Analysis of Competencies of Female Teachers Regarding Assessment Techniques in Teacher Education

Abstract

Assessment techniques such as paper-pencil tests, quizzes, assignments, presentations, projects and fieldwork guide the teaching-learning process. The major objectives of the study were to investigate assessment techniques practiced in pre-service teacher education and to explore uses of assessment techniques by teacher educators of universities and colleges of education in Punjab. The mixed methods research design was used to get data from teacher educators and prospective teachers of M.A Education program through self-designed five-point Likert scales and interview questions. Analysis of the data through mean, percentage, t-test and coding revealed that the universities were implementing diverse assessment techniques as compared to colleges of education including oral quiz, multiple-choice questions, short answer questions, extended response questions, project, portfolio, and fieldwork. However, the teacher educators of these institutes provided oral and written feedback on the student teachers’ achievement through graded assessment techniques. It is recommended to switch over to advanced assessment techniques such as self-assessment and peer assessment in order to add more transparency in assessment and to involve students in the process of assessment