The perspective of government primary school teachers on alternative assessment practices: challenges and prospects in Bangladesh

Abstract

Assessments are vital for determining the students learning outcomes and the most effective techniques of instruction. The existing assessment system in primary education of Bangladesh is largely summative in nature. Traditional evaluation system falls short in supporting students’ holistic development. Adaption of alternative assessment tools could be a possible solution to this issue. As teachers are directly responsible for implementing these strategies, their perception is crucial for successful implementation. This study explored the perception of government primary school teachers, potential challenges, and prospects. It was conducted in two government primary schools of Chandgaon Education Thana, Chattogram. The research approach was qualitative and in total 12 participants participated in this study. Data were collected through phone interviews and focused group discussions. To analyze the data thematic analysis was employed. The findings revealed that although the teachers are aware of the significance of alternative assessments, they face several barriers including teacher shortage, high teacher-student ratios, lack of training, and limited resources etc. This study recommends, fostering continuous professional development of the teachers, effective monitoring, and allocating the required resources for successful implementation of alternative assessments.