Assessment Process Quality Of Early Childhood Students In Public And Private Schools Of Bannu Division

https://doi.org/10.5281/zenodo.17637970

Abstract

Education is the basic right of every citizen and this basic right needs a strong base which is possible due to ECE. The researcher employed a descriptive survey design to investigate the Early Childhood Education (ECE) assessment practices in the public and private schools in Bannu Division. The population of the study was comprised of all Nursery/Kachi/Prep/Pakki classes in both public primary and private schools of Bannu Division. A stratified sample of 360 ECE classes (285 public and 75 private) was selected. in compliance with Gill et al. (2010) was followed to select the sample of the study. The data was gathered using a five-point rating system and the validated and reliable Learning Environment Observational Checklist having Cronbach's alpha = 0.73. The researcher made in-person school visits and observed assessment processes conducted at ECE level.  Descriptive statistics like mean and standard deviation were used to analyze the collected data. The results showed that public and private schools applied the assessment methods unevenly and partially. The upkeep of individual student portfolios was mainly disregarded, and teachers showed little interest in interacting with parents or creating developmental checklists. All things considered, the school's evaluation procedure was haphazard and inconsistent. Teachers need training, regular parent-teacher communication, and student portfolios to ensure effective and systematic assessment of children's development.