Abstract
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
Highlights
Classroom assessment is a part of good teaching
The results of this study are presented based on the major focuses of science classroom assessment activities
The classroom assessment practice revealed in this study is very inappropriate and strongly focused to traditional methods of assessing students learning; mainly oral questioning
Summary
Classroom assessment is a part of good teaching. Classroom assessment is defined as any planned method or strategy used in the classroom to establish the level of students’ difficulties or understanding of a particular concept or idea with the purpose of helping students to succeed in learning (Ainscow, 1988). Susuwele-Banda (2005) mentioned that classroom assessment helps teachers to confirm what students already know and what they need to learn. Wiliam (2010) stated that formative and summative are two broad types’ purposes of classroom assessment. When assessment is used for a formative purpose it focuses on enhancing instruction and improving learning whereas summing up learning achievements is the focus of a summative purpose. Stiggins (1991) stated that teachers use assessment in their classrooms to serve at least three different categories of purposes: (a) as a means of informing decisions (e.g., they diagnose students’ needs, select students for special services, group students for instruction, and assign grades); (b) as teaching tools (e.g., to communicate achievement expectations to students, to provide practice for students, to involve students in self and peer evaluation to help them become better performers); and (c) as a classroom management or behavior control mechanism to keep students in line When assessment is used for a formative purpose it focuses on enhancing instruction and improving learning whereas summing up learning achievements is the focus of a summative purpose. Stiggins (1991) stated that teachers use assessment in their classrooms to serve at least three different categories of purposes: (a) as a means of informing decisions (e.g., they diagnose students’ needs, select students for special services, group students for instruction, and assign grades); (b) as teaching tools (e.g., to communicate achievement expectations to students, to provide practice for students, to involve students in self and peer evaluation to help them become better performers); and (c) as a classroom management or behavior control mechanism to keep students in line
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