Abstract
AbstractThe achievement of curriculum goals and objectives, to a large extent, depends on how assessment methods are designed, implemented, monitored, and evaluated. English language learning in Bangladesh has miserably failed, and ineffective assessment methods may be largely attributed to this failure. This paper attempts to address various aspects and issues of English language assessment in Bangladesh in relation to English language learning as a curricular reform and the education policy of the country. The analysis revealed that there was always a gap between the principles of assessment embedded into the curriculum and the actual assessment practices. Furthermore, heavily hard hit by the high-stakes testing, the curriculum, the learners, and the instructors need to be liberated from this vicious policy. The review concluded with a recommendation that teachers need to develop assessment literacy through teacher education programs that are essential to helping teachers to acquire knowledge, skills, professionalism, and assessment expertise.
Publisher
Springer Science and Business Media LLC
Subject
Linguistics and Language,Language and Linguistics
Reference120 articles.
1. AERA (2000). AERA position statement concerning high-stakes testing in PreK-12 education. Retrieved April 11, 2002 from http://aera.net/about/policy/stakes.htm
2. Ahmed, M. (2005). Teaching English in the primary school: Challenges and options. Bangladesh Education Journal, 4(1), 17–23.
3. Akther, R. (2016). Washback effects of Secondary School Certificate (SSC) English Paper-I test in Bangladesh (Unpublished Master’s thesis). Chittagong: International Islamic University Chittagong.
4. Al Amin, M., & Greenwood, J. (2018a). The examination system in Bangladesh and its impact: On curriculum, students, teachers and society. Language Testing in Asia, 8(1), 1–8 https://doi.org/10.1186/s40468-018-0060-9.
5. Al Amin, M., & Greenwood, J. (2018b). The UN sustainable development goals and teacher development for effective English teaching in Bangladesh: A gap that needs bridging. Journal of Teacher Education for Sustainability, 20(2), 118–138 https://doi.org/10.2478/jtes-2018-0019.
Cited by
17 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献