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This study was conducted to investigate the gender disparity in teachers’ formative assessment practices during classroom instruction at the secondary school level. It was a survey research design. Four hundred (400) teachers were chosen as a sample of this research via stratified random sampling techniques from the Haripur district. These teachers were divided into two (2) strata of male and female such that each group consisted of 200 teachers. To attain the objectives, two (2) null hypotheses were established. A questionnaire with a reliability coefficient of 0.97 was utilized to gather data from the participants. The data gathered were examined through statistical tools. Majority of the teachers disagreed about using the learning target and monitoring strategy of formative assessment, and more than 40% of the teachers disagreed about using self-assessment and peer assessment. However, about 40% of the teachers were in favor of using feedback assessment in their classroom instruction. Further, male teachers were found better than female schoolteachers in using formative assessment strategies during classroom instruction. Inservice teachers’ training may be organized to bridge the gaps between the teachers for using formative assessment in classroom instruction and further research studies may be conducted on other aspects of formative assessment.

Keywords: Formative Assessment Strategies, Learning Targets, Monitoring, Feedback, Self-Assessment, Peer Assessment.