Assessing English Language Proficiency: A Case Study of English Version Students of Higher Secondary Level of Bangladesh

Abstract

Assessment is an integral part of language learning. Language proficiency can be judged by a well-organised evaluation procedure. A systematic assessment process paves the path of successful language learning. The main focus of this study is to explore the current English Language Assessment practice in Higher Secondary institutions located in Dhaka city. Five teachers and five students have been chosen for the investigation. Qualitative research method has been used to explore the assessment procedures the teachers use to assess class XI students’ English language skills such as reading, writing, speaking, and listening and what type of challenges teachers and students encounter during assessment. Though these institutions follow national curriculum of Bangladesh, their mode of instruction is English. Since curriculum plays a vital role in learning outcome, it should be based on learners’ needs and make them competent to cope up with the globalised world. The results of this study unveil the participants’ attitude, opinion and interest regarding the challenges, problems and opportunities of English Version Institutions. However, a remarkable number of researches have been conducted to change the language assessment system, its impact and possibilities in developed countries but there is rarely any research that focuses on the impact of such assessment system in the developing countries like Bangladesh.