Teachers’ Perceptions and Use of PECTA-Provided Rubrics in Elementary Classrooms: A Study in Attock District

Abstract

The study entitled “Teachers’ Perceptions and Use of PECTA-Provided Rubrics in Elementary Classrooms: A Study in Attock District” was conducted to investigate elementary school teachers’ perceptions regarding the usefulness of PECTA-provided rubrics and to examine their utilization in classroom assessment practices. The study also aimed to identify the challenges faced by teachers in implementing these rubrics in elementary classrooms. A quantitative descriptive survey research design was employed under the positivist research paradigm. The population of the study comprised all public elementary school teachers working in District Attock, Punjab, Pakistan. According to district education statistics, the population included approximately 1,450 public elementary schools with nearly 10,500 elementary school teachers. A sample of 300 teachers was selected through stratified random sampling to ensure representation of both male and female teachers as well as rural and urban schools. Data were collected using a structured questionnaire consisting of demographic information, teachers’ perceptions regarding PECTA-provided rubrics, and their classroom usage practices. The instrument was validated through expert review, while reliability was established through a pilot study, yielding a Cronbach’s Alpha coefficient of 0.82, indicating satisfactory internal consistency. The collected data were analyzed using the Statistical Package for Social Sciences (SPSS). Descriptive statistics including frequencies, percentages, means, and standard deviations were used, while inferential statistics were applied to test the hypotheses. The findings related to the first objective revealed that teachers demonstrated positive perceptions regarding the usefulness of PECTA-provided rubrics, with an overall mean score indicating a high level of agreement that rubrics improve fairness, transparency, consistency, and feedback in assessment practices. Based on this finding, it was recommended that educational authorities should arrange regular professional development programs to further strengthen teachers’ understanding and effective use of rubric-based assessment practices. The significance of the study lies in its contribution to understanding the effectiveness of assessment reforms at the elementary level and providing valuable insights for policymakers, school administrators, and teachers regarding the implementation of PECTA-provided rubrics. The findings may assist educational authorities in improving assessment policies, enhancing teachers’ assessment literacy, and promoting quality teaching and learning practices in elementary education.