Exploring the Role of Formative Assessment in Fostering Learner Autonomy: A Qualitative Study of Secondary English Classrooms in Punjab, Pakistan

Abstract

The purpose of this qualitative study is to examine how formative assessment contributes to the development of learner autonomy in secondary-level English language learners in Punjab, Pakistan. Traditional assessment techniques frequently fall short of fostering the growth of self-directed learners. The research examines how formative evaluation techniques, such as feedback, peer evaluation, and self-assessment, help learners develop accountability, metacognitive awareness, and motivation. The data was obtained by interviewing English language instructors and students from public high schools in three districts using semi-structured interviews, focus group discussions, and student versions of the Autonomous Learner Model Inventory (ALMI).  Thematic analysis of the data revealed that formative assessment promotes autonomy by promoting thoughtful thinking, goal-setting, and self-regulation. Additionally, the results reveal that systemic issues like an excessive curriculum, an exam-oriented culture, and inadequate teacher preparation prevent the complete implementation of formative evaluation, even though teachers are aware of its potential. The study comes to conclusion that successful formative assessment integration necessitates a change in assessment paradigm, focused policy support, and continuous professional development. Revisions to curriculum frameworks to highlight formative methodology, training teachers in autonomy-oriented assessment methods, and the integration of reflective activities into classroom schedules are all suggestions. This study contributes to both the assessment and autonomy literature and gives educators and policymakers in Pakistan a useful framework for improving learner-centered approach in English language instruction.