With a focus on teachers' perspectives and the importance of teaching experience, this study examines assessment procedures in Pakistani elementary schools. Eight instructors were interviewed to gain qualitative insights, while 100 teachers from Karachi's public and private schools provided quantitative data using a convergent mixed-methods methodology. The findings show that while formative approaches like peer assessment, rubrics, and project-based assignments are infrequently used despite teachers' awareness, traditional methods—especially written tests and oral questioning—dominate classroom evaluation. Teaching experience and assessment procedures did not significantly correlate, according to statistical analyses, indicating that evaluation tactics are not shaped solely by experience. Though institutional barriers—like big class numbers, administrative duties, and a lack of training—restrict the use of varied approaches, qualitative data showed that seasoned teachers exhibit greater confidence in their classroom judgment. In order to move away from exam-oriented practices and toward more student-centred approaches, the study comes to the conclusion that institutional support, professional development, and policy interventions are necessary for significant assessment transformation. These results highlight the necessity of school policies and teacher education programs that support formative practices and develop assessment literacy in order to improve learning outcomes.
Naz et al. (Sat,) studied this question.