Abstract

Research work regarding to teacher’s cognition, basically, bring into light teachers’ perception, what they know and how they believe. To comprehend teachers’ perceptional structure, it is indispensible as it interlinks to their directional practices in ESL teaching domain. With regards to assessment, teachers’ cognition constitutes a vital and integral research field in two perspectives: understandability of ESL teachers’ belief and practices and their needs in assessments region. This study delves the aim of assessment in ESL classes under four main regimes: (1) summative assessment, (2) formative assessment, (3) students’ self-assessment, and (4) assessment to meliorate teachers’ direction. It also delves to probe ESL teachers’ notions about the assessments’ employment in ESL pedagogy. It also demonstrates that how teachers’ notions interconnect to their KG to HSSC level in teaching English. 35 Pakistani ESL teachers who work at APSACS Junior, Senior and College wings in Karachi Zone. To collect the data, 18-Likert scale questionnaire is employed. Outcomes of study bring out that the participants’ belief on assessment is impregnable on assessments’ employment regarding to formative purposes. On the secondary level, self-assessment procedures and techniques are given significance. From KG to HSSC level, participant teachers have no influence on participants’ assessment predilections. Data collection tool is also a significant contribution to the literature; besides the vital findings it has produced.

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