Aiming to explore classroom assessment practices in Bangladesh, this study confined on some selected secondary science classroom. A total of seven schools are selected purposively from seven divisional cities. The General Science class of Class Eight is selected purposively and observed in five consecutive days. The class teachers and students are also interviewed as respondent. This study shows that assessing student learning achievement and feedback are considered as the major objectives of classroom assessment, however, modifying teaching is totally ignored. Classroom feedback is 'right' or 'wrong' oriented follow by task-oriented and self-oriented in nature. Teachers mainly dominate the classroom assessment practices and basically relied on the traditional methods specifically on oral questioning for assessing students' classroom learning. The classroom questions are basically focused very specific or limited responses. Therefore, this study suggests to change the current practices by using several assessment strategies and focus on assessment for students' learning.
Shah Shamim Ahmed, Serajul Islam, and Muhammad Salahuddin. "Classroom Assessment Practices in Urban Secondary Science Classes in Bangladesh" (2015). Education, Health & Behavior Studies Student Publications. 16.