Assessment enables teachers to assess students' learning and utilizes the information to improve students' learning and teachers' teaching practices (Harris, Irving, & Peterson, 2008). Therefore, teachers' conceptions of assessment have become critical aspects in any educational system because evidence exists that teachers' conceptions influence how they teach and what students learn. The study investigated the relationship between mathematics teachers' conceptions regarding assessment and their assessment practices in private schools of Karachi, Pakistan. Furthermore, this study explored the differences between primary and middle school mathematics teachers' conceptions about assessment and how such teachers' conceptions regarding assessment translated into their practice. A cross-sectional survey using the 'Teachers' Conceptions of Assessment' (TCoA) questionnaire was conducted on primary and middle level mathematics teachers (n=155) of schools which had an ongoing link with AKU-IED in sending their teachers for professional development courses. Data were analyzed using correlations and the non-parametric version of the independent t-test (i.e., Mann-Whitney). Results indicate that teachers' conceptions about assessment were positively correlated (r=.780) with their assessment practices which is statistically significant (p<.001). A further dimension to this study that evolved was its qualitative component which explored the contrasting conceptions of a group of participants regarding their assessment practices. Qualitative data were collected through unstructured observations and discussions with participant teachers. Participants with progressive views about assessment focused more towards improving teaching and learning. However, teachers who had limited conceptions towards assessment focused more on judging rather than improving students' learning. Overall results indicate that participant teachers agreed most with the improvement conception and accountability conception and disagreed with the irrelevance conception. Improvement, school, and student accountability conceptions were positively correlated. The irrelevance conception was inversely related to the improvement conception. Moreover, it was found that both primary and middle level mathematics teachers had positive conceptions towards assessment but no statistically significant differences were found between their conceptions of assessment. Thus, the study suggests that teachers with limited conceptions of assessment can be helped through professional development sessions and short educational measurement courses. The study provides opportunities for future researchers to conduct studies with larger, more representative samples for generalizability.
This research is conducted, in order to analyze the students’ academic performance at secondary school level in Pakistan. This is a case study conducted in Hyderabad Division of Sindh Province in Pakistan. The study was focused to the students who have passed matriculation class (Class-X), equivalent to secondary level in Pakistan(10 years of education). Sample size of 1097 higher Secondary level students were randomly selected from various colleges and schools in a way that around 150 students should take part in the survey from each institute. The sample selection was further divided on gender (Male = 448, Female = 648) and locale (Urban=455, Rural=641) basis. A data collection questionnaire was developed by the researchers and implemented for data collection. After collection of the data from desired population, the statistical analysis based on Pearson’s Chi-square and Correlation models were carried out in SPSS. The conclusion inferred from the data analysis of the study, strongly revealed that the students’ academic achievement at high school secondary level was highly associated to their parent’s educational level and socio-economic background. Therefore, it is strongly recommended financial condition of the population must be enhanced by taking appropriate measures. In order to coup tough financial conditions at their homes, deprived students should be provided adequate scholarships. Free stationary and books should also be provided at schools.
It is attempted to assess the status of poverty in Sindh and its possible alleviation through economic up-gradation of the society with use of appropriate technology at the micro level and determination of relationship between the two. The phenomenon is termed as Micro Techno-Economic Dynamics (MTED). A new literature review framework termed as GRD- Framework is developed and successfully used for this study. It is limited to the use of solar thermal technology, identified as an appropriate technology. It has provided global, regional (national) and domestic (Sindh) perspective for technology utilization for poverty alleviation and MTED. On the basis of literature surveyed and the background research already done by the author, two indigenous research frameworks Primary and Secondary are designed to conduct this research. The primary framework provides the basic MTED scenario for poverty alleviation in Sindh, whereas the secondary framework sketches the in-depth MTED scenario. The research methodology of the Primary framework based upon the process laid down by Cai et al (2009) is applied through a field study in a community comprising of mainly farmers, who form a large portion of poor in the society. The survey under this framework has helped further in identifying the major institutions underlying the innovation system that shapes the MTED in Sindh. Afterwards, the Bergek et al (2008) framework is merged with the Primary framework to produce the Secondary framework. The Secondary framework utilizes the data collected from the institutions identified in Primary framework through another survey. It is based upon seven functional parameters identified by the Bergek et al (2008), which are modified for this study in the context of Sindh. xii The data collected further identifies the significant difference in perceptions at the levels of an individual and the society, as a whole. It helps in testing hypotheses formed to identify the hurdles in promotion of MTED for poverty alleviation in Sindh. These hurdles are mapped with such issues identified and addressed in the national policies before and some more realistic policy recommendations are framed. And the key policy recommendations that emerge are: Ø The Government of Sindh should strengthen the Science and Technology (S&T) Cell in the Department of Planning and Development or better revive and reestablish the separate Department of Science and Technology established earlier but abandoned soon after. Ø The S&T Cell or the Department should frame a comprehensive policy and its plan of action to introduce the MTED, rather make it feasible though out Sindh up to village level, to alleviate poverty. Ø The policies framed and action plans introduced in this respect be reviewed on regular basis. Ø A detailed survey of human and natural resources and other requirements be conducted for each feasible unit at Taluka, Village, etc. level for whole of Sindh and a relevant appropriate technology (s) be identified for each different unit to introduce MTED phenomenon for poverty alleviation effectively in that area. xiii Ø An appropriate comprehensive program be launched for vocational education and technical training for generation of suitable manpower in Techno-Economic Development and Innovation to promote MTED. The concepts may be introduced in general through special topics/ courses at secondary level of education to generate creative minds in this field. Ø Financial Incentives may be provided to promote RETs/STTs and other relevant technologies in order to keep the wheel of MTED in Sindh moving. Ø The Government must encourage linkages among different concerned organizations to form themselves into an Innovation System to achieve the objectives of poverty alleviation through MTED Ø The role of NGOs and private sector be strengthened in MTED effort to rapidly bring the benefits of RETs/STTs and other appropriate technologies to common people. Ø Funds be provided for small pilot field studies and training to provide RETs/STTs and other appropriate technologies first-hand knowledge to common people.