Teacher's perspective on formative assessments in primary schools: challenges and opportunities

Abstract

Formative assessment has gained global recognition as a effective tool for enhancing the learning of the students, yet its implementation in diverse educational contexts remains a complex challenge. This qualitative study explored the perspectives of primary school teachers in Dhaka, Bangladesh, regarding formative assessment practices, implementation challenges, and opportunities for enhancing student learning. Employing a phenomenological approach, the study collected data through focus group discussions (FGD) with 16 assistant teachers and key informant interviews (KII) with two head teachers from two government primary schools. This research enlightens the perspectives of Bangladeshi school teachers, highlighting both the opportunities they identify and the challenges the teachers face in applying formative assessment within their specific educational context. Thematic analysis revealed that teachers recognized formative assessment as learning outcome-focused and feedback-centered, appreciating its potential to track progress and support achievement. However, large class sizes, student absenteeism, and limited training opportunities posed significant challenges to effective implementation. Opportunities identified included increased student engagement, reduced academic pressure, and the practice of diverse assessment tools. The findings contribute to understanding formative assessment trails in the Bangladeshi primary education context and inform professional development initiatives, curriculum design, and policy formulation to support teachers in effectively enforcing formative assessment strategies.