“FROM POLICY TO PRACTICE: INVESTIGATING THE CONSTRUCTIVE ALIGNMENT OF NCEL-SPECIFED SLOS WITH ASSESSMENT PRACTICES IN ENGLISH LANGUAGE TEACHING AT SECONDARY LEVEL”

Abstract

This study investigates the extent to which English language assessment practices in secondary schools of Punjab, Pakistan, align with the Intended Learning Outcomes (ILOs) specified in the National Curriculum for English Language (NCEL). Anchored in Biggs’ Constructive Alignment theory, this study aimed to examine how closely assessment practices align with the Intended Learning Outcomes outlined in the NCEL. To achieve this, five focus group discussions—each lasting two hours and comprising seven participants—were conducted with a total of 35 English teachers from grade 10 in government secondary schools across the Rawalpindi division. The collected data was transcribed and subjected to thematic analysis using an interpretative approach. Thematic analysis of qualitative data uncovers an exam-centric pedagogy, a lack of OBE training, and an overemphasis on rote learning. In-depth participant statements illustrate these challenges, while comparisons with international and local studies highlight systemic gaps in assessment alignment. Recommendations include revising assessment strategies, enhancing teacher professional development, and increasing resource support to foster holistic language competency that aligns with NCEL objectives.