Large- scale assessment is used to evaluate overall education system. It emerged during 1980s as a tool to inform education system across the world. In Pakistan, large- scale assessment was initiated by National Education Assessment Center. In different provinces and areas, assessment centers were also established. Today, ASER, PEACe and SAT are the major large- scale assessment conducted in public sector. This research aimed to examine the large-scale assessment practices in public schools of Sindh, the rationale of large- scale assessment and its contribution to improve overall education. This research is situated in the qualitative paradigm in which the data was collected through document reviews and analysis as well as interviews. The findings confirm that, major three types of large- scale assessments have been reporting dismal situation of students’ achievement. The score generally ranges between 25 and 30 which is an alarming condition. Textbook based teaching, unawareness of teachers about developing standardized and high order assessments and unavailability of basic facilities are the core issues associated with students’ low scores. The consistent low score demands to reconceptualize the rationale of large- scale assessment and the focus may be shifted to promote formative assessment and prepare public sector teachers to conduct effective and meaningful assessments. This research also recommends that the policies regarding assessment already exist which need to be implemented in their true spirit.
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