Alternative Assessment Practices in Secondary Schools in Bangladesh
Abstract
The current study tried to explore the status
of continuous assessment (CA) or alternative assessment in secondary schools in
Bangladesh and the issues related to the implementation of CA. The researchers
chose qualitative methodology for the study as it is possible to delve deep
into the research problem through qualitative approach. In order to collect data,
the researchers employed semi-structured interview method with four secondary
teachers. The teachers were interviewed over mobile phone using a
semi-structured interview schedule. The major findings of the study included-CA
or alternative assessment was not implemented in schools; teachers and other
stakeholders needed training for wider knowledge and skills required to
implement CA; and strong monitoring and mentoring was vital for proper
implementation of alternative assessment in schools. Moreover, it was revealed
from the study that preservation of assessment data and documents was a
challenge for the teachers. If CA or alternative assessment strategies are
implemented in secondary schools of Bangladesh properly, quality of education
is expected to improve.
Keywords: Alternative assessment, continuous
assessment, monitoring and mentoring, motivation, documentation
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Alternative Assessment Practices in Secondary Schools in Bangladesh |
1. Introduction
It is believed that assessment practices
have direct effect on the classroom practices, that is, what is assessed is
usually practised in the classrooms (Brown, 2004). The Qudrat-e-Khuda Education
Commission formed after independence in 1971, put much
importance to quality of education so that humans can be turned into resources
(Ministry of Education, Bangladesh, 1974). Although the commission put emphasis
on the quality of education, assessment system remained paper and pencil based
in most cases. As a result, although there was cognitive growth of the
students, skills to use the knowledge did not develop that much. Therefore, the
question of quality education remained unanswered. In order to get rid of the
situation, the government of Bangladesh introduced SBA (School-Based
Assessment) where students would find opportunity to practise the earned
theoretical knowledge. 30% marks were allotted for internal assessment through
engaging students in different activities such as pair work, group work,
project work, report writing, and so on (NCTB, 2007). The name of SBA was
changed into CA (continuous assessment) and allotted marks were brought down to
20%. SBA, CA, and alternative assessment strategies are synonymous. As SBA was
meant for all secondary level institutions, the name SBA did not cover madras
and higher secondary colleges. For madrasahs the name should have been MBA
(Madrasah Based Assessment) and for colleges, it should have been CBA (College
Based Assessment). A common name CA was used to cover all the secondary level
institutions. CA or alternative assessment is supposed to be useful to put the
knowledge into practices providing students skills alongside knowledge.
Alternative assessment or
CA is assessment strategies which usually focus on skills rather than
knowledge; paper and pencil tests focus more on knowledge of the students in a
particular subject but CA or alternative assessment tests what a student can do
with the knowledge learnt in the classroom (Podder, 2020). Only knowledge and
little or no skill is like a curse for a student because their performances are
disappointingly lower than their knowledge; and this kind of knowledge with
little or no skill is also an indicator of low quality of education. If a
student cannot relate their knowledge to real life, that cannot be called
better education. For ensuring quality in education, we need to give a second
thought to the current assessment system in schools and colleges; change in the
assessment system may change the classroom practices. It is mentioned earlier
that, unlike paper and pencil tests, alternative assessment focuses more on
‘doing’ alongside ‘knowing’. If skills are practised and assessed alongside
knowledge, the quality of education is manifested in the behaviours of the
learners. Parents can see what their children are able to do; society can see
what the students can do with the knowledge learnt in educational institutions.
For example, if students are engaged in English speaking practices and this
skill is assessed, the students’ speaking skill must improve and will be
noticeable in their everyday communication. In case of Mathematics, if students
are engaged in measuring the areas of the classroom, their table, benches,
books, etc. alongside solving problems given in the textbooks, students will be
able to use the mathematical knowledge in practical life. As it is observed
from the above discussion that CA or alternative assessment provide students
with skills alongside knowledge, NCTB (2012) included CA in the curriculum in
order to enhance quality of secondary education in Bangladesh.
1.1 Rationale for the Study
SBA was introduced around
15 years ago (NCTB, 2006) and it was renamed as CA in 2012 (NCTB, 2012) in
order to implement alternative assessment strategies in all the secondary level
educational institutions. It is reported that CA is not being implemented in
the schools (Podder, 2020). As alternative assessment contribute to the
achievement of quality in education through the development of skills, the
status of CA, reasons why CA is not being implemented, and ways to implement
the strategies should be explored. This study tried to find answers to the
research questions placed below:
1.2 Research Questions
- What is the status of CA
(alternative assessment) in secondary schools?
- Why CA (alternative
assessment) is not implemented as per curriculum guidelines?
- How can alternative
assessment be implemented in secondary level institutions?
1.3 Scope and Limitations of the Study
The participants of the study were previously
known to the researchers. All of them underwent CLT (Communicative Language
Teaching) or curriculum dissemination training at different times as
participants. Sometimes the participants worked with the chief researcher as
co-trainers. Therefore, the participants spoke freely and frankly because of
the trust and faith in each other.
Although the mentioned were the scopes of the
study, there were some limitations, too. The investigation was limited to only
four teachers of four secondary schools of Dhaka city. This study could not
include teachers practising in primary schools, higher secondary colleges,
madrasahs, and vocational educational institutions. However, the study was
rigorous and in-depth. Therefore, the findings of the study could be trusted
because of the honest and unbiased nature of data collection and data analysis.
2. Literature Review
Since the independence, the
education system of Bangladesh had the policy to introduce school-based
assessment (SBA) and include higher-order questions in the public examinations
as part of education reform policy (ADB, 2015). Although SBA and higher-order
questions were in the policy, it was not implemented immediately after the policy
was taken. SBA was introduced to the curriculum in 2006 (Begum & Farooqi,
2008). Although SBA was changed into CA (Continuous Assessment) in 2012 (NCTB,
2012) to cover all kinds of secondary level educational institutions, the
activities remained almost similar. It has been mentioned in section one (1)
above that SBA, CA, and alternative assessment are synonymous; activities of
SBA, CA and alternative assessment are alike.
In
other words, alternative assessment measures practical ability more than it
measures knowledge. Janisch, Liu, and Akrof (2007) have stated that alternative
assessment refers to classroom-based, qualitative, informal, or performance
assessment; it is a way to measure students’ skill achievement in more informal
ways.
Podder (2020) maintains that there are
four major types of alternative assessment strategies which include
self-assessment (keeping records of practices, progress, and achievement);
peer-assessment (keeping classmates’ records of practices, progress, and contribution
in accomplishing a task); student portfolios (preserving students’ writing,
drawings, paintings, certificates, appreciation letter of performances in a
file or folder in the classroom); and performance assessment (student presents
an individual work, pair work, or group work; teacher and other students of the
class ask questions or provide feedback). Moreover, Al-Mahrooqi and Denman
(2008) mention commonly employed alternative assessment strategies in EFL
(English as a Foreign Language) or in ESL (English as a Second Language)
classrooms. Al-Mahrooqi and Denman (2008) put emphasis on video-recording
students’ performances as alternative assessment strategy which, according to
them, motivates the students to perform better. The assessment strategies
mentioned by Al-Mahrooqi and Denman (2008) include portfolios, journals and
diaries, writing folders, teacher observations, peer and teacher–student
conferences, audiovisual recordings, checklists, and self-assessments. However,
Sulaiman et al. (2019) and Al-Mahrooqi and Denman (2008) state that alternative
assessment strategies are similar to those mentioned by Podder (2020). So far
as alternative assessment strategies are concerned, teachers can devise more
strategies based on what subjects they are teaching, contexts, and requirement.
A study reveals that South African
students learnt many other skills because of the alternative assessment
practices other than knowledge which is usually assessed in the traditional
assessment system (Stears & Gopal, 2010). Gears and Gopal (2010) further
reports that those students performed poorly in pen and paper tests although
their performances were better when alternative assessment strategies were employed.
A study by Nasri, Roslan, Sekuan, Bakar and Puteh (2010) also supports the
findings of Stears and Gopal (2010). Nasri et al. (2010) claim from a survey
with 50 secondary school teachers in Brunei that alternative assessment can
promote active learning and improve self confidence among students (95%). 80%
of the respondents stated that alternative assessment was suitable to cultivate
critical and creative thinking skills; and 85% of them stated that alternative
assessment did not hamper classroom teaching and learning; it supported
learning.
Barbarics (2019) from his qualitative
study in Hungary with four teachers show that the main purpose of Hungarian
teachers using alternative assessment strategies is to exonerate students from
the stressful traditional testing, engage students in different activities, and
then to provide constructive feedback which improve quality of teaching and
learning. According Barbarics (2019), alongside reducing students’ stress,
alternative assessment strategies develop students’ creativity, communication
skills, self-regulation, real-life problem solving skills, ICT-use skills,
build knowledge-base and cooperation attitudes.
Watt (2005) claims from a study in
Sydney with 60 Mathematics teachers from 11 secondary schools that the use of a
range of alternative assessment methods helped to portray the actual knowledge
and skills of the students. Although alternative assessment practices benefit
students in skills achievement (Letina, 2014; Nasri et al., 2010; Barbarics,
2019; Stears & Gopal, 2009; Al-Mahrooqi & Denman, 2008; Watt, 2005), secondary
level educational institutions in Bangladesh are not exploiting the benefits of
it. Ahmed, Islam, and Salahuddin (2015) claim from a study in Bangladesh that,
although classroom assessment is an essential component in effective classroom
practices, the teachers were found to dominate the students where there was no
classroom assessment strategies employed.
Although Letina (2014) recognizes the
positive aspects of alternative assessment practices, he also identified some
limitations regarding lack of guidelines for assessment. Latina (2014) asked
for some alternative assessment guidelines or policies for better
implementation of the strategies and assessing the students. Begum and Farooqi
(2008) assert from a study in Bangladesh that teachers consider SBA as an extra
burden on them and they claimthat the class periods do not allow implementation
of SBA activities. Begum and Farooqi (2008) claim that the teachers’ opinions
might be like that mentioned because most of them were not trained in SBA. Denman
and Al-Mahrooqi (2018) claim that alternative assessment lacks objectivity and
reliability while every teacher grades students differently and many of the
teachers give full marks without proper judgment of the students’ performances.
Denman and Al-Mahrooqi (2018) further maintain that traditional assessment
strategies and the alternative assessment strategies should not be similar,
alternative forms of assessment must be practical-based. The reviewed
literature shows that although there are merits of alternative assessment
strategies, there are some weaknesses too. However, benefits overweigh the
weaknesses. The weaknesses can be minimized through providing training to the
teachers, preparing assessment guidelines, and through improved monitoring and
mentoring.
3. Research Methodology
The researcher employed
qualitative research methodology as it is possible to penetrate deep into the
research problem through the use of qualitative research methodology (Bogdan &
Biklen, 2007).The researchers used semi-structured interview method with
purposively selected four secondary teachers from four different secondary
schools in Dhaka city. Interviews were conducted over mobile phone with prior
permission of the interviewees; and the conversations were recorded. The data
were analysed thematically which included going through the transcribed data
again and again and coding them based on similarity of themes (Bogdan & Biklen,
2007). The findings of the study emerged at the time of transcribing and coding
the data. Then the coded data were categorised and put under the major themes
of the research questions. All the four famous teachers were invited to take
part in the study. They were famous because they have name and fame in their
schools as well as in the society; different organizations such as American
Centre, BRAC (Bangladesh Rural Advancement Committee), NCTB receive their
services as Master Trainers and as textbook writers. They happily agreed and
time was fixed for the semi-structured in-depth interviews. Among the four
teachers, three were females having teaching experiences from 15 to 20 years.
The teachers were given pseudonyms such as T1, T2, T3, T4 so that they cannot
be identified from the reporting.
4. Findings of the Study
The findings of the study
included-CA is not implemented in schools (4.1); teachers and other stakeholders need training
(4.2); and strong monitoring and mentoring is vital (4.3). The findings have
been presented below:
4.1 Implementation of CA in schools
Although CA was introduced in the curriculum
of 2012 (NCTB, 2012) and SBA was introduced in 2007, the implementation of CA
is reported to be poor in schools (Podder, 2020). The teachers in the study
also expressed that CA was not implemented in schools. T1 asserted that they did
not conduct CA in their schools; instead they held some other tests in the name
of Model Test and Preparation Test. NCTB (2012) approved only two examinations
a year, half-yearly and year final. She claimed:
I have training in CA and I am interested in
implementing CA or alternative assessment strategies in my school but I have to
be much busy with preparing the tests, invigilating in the preparation and
model tests, examining the scripts, preparing the result sheets, and so on.
Moreover, two other examinations are there as per the curriculum guidelines. So
many examinations and marking so many scripts is a barrier on the way to implementing
the alternative assessment strategies.
Other teachers, too, provided similar
opinions. Their interviews showed that in none of the four schools, CA or
alternative assessment strategies were practised although all of them agreed
that alternative assessment strategies had power to provide students with
practical knowledge and skills. T4 was an assistant head teacher of a school.
He used to teach Maths and science subjects. He maintained:
We do not conduct CA (or alternative
assessment) in our school as it is not mandatory for us. SESIP (Secondary
Education Sector Investment Program) provided us with a diary where we are
supposed to plan the lessons and get the lesson plans approved by the head
teacher or assistant head teacher. Most teachers do not use the diary for
planning the lessons and we fill in the blank pages of the diary before the
education officers come for visits.
Other two teacher participants, T2 and T3,
also confessed that they also did not organize any CA in their schools. They
asserted that they were not asked to do the alternative assessment by the
school authority or by any other authority which indicated that there was no
pressure from anyone to practise the alternative assessment strategies in
schools.
The above data show that the schools do not
implement CA or alternative assessment as they do not consider it important;
and no authority, local or central, asks them to do CA compulsorily. Although
around 40% of the teachers are trained, they do not conduct CA. As was reported
by Begum and Farooqi (2008), the participating teachers of the current study
also consider CA or alternative assessment as burden for them. However, Nasri
et al. (2010) have alleged that alternative assessment seem to be burden to
those teachers who do not have proper training in CA or alternative assessment.
4.2 Teachers and Stakeholders Awareness in CA
The four participants claim in the interviews
that around 40% of their colleagues had training in CA or alternative
assessment and these40% teachers were not conversant with different assessment
strategies. T3 alleged:
I have received curriculum dissemination
training organized by NCTB where I came across CA or alternative assessment
strategies. Moreover, I received Master Trainer training in CA but many of my
colleagues are not trained. Only around 40% or 50% of my colleagues have
received training in CA but most of them are not confident in implementing it.
T4 had training and he was also aware of the
benefits of CA. However, he and his school did not implement alternative
assessment strategies. He maintained:
I used to know the CA/alternative assessment
strategies but because of lack of practices, I forgot many of the strategies.
As the school authority or any other authority does not seriously want us to
implement CA, we do not go for extra work. Moreover, around 60% teachers are
not trained in CA or alternative assessment.
T4 further asserted that other stakeholders
such as students, parents, and education officers needed to be provided with
training or at least they should be sensitized with the desired changes in the
curriculum so that everyone concerned supported the implementation. T1 and T3
also provided similar data that they and their schools did not organize any CA.
However, they (T1 & T3) confessed that they put fake marks against the roll
numbers of the students without organizing CA for 20% marks. T1 claimed:
We do not have to conduct CA in our school
but we add 20% marks in each subject to determine the final results of the
students. We give these fake marks so that we can show the higher authority
that we conduct CA in case they come to visit our school. To start CA or
alternative assessment practices in full swing, proper training is needed for
those who have little or no idea of CA.
The above data show that most of the teachers
are not aware of the CA strategies and their benefits. If the teachers are
provided with training and motivation, teachers may be aware of the benefits
and how to apply CA. Alongside providing training to the teachers on the use of
the alternative assessment strategies, there should be sessions on how to
assess (or mark) students’ performances in CA. The researchers believe that, in
addition to teacher training for better implementation (Nasri et al., 2010),
there should be arrangements for disseminating the alternative assessment ideas
among students, guardians, and education officers because when all the
stakeholders are aware of the possible changes in assessment, schools can
easily implement alternative assessment strategies without obstacles created by
anybody concerned.
4.3 Mentoring in Alternative Assessment
It was observed from the interview data and
from literature that CA or alternative assessment was not in practices in
schools as there was no monitoring to check if the curriculum guidelines
regarding CA was being implemented or not. The interviewees claimed that they
were not under compulsion to implement the CA strategies; neither the
institutional heads nor anyone from higher authority visited schools to see the
implementation of CA. T1 asserted:
Although I am aware of the CA strategies and
the curriculum guidelines regarding CA implementation, I do not do that as no
one practises CA or there is no instruction regarding the implementation of CA
from the institution heads. The institution heads are much busy with
Preparation Tests and Model tests.
T4 is an assistant head teacher and he has to
teach in some classes. As an administrator, he firmly claimed that if not
supervised by higher authority, teachers would never engage in CA
implementation. T4 claimed:
In order to implement CA or alternative
assessment strategies, the higher authority with sound knowledge of CA should
come to visit the schools, check what the teachers are doing, mentor them so
that the teachers feel empowered to implement the CA strategies.
T2 and T3 also asked for monitoring, mentoring,
and motivational measures so that teachers feel encouraged to implement CA.
According to them, through mentoring, the teachers can make their ideas clear
through holding talks with the mentors. T3 asserted,“Although I have training,
I need some more supports from experts during implementation so that my weak
areas can be strengthened through talking with them”. T2 put added emphasis on
the motivational activities. She asserted:
My experiences show that most of the teachers
are not motivated to work hard and sincerely for the students. They just want
to do the routine work; they do not want to try new ideas; they love to do
things traditionally. For that reason, motivational activities need to be taken
from the school authority or from the higher authority.
The four participating
teachers informed that some schools started to implement CA at the beginning
but they faced problem regarding preserving the data and the assessment
documents. One of the four teachers, T4, disclosed that he did not find the
results of the class tests and assessment documents when the school authority
asked for the 20% marks in Mathematics. Then he had to provide fake marks in
order to avoid hassle and dishonor from the colleagues and the head teacher.
Another teacher T2stated:
Our school began to
implement CA in around 2014 and 2015, but it did not work because of the
negligence of the teachers including the head teacher. The school authority did
not tell us how to assess students continuously and how/where to preserve the assessment
data and documents. I did not have any secured space in the common room to
preserve the necessary documents.
T1 disclosed that she
preserved the documents and the result sheets in her drawer but was facing
difficulties as all students of a class were not assessed together; students
were assessed on different days in a small number. However, T3 informed that
she noted down the data against the roll numbers of the students in the
attendance register. T3 claims that, there was also a problem. As there was not
enough space in the attendance register, after some days, she could not
understand what the data is meant for. She stated:
Although I write the marks
or grades of the students in the students’ attendance register, I cannot write
details about the marks or grades; why I awarded that marks or grades; what was
the assessment on, etc. As a result, I forget what that marks or grades mean,
why I gave it, etc.
NCTB (2012) introduced CA in the curriculum and provided training to many teachers to implement CA in schools. However, the schools were not implementing the curriculum guidelines regarding CA mainly because there was no monitoring and mentoring from any organizations. Alongside monitoring and mentoring, there should be motivational activities as Tan (2012) claims that traditional teachers do not have any appetite for alternative assessment but teachers with progressive ideas and high motivation level can move forward with alternative assessment plans. Preserving the assessment data and analyzing them properly is important for taking further actions. Unless the data can be preserved systematically so that they can be retrieved immediately when necessary, it is difficult for teachers to give the final or average marks or grades to the students’ performances. However, a separate register one full page dedicated for each student can solve the mentioned data preservation issues. Additionally, it is known from BEDU (Bangladesh Examination Development Unit) sources that they have prepared software aiming to solve the data preservation problems of the school teachers (Podder, 2020). Teachers would be able to input data just after assessment and they can retrieve them any time they require.
5. Conclusion
The findings of the study
showed that most of the secondary schools do not implement CA; teachers and
other stakeholders such as students, parents, education officers require
training; monitoring and mentoring is a vital issue emerged from the study.
Only training may not be enough, alternative assessment must be made mandatory
for better implementation (Podder, 2020) of CA in schools. If the alternative
assessment or CA strategies are implemented in secondary level educational
institutions, the quality of education is expected to improve. Therefore, the education
authority should take necessary actions for better implementation of CA or
alternative assessment in secondary level educational institutions.
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[1]Associate Professor, Govt. Teachers’
Training College, Dhaka;
Email: ranjitpodder67@gmail.com
[2]Research Student, Govt. Teachers’ Training
College, Dhaka;
Email:
mail@mizanurrmizan.info