International Journal of Evaluation and Research in Education (IJERE) Vol. 12, No. 4, December 2023, pp. 2093~2100 ISSN: 2252-8822, DOI: 10.11591/ijere.v12i4.25566  2093 Journal homepage: http://ijere.iaescore.com Exploring the challenges in classroom assessment: A mixed- method study of secondary schools in Pakistan Syed Kamran Ali Shah, Muqaddas Butt, Ayesha Saleem, Muhammad Usman Rafique Faculty of Education, Division of Education, University of Education, Lahore, Pakistan Article Info ABSTRACT Article history: Received Sep 30, 2022 Revised Sep 10, 2023 Accepted Sep 25, 2023 In the process of classroom assessment, data is collected regarding the skills, understanding and knowledge of students. It has very important role in enhancing academic achievement of students. Present study was designed at exploring the challenges of classroom assessment. The sample of study contained a sample of 360 participants and a concurrent mixed-method design was deployed to conduct the research. Data collection was carried out using researchers’ self-developed questionnaire. The collected data was analyzed using statistical software of SPSS version 24.0 for descriptive and inferential stats. For collection and analyses of qualitative data, classroom observation and semi-structured interviews were also conducted. The study explored those major challenges included lack of interest of both, the parents and the students; insufficient guidance on the assessment by school administration; and less or no provision of professional training in assessment to the teachers. It was recommended that the school administration should take appropriate steps for the involvement of all stakeholders. Extensive professional training should be provided to all the teachers on regular basis by the concerned departments. Keywords: Challenges Classroom assessment Mixed-method Secondary level This is an open access article under the CC BY-SA license. Corresponding Author: Syed Kamran Ali Shah Faculty of Education, Division of Education, University of Education College Road, Township Block C Phase 1 Johar Town, Lahore, Punjab 54770, Pakistan Email: ravian7985@gmail.com 1. INTRODUCTION Assessment in education is a continuous procedure of collecting and analyzing data of the students about their abilities, knowledge and comprehension during specific duration of an academic session [1], [2]. It plays a very significant role in teaching-learning process [3]. It is a fact that assignments, learning behavior and academic achievement are interconnected. The classroom assessment plays a key role in the whole process of educating the students [4], [5]. This process is very important and useful for schools, teachers, and students. Teachers know well about its importance and they keep on working the tools and methods to measure the learning of students. However, they should follow new and modern techniques while assessing the students [6]. Moreover, the quality and method of assessment affect the learning and academic achievement of students [7]. The teachers who prefer to adopt modern techniques of classroom assessment produce better results and satisfaction among the students [8]. Basically, the process of classroom assessment involves measuring, judge and evaluating the overall learning of any student. It can be subdivided into formative and summative assessments. During formative assessment, teachers evaluate the performance and understanding throughout the academic session. It helps them to rectify teaching strategies and enhance interest among students. While in summative assessment, the evaluation of student is done after completing a semester, session, or year [9], [10]. Enhancing academic