Abstract

Mentoring had been used for professional development of teachers for many years. In Pakistan, Education Department of Punjab has taken the initiative to provide mentoring to primary school teachers for their professional development and improvement of classroom practices. The present study aimed at exploring the role of mentoring as predictor of improvement in assessment practices of primary school teachers.  The study was quantitative in nature and non-experimental research method of causal comparative research was applied. Population of the study consisted of 624 primary school teachers of Rawalpindi tehsil working in both boys and girls primary schools. Sample of 322 (male=female) teachers was selected through proportionate stratified sampling technique. Data was collected through two self-developed questionnaires. Findings of the study showed that there was significant, moderate, and direct correlation between mentoring and assessment practices of primary school teachers. It was recommended that Mentors need to focus on planning of assessments, questioning and addressing students’ needs more so that an overall benefit of authentic assessments can be found.