Relationship Between Professional Development and Effectiveness of Formative Assessment Techniques at University Level

Abstract

Professional development significantly enhances the effectiveness of formative assessment techniques by equipping educators with the skills to design, implement, and interpret assessments that foster student learning. It enables teachers to provide actionable feedback and adapt instructional strategies to meet diverse learning needs. The objectives of the study was to find out the level of level of professional development and formative assessment techniques, and to analyze the relationship between professional development and formative assessment techniques at university level. The study's design is primarily descriptive. The research for this study was quantitative. Every public and private university in the Lahore district made up the population. The total number of universities are 39 in which 16 are public and 23 are privates (HEC, 2024). A researcher self-developed questionnaire was used as the study's tool. The validity of the questionnaire was found through experts’ opinions and reliability through pilot testing. The Cronbach’s Alpha value of PD was 0.888 and formative assessment techniques questionnaire value was 0.849. Version 27 of the Statistical Package for Social Science (SPSS) was employed. Descriptive statistics (mean, standard deviation), and inferential statistics (Pearson r) was used. The findings of the study was revealed that there was highly significant relationship between professional development and formative assessment techniques at university level.