"INVESTIGATING THE GROUND REALITIES OF LITERACY AND NUMERACY DRIVE ASSESSMENT SYSTEM IN GOVERNMENT SECTOR SCHOOLS"

Abstract

The impact of the Literacy and Numeracy Drive (LND) on three-class students' learning in public schools in District Lodhran was examined in this study. It assists in determining the validity and reliability of Monitoring & Evaluation Assistant (MEAs), monthly indicators for LND assessment to assess Primary School Teachers (PST) performance, attitude, and behaviour, as well as the appropriateness of Student Learning Outcomes (SLOs) in the subject of English. This study utilized a quantitative research design in which 07 students from three class were selected from 168 representative schools. Two MCQs type English papers were developed based on MEA's Tablet Base Criterion for assessing students' performance. In these papers, 8 MCQs based on SLOs were provided in November and December. These papers were given to 07 students selected randomly from each class, and the results were subsequently sorted markaz-wise. These markaz-wise collected results were analyzed by comparing actual markazwise results and the results displayed on PITB Website. The findings revealed that the LND application was not effective due to issues with SLOs in English content, MEAs monthly indicators, learners' mother tongue, nonsupportive parental behaviour, Punjab School Education Departments’ high expectations for SLO achievement, and assessment procedure.