The role of formative assessment techniques in enhancing a grade V English language teacher`s assessment practices in a private school in Hunza

Date of Award


Document Type


Degree Name

Master of Education (M. Ed.)

First Supervisor/Advisor

Dr. Sherwin Rodrigues


Institute for Educational Development, Karachi


Formative assessment is a procedure practiced by teachers and students during instruction that gives feedback to change ongoing teaching and learning to improve students' accomplishment of planned instructional outcomes. Teachers can establish a competitive learning environment that will challenge every student to improve if they grasp what pupils need to be successful. Nevertheless, teachers in general and English language teachers in particular lack knowledge about FA and its application in the classroom; hence, they predominantly rely on summative assessments. This study attempts to investigate how Formative Assessment Classroom techniques contribute to enhance grade five English teacher’s assessment practices based in a private school in Hunza, Gilgit Baltistan. Data were gathered through classroom semi-structured interviews, classroom teaching and observations, and the teacher’s reflective notes of both the participant and research teacher.
The data were collected in three main phases: reconnaissance phase, action phase, and post-action phase. At the reconnaissance, phase semi-structured interviews, observations, and document analysis were conducted to explore the existing assessment practices of an English language teacher. During the Intervention phase, the participant teacher and the students were exposed to various FACTs. The post-intervention phase explored how the execution of various assessment techniques enriched teacher’s assessment practices in a way that enhanced students’ engagement and learning. It further disclosed the challenges and facilitations involved during the execution of FACTs. The findings also confirmed the English teacher’s least familiarity with the practice of formative FACTs in the classroom, though he was aware of the importance of implementation of these techniques. Furthermore, the participant teacher found FA fruitful in terms of increased students’ productive engagement in the classroom. The implication is that teachers need professional training focusing on the FA component during instructional practices. Also, the schools must provide ongoing support so that the teacher can use FACTs effectively to foster pupils’ learning in the classroom.

This document is available in the relevant AKU library