This study deals with the positive backwash effect of self-assessment on Second Language Learners in Pakistan. The hypothesis of this study is self-assessment will positively improve learners' performance. Therefore, small scale experimental research was conducted with fifty undergraduates of a public sector university. They were asked to write essays; those were also assessed by students themselves and also cross-checked by their language teacher. The 'Assessment Rubric of Punjab University for BS-level' was a research tool. Afterwards, all results were statistically analyzed in SPSS, i.e., dependent t-test. The results conclude the improvement in self-assessment to highlight the needs and demands for taking bold steps in traditional evaluation criteria that would ultimately become the cause for students' active participation and self-learning.

Literacy practices focus classroom assessment skills and knowledge. This study investigated the correlation of classroom assessment literacy and practices of teacher educators in Pakistan. Teacher educators of Punjab and Khyber Pakhtunkhwa, Teacher education institutions were investigated through Assessment Literacy Test (ALT), Classroom Assessment Practices Questionnaire (CAPQ) following quantitative correlational research design. The results reflected moderate level assessment literacy of teacher educators in Pakistan and found them practice traditional assessment practices. Furthermore, majority of teacher educators were found to have less knowledge and skills in designing and selecting appropriate assessment tools and that most of the classroom assessment practices were limited to paper-pencil tests. Teacher training with mutual consultation of Learning and Innovation Division (LID) of Higher Education Commission (HEC), the establishment of National Assessment Wing under the Umbrella of National Curriculum Wing and support from ICT supported devices/software, online resources were recommended.

This research study is based on the literature review through documentary analysis. In this study it is aimed to find out the impact of formative and feedback assessment in Higher Education in Pakistan. Assessment is a key role to enhance both teaching and learning and is needed in assuring the nature of training development, including analytic testing, strategies are related to formal and no formal assessment strategies directed by teachers amid the learning procedure with the end goal to adjust educating and learning exercises to enhance understudy achievement. Input is the best apparatus when started by the understudy, related to self and associate to assessment. The study was discussed in detail through theoretical framework on nature formative feedback and formative assessment. It is well up to the mark and standard policy documented about the assessment that has a great influence on the teaching and learning process.

This study explores the students and teachers’ perceptions of transition in assessment from annual to semester system at university level. For collection of data two research tools i.e. questionnaire (students) and interview with teachers are used. The study finds that through assessment teachers get information about thinking of students and on which level they think. Assessment is helpful in making different educational policies. Assessment is effective to understand the working characteristics of students. If we assess curriculum, we modify it according to goals or standards. Assessment is a back bone of all education system. Mixed method was used to explore this research study. The responses from the questionnaire and interviews shows that the majority of the teachers and students agree annual examinations give better overall picture of learning progress.

The study analyzes curriculum document (teacher course guides) of ADE and B.Ed. (Hons) programs in terms of Assessment Tasks, Teaching Learning Approaches, Course Outcomes and Course Description. Study also focuses on prospective teachers and teacher educator’s perceptions about these teacher course guides and their execution in class room at selected Teachers’ Training Institutes. The sample comprises three universities and four Regional Institutions of Teacher Education offering B.Ed. (Hons) and ADE programs. Researcher congregated data from 21 teacher educators teaching to prospective teachers enrolled in ADE and B.Ed. (Hons) in the chosen institutions. Mixed methods (approach) were used to collect quantitative as well as qualitative data for extensive analysis of the research problem. The qualitative data was collected through a check list and quantitative data was collected through questionnaire. The manuscripts (Draft guide for teaching instructor) for B.Ed. (Hons). Experts developed curriculum meets the requirement of the society of Pakistan with the purpose to create more competent, proficient and well-informed teaching instructors. Effective implementation of teacher guides need improvement in terms of availability of resources like well-equipped class rooms, computer lab, library, learning materials and Information and Communication Technology.

The major focus of this study was on the relationship of students' perception of assessment, their exam prep strategies and their achievement (CGPA). The study was correlational, and the survey method was used to find out the research problem. All the public sector universities of Punjab were considered as a population of the study, and only seven (07) public sector universities were taken as a sample. A total number of 1324 students were selected through a simple random sampling technique for the data collection. Two questionnaires, one for students' perception of assessment and the other for students' exam prep strategies, were adapted to collect the data. The collected data were analyzed through mean scores, standard deviation, correlation and t-test. The study findings showed students have different perception and the same exam prep strategies and also concluded a significant relationship between students' perception of assessment, their exam prep strategies and achievement. Based on the results, it is recommended that students should be clearly informed about the assessment practices for the improvement of students' learning.

It was a comparative analysis of students' motivation in light of Glynn and Kobal-la (2006) five factors model at a higher level. Objectives were to assess the level of students' motivation and differences in the students' motivation on the basis of gender/age/university.The population was 9615 students of public universities of Islamabad. By using a convenient sampling technique, 260 students were selected. The tool was developed by Mubeen and Reid (2014), in light of the G AND K model. The data was analyzed by using Cronbach alpha reliability, intersection correlation, t-test, and ANOVA. The majority of respondents were above Average level of motivation. A significant difference between male and female students related to all the factors of motivation, and females were found better than male students. However, age-wise, no significant difference was found related to motivation. Overall, Air University students were found better than other universities. It is recommended that teachers and management need to plan group work for students not only involved but also engage them in positive competitions. There is a need to develop a sense of responsibility. Teachers need to set achievable goals as well for students to encourage task completion

The current paper critically reviews the Single Nation Curriculum to verify the claims made by the document after its launching in 2020 as being the first policy document for educational reformation at the national level after several decades. The analysis compares the document with the National Curriculum (2006) which has been acknowledged as the main reference document in the preparation of the Single Nation Curriculum. The paper analyses various sections of the document, with a focus on English language teaching, to expose that the new curriculum is only an imitation of the previous 2006 curriculum without introducing any significant change in the policy, content, and methodology. The paper hopes to raise awareness among the policymakers and authors of SNC about establishing connections between research and practice, hence augmenting professional development with a focus on improved practices in the area of education and curriculum development.

This research was undertaken to investigate the problems teachers experience in ECE assessment. A qualitative research design with semi-structured interviewing was undertaken. The study's intent was to identify the assessment techniques used by ECE teachers to assess their students' learning during class. All primary level private schools in urban areas of Lahore were considered as the population of the study. Ten ECE teachers were selected by using a purposive sampling technique from the private school sector of Lahore.The data was analyzed through thematic analysis by using open and axial coding techniques. The major findings were that teachers used different assessments such as small class tasks, question answer techniques and observational techniques. The study revealed that the major issues teachers in ECE assessment were facing were students' individual differences, their level of understanding, their family background and lack of resources.

The current study investigated work-related stress, mental health and copying styles of college teachers based on their demographic attributes. A sample of n=176 (males=115; females=61) lecturers working at the college level was taken and surveyed. Self-structured questionnaires consisted of occupational stress, mental health, and copying style. When comparing two different groups, females were more likely inclined to stress and mental health as compared with males (p < 0.05). Married lecturers reported higher mean scores on mental as compared with unmarried lecturers (p < 0.05). The findings showed that there were no statistically significant changes in the research variables based on the participants' age, experience, or type of employment (p > 0.05), with the exception of copying style based on age (p 0.05). When organizing an intervention programmed to advance and promote mental health, these findings must be taken into account.