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Farooq Nawaz Khan, Sajjad Hussain and Maryam Imad 46 Global Social Sciences Review (GSSR) assessment practices are conducted properly, the students will be helped in the refinement of their understanding, such as; self-assessment, peer assessment, developing assessment tools, classroom discussions and problem-solving activities. These activities motivate student to better understand contents of the subject. The assessment examines the abilities of students and is thus a yardstick in order to test the abilities of those persons who undergo the learning process during classroom in an academic year. Assessment is important as it influences learners’ approach towards learning and teachers’ approach towards teaching and classroom assessment practices. Studies in assessment reflected that paradigm shift has occurred in assessment and that it has been changed from an assessment of learning to assessment for learning (Mussawy, 2009). The latest assessment approaches are endeavoring to develop a link between what students are supposed to learn for future responsibilities and what they actually are learning (Gulikers, Theo, Paul & LiesBeth, 2006). Teachers do in most cases follow classroom tests, students’ observations, assign marks on students’ assignments, engage them in self-assessment through reflective activities, group the students and follow peer assessment techniques; all the practices are strongly based on assessment knowledge and skills of a teacher. Therefore, the knowledge of classroom assessment is imperative for teachers if they want the understanding of their students’ performances, factors affecting students’ performances and other related factors to students’ assessment and learning (Stiggins, 2001). Assessment take place at different intervals with different purposes, sometimes teacher want to measure the effectiveness of the instruction, sometimes he/she want to measure the performances of students against certain targets and that’s why he/she follow different types of assessment with suitable tools and methods. Formative assessment is one of those approaches which aim to enhance the effectiveness of learning and discourages cramming and promotes conceptual understanding. It compels a student to work hard (Koloi-Keaikitse, 2012). If teachers know their students well, they will see the clear picture of the students’ achievements. Therefore, due concentration is needed in the employment of assessment practices as these are related to the lives of students and vice versa (Stiggins, 2001). Similarly, teachers are responsible for making classroom assessment practices, regarding the course contents (Reynolds Livingston & Willson, 2009). Based on the above discussion, this qualitative correlational study was designed where efforts were made to measure the correlation between classroom assessment literacy and classroom assessment practices of teacher educators in Pakistan. Objectives of the Study The objectives for this study were to; 1. Investigate classroom assessment literacy level of teacher educators 2. Find out classroom assessment practices of teacher educators 3. To measure if there is any relationship between teacher educators’ classroom assessment literacy and their classroom assessment practices

Classroom Assessment, Literacy and Practices of Teacher Educators in Pakistan