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Title EXPLORING FORMATIVE ASSESSMENT PRACTICES IN TEACHING READING COMPREHENSION IN ENGLISH AT ELEMENTARY LEVEL

Author(s) Asifa Anum

Abstract The present study explores formative assessment practices in teaching English reading comprehension at the elementary level across private and public schools of Rawalpindi and Islamabad Federal Board (Punjab). In modern educational frameworks, formative assessment is recognized as crucial for enhancing student learning and engagement. However, its practical implementation in Pakistan’s elementary classrooms, particularly for reading comprehension, remains unexplored. This study examines how teachers use formative assessment to improve reading comprehension, utilizing Ruiz-Primo's (2007) four-phase FA model: setting learning goals, collecting information, interpreting information, and acting on the information collected. Additionally, this research explores teachers’ formative feedback practices and how perceptions of effectiveness differ between private and public elementary schools. The researcher used a qualitative design, including classroom observations and semi-structured interviews from selected private and public elementary schools of Rawalpindi and Islamabad Federal Board (Punjab). The qualitative data addresses all three questions regarding teachers' FA practices, formative feedback, and perceptions. The researcher applied frequency distribution to analyze practices and generated themes inductively from data on ESL teachers’ perceptions and feedback. Findings reveal that teachers across both sectors perceive formative assessment as integral to regular ESL teaching. However, factors including large class sizes, lack of resources, and varied learner linguistic backgrounds hinder effective FA implementation for reading comprehension, especially in the public sector. Private schools employ more organized ongoing assessment practices to improve students' English reading skills. The findings underline the necessity for policymakers and administrators to address these challenges. Future researchers can also use this study’s findings to explore other English language skills and offer a more comprehensive understanding of formative assessment’s impact on English proficiency.

Type Thesis/Dissertation

Faculty Languages

Department English

Language English

Publication Date 2025-04-10

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