Impact of Knowledge Management on Formative Assessment Practices among NTS-Pass Secondary Teachers in Larkana
DOI:
https://doi.org/10.70670/sra.v4i1.2186Keywords:
Knowledge Management, Formative Assessment, Secondary Teachers, Knowledge Sharing, Professional CollaborationAbstract
This study examines the impact of knowledge management (KM) on formative assessment practices among NTS-pass secondary school teachers in Larkana, Sindh, Pakistan. It specifically investigates how knowledge sharing, professional collaboration and access to instructional resources influence classroom assessment practices. A quantitative cross-sectional survey design was employed. Data were collected from secondary school teachers using a structured five-point Likert scale questionnaire. Simple random sampling was applied. Data were analyzed through SPSS29versoin using descriptive statistics, correlation, and regression analysis. Results reveal a significant positive relationship between knowledge management and formative assessment practices. Teachers engaged in collaborative knowledge-sharing environments demonstrated stronger implementation of feedback, classroom questioning, and student monitoring. The study highlights the need for professional learning communities, structured knowledge-sharing systems, and continuous assessment-focused professional development. This study contributes to the literature by examining KM–formative assessment linkage in the under-researched context of NTS-pass secondary teachers in Pakistan.
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