Use of formative assessment techniques for students’ enhanced participation in Grade VII of community-based school in Chitral

Date of Award


Document Type


Degree Name

Master of Education (M. Ed.)

First Supervisor/Advisor

Dr. Dilshad Ashraf


Institute for Educational Development, Karachi


This study examines the role of formative assessment techniques (FATs) in enhancing students’ engagement in social studies classrooms. In this regard, the literature rates FATs of high importance in teaching and learning, without undermining the pivotal role of the teacher, who is responsible for facilitating interactive learning. This study focuses on how FATs impacted students’ classroom engagement in lessons at a community-based school in Booni, Chitral KP Pakistan. In this pursuit, an action research method within the qualitative paradigm was used to carry out this study.
Data was collected for this study over three weeks, through formal and informal discussions with critical friend, and focus group discussions with the students to know their opinions on the current formative assessment techniques and their level of participation in class activities. Additionally, reflective logs and classroom observations were also part of the data collection.
The analysis of the data through qualitative analysis explored the low levels of student participation in teaching-learning and assessment activities prevailed in the classroom, which may be linked to rote assessment procedures. The three cycles of this study addressed the research question during the action phase. Three methods of FATs were employed, namely “Think-Pair-Share”, “Jigsaw” and “A Minute Paper” in the first, second, and their cycle respectively, in grade VII social studies class. The findings showed that whether students were completing collaborative, group-based, or individual tasks, their engagement, interest, and involvement were enhanced. These formative assessment methods gave all students an equal opportunity to participate in classroom assessment activities, which improved student collaboration and interaction. Furthermore, the findings also revealed that students showed greater interest and confidence in participating in peer assessment and feedback. Moreover, the findings from the post-action phase highlighted that student highly value Formative Assessment Techniques (FATs), as they were successful in boosting their interest in social studies classes. The study’s findings indicate that in addition to providing teachers with instruction in classroom assessment techniques, curriculum designers should give priority to incorporating formative assessment methods into the curriculum.

This document is available in the relevant AKU library