A study on Lack of Assessment Training of English Language in public Elementary School of Karachi

This research was designed to examine current assessment practices of English language in elementary school in Karachi Pakistan. The importance of English language nowadays cannot be ignored, this is the most common language in most parts of the worlds and keeps us connected with the whole universe. National Curriculum of Pakistan (2006) says the purpose of assessment for English, “The focus of the curriculum is to prepare students for an assessment of their acquisition and the use of language skills rather than memorization of the text book Contents”. This study synthesizes the importance of assessment practices in English language teaching, reasons behind the low competency level to understand four macro skills (reading, writing, speaking, and listening) and lack of assessment training in Pakistani schools. This research was conducted in Department of Teacher Education, the samples were gathered from the group of final year students, and the survey questionnaire was developed on assessment criteria of English language skills in elementary schools of Karachi. Through findings it is come to know that assessment of English is being practiced on the bases of rote learning in elementary school of Karachi, for getting desire leaning outcome the assessment system should be improved by using different types of activities, assessment and feedback.

This is the fact that assessment is a tool which can be used    italki  to provide feedback in order to improve student’s performance and measure the efficiency of whole educational system such as curriculum, textbook, teaching methodology. The term “Assessment” is nothing new, simply the process collecting information about student learning and performance to improve education; it is integral part of education system. Competency in English language is considered a pre-requisite for jobs, access and creation of knowledge and social status in Pakistan.

The University Grants Commission of Pakistan (1982) in a “Report on the Teaching of Language” deemed that English is important for knowledge, technology, and international communication. Assessment is the essential part of English language teaching, it is decided the learning level of students, but in order to judge real competency the assessment system of Pakistan has narrow scope. Performance assessments, is very important for total development of learners it’s provide opportunities for those students to present a more comprehensive picture of what they know and are able to do. Abedi J (2010).

Unfortunately Pakistan assessment techniques are not applied effectively, student’s creativity and critical thinking is not measured in English language testing. The students follow the tradition and learn by heart some specific material rather than creativity and eject knowledge in examination, teachers appreciate to this tradition because of lack of training assessment practices in Pakistan.

This study synthesized the importance of assessment practices in English language teaching, reasons behind the low competency level to understand four macro skills reading, writing, speaking, listening, and lack of assessment training in Pakistani schools. This research was conducted in Department of Teacher Education University of Karachi, the samples were gathered from the group of final year students, and the survey questionnaire was developed on assessment criteria of English language skills in elementary schools of Karachi.

Assessment is a mirror in order to diagnose students learning and it can be used to assist the student’s continuous improvement. According to Wiggins (1998) assessment should not make only for audit, it is consciously made for developing students learning. Student’s learning mean is a not successful performance, actually by the help of assessment students do mistakes and those mistakes are the beginning of learning. The Jon, Elizabeth, Daniel (2011) give the idea about ideal assessment practices the best assessment practices in 21st century, assessment for learning is the idea which can support to students on going learning and developing skills. To make sure the involvement of students in assessment practices Mc Milan and Hearn (2008) stated that assessment should be made on the bases of appropriate challenges in order to make evolution be meaningful.

Assessment has many types and forms according to subjects and skills that are to be taught, multiple assessments is one of the type of assessment which has its own purpose and area. According to YU- Ching Chan (2006) multiple Assessment practices is a combination of summative and formative assessment such as Activity based learning, Portfolio assessment, Team work, presentation, written or oral etc, can provide chance to interact between teacher student and give strength young learner of English Language. Self assessment is another technique of improving student’s skills and confidence. Self assessment is also an effective tool for English language learners, provide opportunity to engage in own performance, it works to remove fear of examination from English language learners. YU- Ching Chan (2006)

The traditional assessment system which promotes assign grades in the end of the term is not being used internationally due to the globalization reforms, Azam, Iqbal and Abiodullah (2009) analyzed that traditional assessment system is being replaced by the new term quality assessment practices, the aim of this new term is ongoing assessment of students to improve earning.

Unfortunately in Pakistan because of lack of attention of government towards education, large size of class, low resources, untrained teachers, fixed syllabus for every context, time duration of language class in schools, in comprehensive content of text books, assessment practices are not fulfilling their purpose. In Pakistan assessment are carried out only for the promotion purposes. According t Khattak. (2012) the aim of English language assessment in Pakistan to pass an examination and go ahead in next grade, do not judge real competency, though the students keen to learn language but they are compel to memorization intensively just an examination.

In Pakistan main focus of the institution in general and the language teacher particular is on the content rather than the language skills. This inappropriate way of teaching leads to poor understand and implication of language in daily life of the learners. Rahmani (1999) truly said that teachers have only purpose for teaching is testing rather than learning. Warsi (2004) stated that teachers check the knowledge of the content rather than language skills, such as assessment items makes base on question answers, filling the blanks which are drawn by textbooks content. According Rahman, Asraf uz zamman (2011) English language is not treated as a skill based but content based. In some institute in Pakistan though some skills are catered but all four skills are of language are not focused in assessment practices. Teacher is always under pressure in school administration, school policies of examination. Sidiqi (2010).

Survey was used to collect data. A survey is a data collection tool used to gather information about individuals. Surveys are commonly used in to collect self-report data from study participants. A survey may focus on factual information about individuals, or it might aim to collect the opinions of the survey taker.

This research was conducted in Gullshan e Iqbal block 6 schools Karachi, the samples were gathered from the students of 6th, 7th and 8th grade. Numbers of students were 100, 50 boys and 50 girls, data collection tool was questionnaire and the survey questionnaire was developed on existing assessment practices English language skills in elementary schools of Karachi.

This research was designed to examine current assessment practices of English language in elementary school in Karachi Pakistan. The importance of English language nowadays cannot be ignored, this is the most common language in most parts of the worlds and keeps us connected with the whole universe. National Curriculum of Pakistan (2006) says the purpose…

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