Exploring the government primary school teachers’ perspectives on using formative assessment tools for students learning: a case study

Abstract

The study delves into the challenges and prospects of implementing formative assessment practices in Bangladesh's government primary schools. While recognizing its potential to enhance critical thinking and real-world learning, the research reveals significant barriers hindering its widespread adoption. Teachers, though supportive of formative assessment, face practical hurdles such as a lack of resources, inadequate training, and unsupportive classroom environments. These factors limit their ability to effectively incorporate formative assessment strategies into daily instruction. To optimize the use of formative assessment, the study recommends comprehensive teacher training programs focused on practical application, the creation of classroom spaces conducive to interactive learning, and increased accessibility to assessment tools. Additionally, empowering school supervisors to mentor teachers and exploring the potential of digital technologies are essential for successful implementation. By addressing these challenges and capitalizing on opportunities, Bangladesh can significantly improve student outcomes and create a more equitable education system.