Exploring Assessment Literacy of Tertiary-Level Teachers in Bangladesh

Abstract

Assessment literacy is a vital component of teachers’ professional development. However, it is often treated with negligence in teacher development programmes in different assessment contexts across the world. In Bangladesh, this area has not been well researched. The study presented in this chapter explored the current state of assessment literacy of tertiary-level teachers of English departments in Bangladesh. The aim was to gauge their awareness of assessment issues, concerns and procedures. Amongst other issues, teachers were asked to share their views regarding the purpose and the types of assessment, their current practices, training received and their confidence level about assessment. Data were collected from 67 university teachers through survey questionnaires and focus group discussions were also carried out to gather in-depth views of teachers. The findings show that teachers viewed assessment largely as a measurement of learning, they lacked assessment training and were not fully confident about their assessment practices. The study recommends the incorporation of compulsory assessment training as an integral part of pre-service and in-service teacher professional development programmes. The chapter concludes by suggesting that institutional support and extensive research on the assessment practices of teachers are required for the delivery of effective assessment.