Analysis of Assessment Design in English Language Curriculum 2006 Of Pakistan: A Qualitative Study

Abstract

Assessment is an essential component of the curriculum. The curriculum is a policy document that guides assessment mechanisms before, during, and after instruction. The curriculum envisioned assessment in standards, benchmarks, and students' learning outcomes (SLOs) by providing action words. assessment is an integral part of the learning process. Language skill development depends on the quality of assessment design and practice during and after instruction. This research study critically analyzes the language skills assessment design intended in Pakistan's language curriculum, 2006. The study aimed to explore the assessment design intended in standards, benchmarks, and students’ learning outcomes SLOs, in the language curriculum of Pakistan 2006 of secondary classes. The study's objective was to investigate the language assessment scheme of LNC, 2006, as well as understand the extent of the assess            ment design of the national curriculum, 2006. It is also aimed at to what extent this design supports language assessment and responds to language assessment theories. The document analysis model of "Bowen (2009)" was adopted for this study. The study findings show that the assessment design intended in LNC, 2006 of Pakistan could be more supportive in developing language skills. The level of action verbs used for standards, benchmarks, and SLOs, is very low, almost from Bloom's Taxonomy first three-stage of the cognitive domain. Listening and speaking skills are almost neglected in assessment design. The findings of this study will inform policy developers and curriculum workers to improve the language assessment design. Additionally, the results will guide teachers in understanding language assessment design and implementation accordingly.