scholarly journals Relationship between Teachers’ Professional Commitment and Formative Assessment Practices as a Part of Curriculum Implementation at Secondary Level in Punjab

2020 ◽  
Vol 6 (3) ◽  
pp. 1015-1024
Author(s):  
Muhammad Naseer ◽  
Rafaqat Ali Akbar
Keyword(s):  
Formative Assessment ◽  
Classroom Practices ◽  
Curriculum Implementation ◽  
National Curriculum ◽  
Sampling Technique ◽  
Secondary Level ◽  
Professional Commitment ◽  
Assessment Practices ◽  
Governmental Agencies ◽  
Curriculum Document

National Curriculum for English in Pakistan, reveals its intentions for acquiring language related international requirements concerning with career choices and furthering education. Formative assessment is at the center of students’ learning and is devised in the curriculum document providing basis for its implementation. Curriculum implementation is pivotal to classroom practices of teachers. Curriculum guides teachers to implement formative assessment. Professional commitment contributes enriching teacher’ classroom practices. Focus of the study was to examine formative assessment practices of teachers, as a part of curriculum implementation, in accordance with curriculum document and its relationship with professional commitment of secondary school English teachers. Study secures its significance for teachers, curriculum developers, and governmental agencies. Quantitative survey was the method adopted for the study and explanatory correlational design was used. Teachers, concerned with teaching of English at secondary level, from entire secondary schools working under the supervision of the Punjab province were the study population. Sampling procedure employed multistage stratified random sampling technique and 576 teachers were selected as study sample. Two questionnaires were developed that included questionnaire regarding implementation of formative assessment (QIFA) and teachers’ professional commitment scale (TPCS). Survey was conducted as a data collection strategy. In statistics, Mean and Spearman correlation were employed. Results revealed that professional commitment of teachers and their formative assessment practices were moderate. Results regarding relationship between the variables; professional commitment of teachers and their formative assessment practices were significant correlated. The study recommended school based teacher trainings to sensitize and enhance teachers’ awareness and practices towards formative assessment practices as a part of implementation process. Governmental agencies are needed to focus the situation of professional commitment of teachers and implementation of formative assessment as a part of implementation.

scholarly journals Issues of English Curriculum Implementation at Higher Secondary Level Schools in Pakistan

2020 ◽  
Vol 3 (2) ◽  
pp. 293-305
Author(s):  
Muhammad Saleem ◽  
Rafaqat Ali Akbar
Keyword(s):  
Curriculum Implementation ◽  
Teaching Method ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Secondary Level ◽  
English Teachers ◽  
Sentence Structure ◽  
Teaching Resources ◽  
English Curriculum ◽  
Strongly Agree

The study was aimed to examine the issues of English curriculum implementation at higher secondary level schools in Punjab. The study is quantitative in nature. The sample of the study was comprised of 429 English teachers teaching at higher secondary level schools. Stratified sampling technique was used to select the sample and one instrument was used for data collection named Issues of English Curriculum Implementation Questionnaire (IECIQ) comprised of 58 items developed by the researcher on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). The reliability of questionnaire of issues on English curriculum implementation was found .82. The instrument was also validated from 5 experts of relevant areas which assisted in refining language, clarity in items and sentence structure. The data were collected through survey research method and were analyzed by applying descriptive analysis techniques. The results of the study showed that English teachers used to face issues in English curriculum implementation at higher secondary level schools such as lack of communication skill, inappropriate teacher trainings, teaching method and methodology, multicultural society, lack of social and ethical development of students, lack of teaching resources and aids, inappropriate assessment procedures, misalignment of the content of English textbook, insufficient institutional resources, inappropriate government policies regarding English curriculum implementation and immeasurability of students learning outcomes written in English curriculum document. The results of the study suggested to give motivation to English teachers by providing attractive incentives, appropriate training programs and proper supervision of curriculum implementation of English subject.

Examining Relationship between Self-efficacy Beliefs of Elementary Level English Teachers and their Implementation Practices of Formative Assessment in Punjab

2020 ◽  
Vol 3 (2) ◽  
pp. 123-134
Author(s):  
Iftikhar Ahmad ◽  
Rafaqat Ali Akbar
Keyword(s):  
Formative Assessment ◽  
Self Efficacy ◽  
Curriculum Implementation ◽  
Sampling Technique ◽  
English Teachers ◽  
Optimal Level ◽  
Efficacy Beliefs ◽  
Study Data ◽  
Elementary Level ◽  
Implementation Practices

The purpose of the study was to examine curriculum implementation practices regarding formative assessment carried out by English teachers at elementary level in Punjab, and to see their relationship with their self-efficacy beliefs. The researcher used explanatory correlational research design to conduct this study. Data were collected from 576 English teachers of 288 elementary and secondary schools that were selected through multistage sampling technique. For this purpose, Teachers’ Sense of Efficacy Scale (TSES) and a self-developed Questionnaire on Curriculum Implementation Practices of Teachers (QCIPT) were used. Data were analyzed by using frequency percentages, means and Spearman correlation coefficient. The mean value revealed that implementation practices of English teachers regarding formative assessment were lesser than the optimal level. English teachers were found moderately confident in their capabilities regarding their classroom practices. A significant relationship was found between English teachers’ self-efficacy beliefs and their formative assessment practices. It was recommended that more practical work may be included in the programs to enhance their competence of curriculum implementation practices in formative assessment.

scholarly journals A Qualitative Study on Issues of English Curriculum Implementation at Higher Secondary Level Schools in Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 623-632
Author(s):  
Muhammad Saleem ◽  
Hafiza Sadiya Iqbal ◽  
Rafaqat Ali Akbar
Keyword(s):  
Communication Skills ◽  
English Language ◽  
Curriculum Implementation ◽  
Sampling Technique ◽  
Secondary Level ◽  
English Teachers ◽  
Interview Protocol ◽  
English Curriculum ◽  
English Subject

This study was designed to explore the issues of English curriculum implementation at higher secondary level in Punjab. The study was qualitative in nature, and the sample was selected by using a purposive sampling technique that comprised 10 English teachers. One interview protocol named issues of English curriculum implementation was used to collect the data, and thematic analysis was applied to analyze the participants interview transcripts. The interview protocol was also validated by experts. The results of the study showed that English teachers faced various issues of social and ethical development, ensuring the quality of the English language, the validity of curriculum, multiculturalism and textbook alignment with curriculum document. The results of the study suggested giving motivation to English teachers in order to apply effective communication skills in teaching the English language as well as to reduce issues by providing funds, facilitating English teachers and proper supervision of curriculum implementation of English subject.

scholarly journals Læringsfremmende vurderingspraksis på ungdomstrinnet: Funn fra TALIS 2018 og LISA-prosjektet

2021 ◽  
pp. 123-141
Author(s):  
Tone Cecilie Carlsten ◽  
Inger Throndsen ◽  
Kirsti Klette
Keyword(s):  
Teaching Practices ◽  
National Curriculum ◽  
Secondary Level ◽  
Video Data ◽  
Learning System ◽  
Assessment Practices ◽  
Observation Data ◽  
And Mathematics ◽  
Written Assignments ◽  
National Tests

Assessment practices promoting learning at the lower secondary level: Findings from TALIS 2018 and the LISA project This chapter presents some of the results from the Norwegian TALIS 2018 survey related to professional knowledge, competence, and practice. Findings from teachers’ reporting on their own teaching practices are highlighted, specifically the part of their teaching that deals with assessment practices. Results from the TALIS survey are then interpreted in light of the results from a research project that deals with the same topic with other data sources. The Linking Instruction and Student Achievement project (LISA) combines video data from teaching practices in language arts and mathematics at the lower secondary level with test results from national tests (reading and arithmetic) from the same classes from which the observation data were taken. LISA is the largest video study of its kind of classroom practices in the Nordic countries and is a suitable frame of interpretation for TALIS 2018 data, as all data materials are linked to the last period of the former national curriculum in Norway. Findings from TALIS 2018 show that there could have been far more teachers who checked that the feedback they provide on written assignments is understood by their students. Results from the LISA project confirms this finding and also show that quite a few teachers are responsible for a large part of the feedback that is regarded to be of high quality. The chapter indicates that there is great potential for working more collectively on this topic both in the teacher education stage and as part of a well-managed lifelong learning system for teachers.

scholarly journals Exploration of Student-Centered Teaching Methods: Physics Curriculum Implementation Perspectives

2021 ◽  
Vol 9 (2) ◽  
pp. 43-61
Author(s):  
Haq Nawaz ◽  
Rafaqat Ali Akbar
Keyword(s):  
Secondary Schools ◽  
Teaching Methods ◽  
Curriculum Implementation ◽  
Group Discussion ◽  
National Curriculum ◽  
Sampling Technique ◽  
Project Work ◽  
Inquiry Teaching ◽  
Student Centered ◽  
Physics Curriculum

Teaching methods are primary elements of curriculum. National curriculum provides for student-centered teaching methods including for the subject of physics. Focusing on the importance of teaching methods, the current quantitative study was planned to explore student-centered teaching methods used for physics curriculum implementation. The sample of the study comprised 2,880 science students selected through multistage sampling technique. Self-constructed questionnaire having 4-factors; small group discussion, project work, inquiry teaching and debate were used to collect the data from the respondents. The questionnaire was validated from the experts and pilot tested to ensure Cronbach’s Alpha reliability statistics; .823. The data were analyzed through descriptive statistics and independent sample t-test. Results declared that teachers were making 56% use of student-centered teaching methods. Furthermore, urban secondary schools’ teachers were making more use of student-centered teaching as compared to rural secondary schools’ teachers for curriculum implementation. Based on the results, it is recommended that physics teachers should be provided training in student-centered teaching methods for effective curriculum implementation.

scholarly journals Challenges of English Curriculum Implementation at Higher Secondary Level in Pakistan

2021 ◽  
Vol VI (I) ◽  
pp. 1-10
Author(s):  
Muhammad Saleem ◽  
Hafiza Sadiya Iqbal ◽  
Rafaqat Ali Akbar
Keyword(s):  
Curriculum Implementation ◽  
Teaching Method ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Secondary Level ◽  
English Teachers ◽  
Teaching Resources ◽  
English Curriculum ◽  
Assessment Procedures ◽  
English Subject

The study was aimed to examine the challenges of English curriculum implementation at higher secondary level in Punjab. The study is quantitative in nature. The sample of the study was comprised of 429 English teachers teaching at the higher secondary level. A stratified sampling technique was used to select the sample. The data were collected through the survey research method and were analyzed by applying descriptive analysis techniques. The results of the study showed that English teachers face challenges in English curriculum implementation, such as lack of communication skill, inappropriate teacher trainings, teaching method and methodology, lack of teaching resources and aids, inappropriate assessment procedures, misalignment of the content of English textbook, insufficient institutional resources and inappropriate government policies regarding English curriculum implementation. The results of the study suggested giving motivation to English teachers by providing attractive incentives, appropriate training programs and proper supervision of curriculum implementation of English subject.

Methods and Strategies: Formative Assessment Practices to Support Students who Struggle in Science

2017 ◽  
Vol 055 (02) ◽  
Author(s):  
Audrey Martinez-Gudapakkam ◽  
Karen Mutch-Jones ◽  
Jennifer Hicks
Keyword(s):  
Formative Assessment ◽  
Assessment Practices ◽  
Support Students

A Study of Study Habits and Academic Achievement among Secondary and Senior Secondary School Students of Mysore City

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Roya Sherafat ◽  
C. G. Venkatesha Murthy
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Secondary Level ◽  
Study Habits ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

The authors of this study have attempted to understand whether study habits affect academic achievement among secondary and senior secondary school students of Mysore. It is also attempted to know whether students at secondary level differ from senior secondary level on their study habits. The study was conducted on the sample of 625 students of Mysore City in India using stratified random sampling technique. Results indicated that the study habits facilitate higher academic achievement. Further, it was also found that secondary school students are significantly better than senior secondary students on study habits. The findings are analyzed and explained. Thus, study habit is found to be an important correlate of academic achievement.

PENGARUH BUDAYA ETIS ORGANISASI, KOMITMEN PROFESIONAL DAN ORIENTASI ETIKA TERHADAP SENSITIVITAS ETIKA

2011 ◽  
Author(s):  
Eko Arisaputra ◽  
Resti Yulistia Muslim
Keyword(s):  
Structural Equation ◽  
Sampling Technique ◽  
Equation Modeling ◽  
Professional Commitment ◽  
Ethical Culture ◽  
Ethical Sensitivity ◽  
Ethical Orientation ◽  
Organizational Ethical Culture ◽  
Convenience Sampling ◽  
Ethical Situation

This study aims to determine the influence of organizational ethical culture, professional commitment, and ethical orientation on ethical sensitivity. The sample in this study is BAWASDA in Padang. The sampling technique with convenience sampling method. The total of questionnaire distributed counted 120 and able to be used  105. The study use Structural Equation Modeling (SEM) with AMOS application version 16.0 to examine the structural relationship among variables that affect officer sensitivity to ethical situation. The results of this study indicated that: (1) the organizational ethical culture have a significant effect on idealism. (2) the organizational ethical culture have a significant effect on relativism. (3) professional commitment doesn’t significant effect on idealism. (4) professional commitment doesn’t significant effect on relativism. (5) idealism significant effect on ethical sensitivity. (6) relativism significant effect on ethical sensitivity. (7) organization ethical culture significant effect on ethical sensitivity and (8) professional commitment doesn’t significant effect on ethical sensitivity.

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