Teachers’ perception of Classroom Assessment Techniques (CATs) at Higher Education Level

Abstract

This article is based on a study to examine the perceptions of a sample of teachers about Classroom Assessment Techniques (CATs) at higher education level. Classroom assessment techniques basically integrate assessment in teaching to enhance students’ learning. In Pakistan, the use of classroom assessments is mostly restricted to assessing the extent of students’ retention or memorization even at higher education level which is an alarming situation in our educational institutions. Teachers use assessments basically for grading students. A survey questionnaire was administered to 54 teachers from three public sector universities and three private sector universities of Multan. The data were analysed by calculating mean score for overall level of agreement / disagreement for each statement. Gender-wise, Sector-wise and faculty analyses of teachers and students were also made for the comparison of level of agreement by using z-test. It was found that respondents viewed that the basic purpose of classroom assessments is to prepare students for examination. Students are interested only in those assessments which contribute to their grades/GP. Such an attitude promotes rote-learning instead of deep learning and higher order skills. The study recommends that it is the demand of time to train our teachers to reap the benefits of CATs to make our students self-sufficient, self-dependent, self-motivated and problem-solving individuals.