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This paper reviews two large-scale assessments (LSAs) with reference to their purported contribution to improvement of education. Documentary analysis is used to review and analyse publicly accessible documents, which describe and/or explain LSA practices in Sindh. Additionally, episodic data were
collected through routine fieldwork with head teachers of primary and secondary schools who had participated
in policy dialogue forums where LSAs were discussed. This provides rich contextual data with ground level
perspectives. A fundamental question in the approach of LSAs that this paper considers is: does measurement
of student performance, with no other supporting or triangulating data sources, allow us to judge the quality
of education at a provincial or national level? In the context of Sindh, one of four provinces in Pakistan, with
a population of well over 60 million, how valid are the findings of LSAs and what should be done to further
strengthen the effort that now has near global uptake? Corollary to the above question is what has been the
role of LSAs in promoting quality education in the classrooms. The paper has reviewed gaps in the practice
and policy implications of current LSAs and argues for greater validation and critical use of LSAs to judge
the current system of education. The paper also calls for further research, particularly systematic reviews and
meta-analyses of LSAs
Razia Fakir Mohammad, Anil Khamis. (2021) Review of the Role of Large Scale Standardised Assessment Practices in Sindh Pakistan, Journal of Education & Social Sciences, Volume 9, Issue-1.
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