CORE-CURRICULUM OBJECTIVES AND ITS ASSESSMENT PRACTICES: A COMPARATIVE STUDY OF PUBLIC AND PRIVATE ELEMENTARY SCHOOLS OF DISTRICT, DERA ISMAIL KHAN

Abstract

Abstract Views: 2

With a focus on how advancements in cognitive science have changed our understanding of assessment, this research examines the connections between curriculum, teaching, and assessment. Since instructors have witnessed pupils struggle to apply classroom abilities outside of the classroom, traditional paper-and-pencil examinations are increasingly viewed as being out of step with active learning. In order to address classroom issues at the primary level, the research sought to create an outcome-based core curriculum, beginning with a clear vision and learning outcomes. Additionally, it concentrated on identifying the assistance that students with disabilities need to participate in general education and making the core curriculum accessible to them. Head teachers' and elementary school teachers' opinions suggested that the core curriculum was useful for formative assessment. 50% of head teachers and 42% of instructors in public schools strongly agreed, compared to 53% and 73.3% in private schools. The null hypothesis was accepted as the investigation revealed no discernible difference in the opinions of stakeholders in public and private schools. The study concludes by highlighting the importance of an outcome-based curriculum and the necessity of ensuring that children with impairments are included. Similar stakeholder attitudes across public and private elementary schools are revealed, and the relevance of the core curriculum in formative evaluation is highlighted.