Assessment practices of teachers in Myanmar: Are we there yet?

Abstract

This qualitative paper examines teachers' assessment practices in Myanmar, specifically focusing on their strategies, implementation approach, and factors influencing their practices. An open-ended survey was administered, 331 in-service teachers participated, and 10 teachers were interviewed. The findings revealed diverse assessment strategies, with questioning techniques being the most commonly used. Additionally, we examined how teachers use these strategies, emphasising the need for a more detailed explanation of their application. We have found that factors affecting assessment practices. These findings substantially contribute to our understanding of teachers' assessment practices in Myanmar, ultimately advocating for a more balanced and student-centric approach to education.