Investigating the practices of formative assessment on English language learning of primary grade students in a community school in Dhaka, Bangladesh

Abstract

This study examines the practices of formative assessment in English language learning in primary grades in a community school in Dhaka, Bangladesh. By employing a qualitative framework, for instance, in-depth interviews with teachers, classroom observation, focus group discussion with students, and document analysis, this study investigates the types of formative assessments used in English language learning, challenges teachers faced, and resources teachers required for the successful implementation. Findings of this study demonstrate that although teachers are implementing different types of formative assessments, such as group projects, games, role-play, quizzes, etc., in the class, their knowledge on the fundamentals of formative assessment is still inadequate. The analysis reveals that large class size (in some of the classes), insufficient resources, and balance between summative and formative assessment methods are still problems. Nonetheless, both teachers and students expressed their positive responses towards interactive activities during the learning process. Additionally, the study addresses the importance of professional development sessions and available resources to maximize formative assessment in community school settings.