Exploring teachers’ understanding and practices in assessing 5+ pre-primary age children of government primary schools

Abstract

This study aimed to explore pre-primary teachers’ conceptual understanding of assessment, their assessment practices, and the challenges encountered during the implementation of the Pre-Primary Curriculum 2022 in government primary schools in Dhaka Division. A quantitative survey design was employed, and data were collected from 274 pre-primary teachers using a structured questionnaire through Google Form. Descriptive statistical analysis was conducted to interpret the findings. The results indicate that teachers demonstrate strong conceptual understanding of formative assessment principles and recognise the importance of recording and using assessment data to support children’s learning and development. However, implementation practices are uneven. While prioritising students’ joyful and active participation in learning, communicating students’ progress to guardians and giving positive feedback are regularly practised, systematic documentation using short narratives, planning based on play observation and learning needs are less consistently applied. Major challenges identified include large class size, time constraints in maintaining portfolios, and limited parental cooperation. The study concludes that although teachers are conceptually prepared to implement formative assessment, contextual constraints hinder full realisation of curriculum intentions. Policy support, reduced teacher-child ratios, targeted professional development, and strengthened parental engagement are recommended to ensure effective assessment practices at the pre-primary classrooms.