Abstract
Present study investigated the influence of teachers’ conceptions on students’ academic achievement at secondary
level. The study utilized correlational descriptive survey for identifying teachers’ conceptions and their students’
achievement in the four districts of Lahore division. Teachers’ Conceptions of assessment were explored through
Conceptions of Assessment survey developed by Brown, Hui, Flora & Kendy., (2011), whereas students’ scores in
their subjects constituted the second variable of study. Collected data was analyzed through AMOS and SPSS
(standard deviation, correlation and regression analysis). Findings of the study disclosed teachers’ moderate
agreement towards improvement and accountability conceptions while showing strong disagreement for irrelevance
conception of assessment. The conceptions were found being mutually related having significant effect on students’
academic achievement. The study revealed teachers’ understanding towards various purposes of assessment while
exploring the ones influencing students’ achievement at secondary level. The findings have implications for policy
makers and teacher training programs.
Kiran Shehzadi, Rehan Ahmad Khan Sherwani. (2020) A Correlational Study Of Teachers’ Conceptions Of Assessment And Students’ Academic Achievement, Journal of the Research Society of Pakistan, Volume 57, Issue-3.
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