Relationship between Theoretical Knowledge and Application Abilities of Science Teachers in Assessment Practices at School Level

The objective was to test the hypothesis that there is no relationship between theoretical knowledge and its practical application in assessment practices used by science teachers in the classroom and in general at the school level. The nature of the study was quantitative with descriptive correlational and linear regression design. The sample was randomly taken for the survey questionnaire from the Principals of high and higher secondary schools in two districts of Pakistan. The result revealed that there is a strong positive relationship between theoretical knowledge and its practical application in assessment used by science teachers at the secondary level. The regression analysis also showed that the theoretical understanding of assessment has a strong impact on the hands-on practices of the assessment. It was recommended that the science teachers' training focus on both theoretical concepts and learning along with the practical application of the assessment practices for effective and quality instructions or pedagogy.