Investigating the Impact of Different Assessment Techniques at Primary Level

The present study intended to study classroom assessment practices and teaching effectiveness among primary school teachers in Keonjhar district of Odisha. The primary objectives of the study were to examine the impact of different assessment practices of teachers at primary level students from class I to class V on the basis of gender and locality. The study employed descriptive survey methodology. The sample were randomly selected which includes 7 Government upper primary schools, from which four are from rural and three from urban locality. A total of 140 students, 20 students per school were randomly selected. The 140 participants comprise of 65 boys and 75 girls. The data were collected by administering structured questionnaires and observation checklists. The collected data were analysed by using descriptive statistics, t-tests, and chi-square tests. The findings revealed that while teachers were aware of the importance of formative and summative assessment, there were significant differences in implementation strategies between male and female teachers. In other hand, engagement of students depends upon the continuous assessments by teachers in systematic way with innovative way of teaching and evaluation.