Reforming Assessment Methods: Addressing the Gaps in Pakistan's Education System

Abstract

Introduction: Present article discusses the current assessment modalities in Pakistan's educational context, highlighting gaps and issues, and provides a framework for improvement based on existing evidence. Methodology: The study reviews Literature as primary sources to identify major concerns in the educational assessment system. Key issues include an over-reliance on end-of-year assessments that reward memorization, and a lack of formative assessments critical for providing feedback and informing instructional methods. Results/Findings: Findings reveal that many educators lack proper training in modern assessment techniques. This deficiency, coupled with the general shortcomings of the educational system, hampers effective student evaluation and progress. Future Direction: The article recommends promoting formative assessments for feedback, implementing long-term professional development programs to enhance teachers’ assessment literacy, and encouraging project-based learning. Additionally, the use of technology-based tests is advocated to make assessments more effective and useful, helping to address learning gaps among different student groups.