Teachers' Perceptions of Current Assessment Practices and Their Limitations: A Study of Government and Private School Teachers

Konthoujam Rupabati Devi; Naorem Jibolata Devi

Teachers' Perceptions of Current Assessment Practices and Their Limitations: A Study of Government and Private School Teachers

Author(s)	Dr. Konthoujam Rupabati Devi, Dr. Naorem Jibolata Devi
Country	India
Abstract	Abstract Assessment lies at the heart of the teaching-learning process, shaping not only how student achievement is recorded but also how teaching itself is planned and delivered. This study examined how school teachers perceive the assessment practices currently in use in their classrooms and the defects and limitations they associate with these practices. A structured questionnaire comprising two composite scales, Current Assessment Practices (CAP) and Limitations of Current Assessment Practices (LCAP), was administered to a sample of 80 secondary school teachers (26 male, 54 female) drawn from government and private schools, spanning a range of teaching experience from below five years to more than twenty years. Responses were analysed descriptively, and composite scale scores were compared across gender, type of school, and teaching experience using the Mann-Whitney U test and the Kruskal-Wallis H test, non-parametric procedures appropriate to the ordinal, non-normally distributed nature of the data. The findings indicate that teachers hold generally favourable perceptions of current assessment practices, while simultaneously acknowledging notable defects and limitations in those same practices. None of the three background variables examined, gender, type of school, or teaching experience, produced a statistically significant difference in either CAP or LCAP scores, suggesting that these perceptions are broadly shared across the teaching profession rather than confined to particular subgroups. The study concludes by discussing the implications of these findings for assessment reform and teacher professional development, and recommends sustained, practice-oriented training to help teachers translate favourable attitudes toward assessment into practices that more fully address its recognised shortcomings.
Keywords	Keywords: assessment practices, classroom assessment, teacher perception, government and private schools, assessment reform
Published In	Volume 8, Issue 5, September-October 2026
Published On	2026-09-14

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Teachers' Perceptions of Current Assessment Practices and Their Limitations: A Study of Government and Private School Teachers

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