Exploring continuous assessment in English in rural Bangladesh

Abstract

Bangladesh's educational system predominantly uses summative assessment, with just a small percentage of marks allotted for continuous assessment. However, in recent times, curriculum experts have placed a higher priority on the assessment policy more than ever before. For this reason, the Government of Bangladesh is currently attempting to introduce a new curriculum policy which will be based on continuous assessment. Starting in 2023, the total number allotted for continuous assessment may range from 50 to 60 percent at the junior secondary level. There have been some studies on general assessment practices in Bangladeshi context, but it is noteworthy to mention that none have specifically addressed the continuous assessment practices that teachers currently use in teaching English, nor have any examined the issue of whether or not English language teachers in Bangladesh's secondary schools are fully competent for the implementation of continuous assessment of their students' English language skills in accordance with the new curriculum that is being proposed for 2023. In this study, the researcher would like to hear from teachers, head teachers, and master trainer about their perspectives on continuous assessment in English language classroom. This study uses a qualitative research methodology and multiple case-study based research that included a semi-structured qualitative interview with five secondary English school teachers, two head teachers, and one master trainer. The findings shows that weekly or monthly paper-and-pen class tests are only considered continuous assessment, which does not meet National Curriculum and Textbook Board guidelines. Teacher student ratio, limited class time, seating arrangement, students' behavioral issues, and parents' discontent with alternative ways of teachers' assessment except paper and pen-based class tests are some the challenges of implementing continuous assessment in junior secondary schools. As this study addressed the challenges of continuous assessment and the question of preparedness for the new curriculum, so that school authority as well as curriculum board recognizes on these issues, provide teachers with the necessary support, and encourage them to use continuous assessment in the English language classrooms.