Quality with equity in primary education: implications of high stakes assessments on teacher practice in Bangladesh

Abstract

The purpose of this study is to investigate the teacher change process and understand how the variability of primary school teachers' in Bangladesh implementation of innovative pedagogies, such as active learning, refl ects attitudes, behaviors, and concerns about the new education policy promoting high stakes exams. Qualitative data was collected from a sample of 10 teachers in 10 rural primary schools. Interviews were also conducted with staff responsible for the teachers' professional development. Four main fi ndings emerged. First, teachers suggested that the exams infl uenced their behavior and led them to question the pedagogic appropriateness of active learning. Second, the increasing focus on exam results seemed indicative of a larger trend towards placing greater value on high stakes exams. Third, exams were to serve as a common standard of outcomes for all students, yet defi ciencies in technical preparation, development of concepts and methods of competency-based assessment, and clarity about purposes and use of the assessment have become obstacles to sound teacher practice and undermine the purposes of assessment. Fourth, donor support for assessment and high stakes examination at the primary level has provided legitimacy to problematic assessment policy and practices.