Impacts of Classroom Assessment in Professional Development in Bangladesh

Education

Education reform includes professional development as a significant element in promoting change. Questions have been raised about the effectiveness of professional development and its role in educational reform. Consequently, evaluation of professional development programs is increasing and expanding to include student achievement. However the present study has conducted to indentify the impacts of classroom assessment in professional development in Bangladesh, to evaluate the teaching learning activities practices in Bangladesh and to explore the assessment methods used in the classroom and type and nature of classroom feedback in Bangladesh. The study was survey and case study type. The study was conducted in Bangladesh. Data were collected from primary and secondary sources. Primary data were collected from the respondents of the study areas. Secondary data were collected from books, research reports, journal, annual reports, website of Ministry of Education of Bangladesh, Bangladesh Bureau of Statistics (BBS), Bangladesh Bureau of Educational Information and Statistics (BANBEIS), internet etc. Students and teachers of different educational institutions were analysis units. Purposive sampling method was used for the study. Total 400 respondents were selected for the study. Respondents are teachers. Questionnaire and Focus Group Discussion (FGD) was used for data collection. Data were collected by face to face interview with the respondents. FGDs were also done with the respondents. Collected data were analyzed by using computer program Microsoft Excel. From the result it was found that teaching learning activity is the main part of a class. It is the task what teacher and student supposed to do in the class. Teachers facilitate the students in their learning process in this part. However, the overall didn’t reflect on every statement in this part and there are some areas in teaching-learning activities where teachers rarely did the teaching learning activities. Assessment is not a separate rather than an integrated task in the classroom. Teachers mainly assess students throughout the class from the beginning till the end of the class. This result indicates that teachers did not done well in practicing classroom assessment activity and improvement is required. Generally, teachers provide feedback to the students on the basis of the classroom assessment results or different tasks assigned by the teachers. Feedback is mainly two types- descriptive and evaluative. In this study teachers were mainly focused on evaluative feedback. It indicates that teachers did very inappropriate in this part. Improvement is also required in classroom feedback. From the result it was found that 28% respondents replied that the teachers assessing learning outcomes which was maximum but only 8% respondents replied that teachers identify students’ prior knowledge which was minimum. On the other hand 9% respondents replied that the teachers connect previous and new knowledge, 21% respondents replied that the teachers monitors students’ learning, 23% respondents replied that the teachers provide feedback to students and 11% respondents replied that the teacher modify teaching. From the result it is evident that very few amounts of teachers are effective in assessing methods used in classroom. Improvement is needed in this section. From the result it was found that 33% respondents replied that the teachers are taking task-oriented classroom feedback which was maximum but only 13% respondents replied that the teachers are taking showed way to correct classroom feedback which was minimum. On the other hand 28% teachers are taking self-oriented classroom feedback and 26% teachers are taking indicated right or wrong classroom feedback. From the result it was found that 29% respondents replied that the teachers are using oral assessment method in the classroom which was maximum but only 8% respondents replied that the teachers are using group work assessment method in the classroom which was minimum. On the other hand 22% respondents replied that the teachers are using written assessment method in the classroom, 27% respondents replied that the teachers are using individual work assessment method in the classroom and 14% respondents replied that the teachers are using conversation assessment method in the classroom. From the result it was found that 26% respondents replied that the teachers are using short-answered questions in the classroom which was maximum but only 17% respondents replied that the teachers are using true or false test items used in the classroom which was minimum. On the other hand 18% respondents replied that the teachers are using MCQ test items used in the classroom, 19% respondents replied that the teachers are using completion test items used in the classroom and 20% respondents replied that the teachers are using matching test items used in the classroom.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.