Effect of the Assessment Policy Framework on Teacher’s Assessment Literacy and Professional Development in Punjab at Elementary Level

Abstract

This study investigated the impact of the Assessment Policy Framework (APF) introduced by the Government of Punjab in 2019 on assessments at the elementary level. Using a quantitative correlational design, data were collected from 285 public elementary school teachers through a structured questionnaire developed around APF indicators. Descriptive statistics, Pearson correlation, multiple regression, and ANOVA were applied to analyze relationships among APF implementation, teacher assessment literacy, and professional development outcomes. Results revealed that teachers who actively implemented APF practices reported significantly higher levels of assessment literacy and professional growth. Both variables were strongly correlated (r = .68, p < .01), while regression analysis confirmed that assessment literacy (β = .49) and APF implementation (β = .36) jointly explained 47% of the variance in professional development outcomes. Regional analysis further indicated disparities favoring central Punjab, highlighting unequal access to training and monitoring support. The findings confirmed that the APF served as a catalyst for enhancing teachers’ assessment competence and reflective practice. However, sustained continuous professional development (CPD), mentorship programs, and equitable resource distribution are essential to strengthen the framework’s long-term impact.