Document Type

Article

Department

Professional Development Centre, Chitral

Abstract

This paper underscores the process of using authentic assessment as a learning tool in a school the context of Pakistan. Data was collected through classroom observations, conducting interviews, analyzing relevant documents and maintaining person reflective diary. Findings indicate desirable changes in the perception as well as practices of teachers and students. Replacement of traditional paper-pencil test with authentic assessment resulted in active participation of teachers and students in teaching and learning process. Study finding also reveal considerable improvement in high order skills of the students. They were actively engaged in planning, collecting information and disseminating it to the community. Use of rubric for assessment was found to be very effective in determining a pathway for both the teachers and the students to look for and get to the desirable results.

Publication

Academic Research International