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The administration and management side should be made responsible to implement the
respective policy positively, so that the betterment in education system may be brought easily
into the existence, which the whole of the country is lacking behind. This is the dire need of
every individual and that must be availed by each and every person to show his/her identity,
not only that but also every individual may be able to serve for the nation to get the real, speedy
and substantial progress.
The Problem which is the reason for the research study is to investigate the current and existing
policies and practices of formative assessment in public secondary schools in District Badin
Sindh. It is an established fact that assessment is an integral part of teaching and learning
processes in not only judging student performance at the end but also to gauge how their
learning improves as they go through various processes of learning actively in and outside the
classrooms. While the main goal of classroom formative assessment is to inform instructional
practices and to help in improving both students` performance in the areas of the curriculum
and teacher adaptation of their instructional methods to meet students’ needs, reforms in the
field of educational management, monitoring and evaluation, standards-based curriculum
development, and teacher professional training.
Although the measurement of student learning outcomes is increasingly recognized as
paramount to improve teaching and learning process,