Formative assessment in government primary school’s English classrooms : exploring current practices and opportunities

Abstract

Assessment is significant for the proper implementation of communicative language teaching in Bangladesh's National Curriculum. The study aims to explore the current formative assessment practices in government primary schools and identify barriers to implementation. To obtain a comprehensive understanding of the current practice, I chose a qualitative research approach. The data was gathered through the utilization of widely recognized qualitative research methodologies, including curriculum analysis, observation, and interviews. Two primary forms of assessment, summative and formative were commonly employed within the classroom setting. However, during the examination, only summative assessment was implemented. So, the focus was solely on developing reading and writing abilities. The student's competency level was lower due to inadequate testing of listening and speaking skills. In this paper, several recommendations are included in the report for policymakers, educators, and administrators of primary schools to implement to promote the continued use of CLT in Bangladesh