An assessment helps to discover the truth or reality of learning progress. Students can be evaluated both formative and summative assessments in present schooling systems around the world. The main objective of this study is to explore the knowledge and practice of formative assessment (FA) in English classrooms at the secondary level in Bangladesh along with measuring the perception of teachers and students about FA. Following a convergent parallel design, the data were collected from teachers, students, and classrooms by using a questionnaire, in-depth interview schedule, FGD, Likert scale, and classroom observation checklist. A total number of 230 students, 10 teachers, and 20 English classrooms from 10 secondary schools were selected as sample of this study from urban and rural settings. The analysis of the data identifies that while teachers know general assessment, their knowledge of FA is inadequate. Teachers use class tests as FA tools, but have no opportunity to assess the four skills of language, especially listening which is absent.
Muhammad Salahuddin and Mariam Begum. "Formative Assessment in English Classroom at Secondary Level: Knowledge and Practice of Teachers and Students" (2020). Education, Health & Behavior Studies Student Publications. 6.