practice in this direction. The research presented in this paper investigates the assessment practices followed by faculty in the new preservice programs, their rationale for using certain practices and the ways in which they negotiate the different sets of assessment requirements (institutional and programmatic). The research entailed a case study of assessment practices in two courses of the new program at two institutions in Balochistan. Methodology included semi-structured interviews of faculty, observations of their practice and document analysis of the assessments. This paper discusses the findings of this study and their significance for institutional policy. The results of this study will help policymakers make the changes needed to facilitate alignment between curriculum, instruction, and assessment in pre-service teacher education.