ArticleHeliyon2024
Conceptions of Assessment Among Pakistani Teachers of English: Implications for Policy and Professional Development.
Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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3 authors.
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Abstract
In this study, we investigated conceptions of assessment among 735 English language teachers from different educational institutions and levels across Pakistan, with most holding a master's degree. Using a validated inventory (Brown, 2006) administered through a random sampling technique, we explored the alignment between teachers' assessment conceptions, rooted in socio-cognitive contexts, and the prevailing language policies enforced by educational authorities. Derived from the Structural Equating Model, our findings indicated that, despite the significant correlations between perceptions of
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