Relationship between Instructional Quality and Large-Scale Assessment: A Correlational Study of Grade 4 Students in Punjab, Pakistan

The study aimed to identify the relationship between instructional quality and large-scale assessment at the elementary level in Punjab, Pakistan. The target population of the research comprised 319 elementary school teachers teaching grade 4 students and 917 students of grade 4 from 3 districts (Rawalpindi, Kasur and Multan) of the province of Punjab, Pakistan. Multi-stage and purposive sampling technique was used to select the sample. A research tool, “Teachers’ Readiness, Competence, and Practices towards International Large-Scale Assessment” (Jacoba & Samosa, 2024), was adapted and modified as per the requirements of the research. The results of the large-scale assessment grade 4 were taken from PEC Lahore. Descriptive statistics (mean and Std. Dev.) and inferential statistics (Pearson Correlation and linear regression) were used to analyze the collected data. The findings revealed that Large-scale assessment has a significant relationship (r=.123, P=.028<.05) with the quality of instruction. Moreover, there was a significant effect of large-scale assessment (r=.123, R2=.015) on instructional quality at the elementary level in Punjab, Pakistan.