Prospective Teachers’ Disposition about Assessment’s Practices: A Comparative View

Abstract

Students' perceptions of assessment, stimulates them to develop an authentic and realistic assessment approach that rewards genuine effort and in depth learning rather than measuring luck [1]. Assessment's practices are very sensitive issue to enhance the quality of teacher education. Therefore, this research was aimed to investigate and compare the prospective teachers' disposition about assessment's practices (DAP) in public universities of Lahore, Punjab. Six hundred and eighty-eight prospective teachers that were enrolled in two public universities were selected via simple random sampling technique. An adopted self-reported scale, developed by Lodhi [3] was administered for data collection. The reliability of the scale was α= 0.82. Different statistical techniques were applied to find out the variations in prospective teachers' disposition about assessment's practices on the basis of demographical variables. The findings of the study comprised that 19.3% prospective teachers had high magnitude of dispositions about assessment's practices. Moreover, it was also revealed that there was significant difference in prospective teachers' disposition about assessment's practices (DAP) in public universities of Lahore.