Exploring the attitude on formative assessment technique of secondary-level students in Bangladesh

Abstract

Formative assessment techniques play an imperative role by providing continuous feedback to both students and teachers all along the learning process. The significance of formative assessment establishes with its ability to inform teaching etiquettes, allows educators to adapt their techniques for the betterment of the students' individual needs. Additionally, it enables the engagement of the students to their own learning process, developing a deeper understanding of the subject and fostering a perspective of continuous growth. The purpose of this research is to explore the attitude of secondary-level Bangladeshi students towards the Formative assessment technique. This study conducted in qualitative research method. Seven participants from Bangla medium schools have participated in an interview where some open-ended questions uncover the insights about the Formative Assessment Technique in this study. The findings show the positive attitude of secondary-level students towards the Formative assessment technique and focuses on the challenges during the Formative assessment technique. Ultimately, this research’s aim is to be contributing more in the development towards the student-centered strategies that can improve the learning outcome in secondary level education of Bangladesh.