Developing Formative Assessment Literacy in Low-Resource Contexts: A Design-Based Research Study of Blended PD for Pakistani Secondary English Teachers
Abstract
This design-based research (DBR) study investigates the development of formative assessment literacy (FAL) among secondary English teachers in low-resource contexts in Pakistan. Despite global recognition of formative assessment as a pedagogical cornerstone, Pakistani educators face systemic barriers including outdated curricula, overcrowded classrooms, technological deficits, and inadequate professional development (PD) infrastructure. This study addresses these challenges through a blended PD model combining face-to-face workshops, mobile-based micro-learning, and peer learning communities. Conducted across three iterative cycles with 42 secondary English teachers in Punjab and Sindh provinces, the research employed mixed methods including pre/post assessments, classroom observations, focus groups, and digital analytics. Findings reveal significant gains in teachers' conceptual understanding of formative assessment principles (Cohen's d = 0.78), enhanced implementation of feedback strategies (χ² = 12.34, p < .01), and improved student engagement metrics. However, contextual constraints such as load shedding, limited internet connectivity, and examination-oriented culture necessitated crucial design adaptations. This study contributes empirically grounded design principles for scalable, context-responsive PD models in low-resource settings, offering insights for policymakers, teacher educators, and researchers in the Global South. The research underscores that sustainable FAL development requires not merely technical training but systemic shifts in institutional culture and assessment policy.
Keywords: Formative assessment literacy, blended professional development, low-resource contexts, design-based research, Pakistani secondary education, English language teaching
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