Measuring Teachers' Readiness for Formative Assessment at Secondary Education Level: A Study in Bangladesh

Abstract

Effectively assessed and skilled students are potentially the most outstanding agents of change for ensuring the achievement of Sustainable Development Goals (SDGs), meeting the challenges of the 4th Industrial Revolution, and fulfilling the national demand for achieving national development plans (Vision 2041/Smart Bangladesh) by generating a skilled workforce. Formative Assessment (FA) can be crucial in promoting such change by enabling students to use it effectively if it is implemented smoothly in Bangladesh, especially in secondary education. Hence, this study measured teachers' Knowledge, attitudes, and practices to determine their readiness for Formative Assessment at the secondary level of education in Bangladesh. The survey was conducted among 100 respondents, who are teachers at secondary schools in Rangamati and Cox's Bazar districts in Bangladesh. The result revealed a moderate level of Knowledge and a positive attitude towards the FA among the teachers. The relationship between their readiness (Knowledge, attitudes, and practices) and training towards the FA was positive and strong, with a 5% significance level. Also, it was observed that the relationship between their practices and training about FA is more substantial, with a 1% significance level. Therefore, it was concluded that FA-literate teachers, especially in secondary education, are utilizing FA tools and strategies to ensure better student Assessments. Thus, the research recommends that more FA training is needed to promote and encourage teachers at all levels of education in the country, especially in secondary education, for the government and its agencies to ensure the effective implementation of FA. Researchers believe it will meet the national demand for the skilled next generation to build a smart Bangladesh by providing quality education on sustainable development goals (SDGs -4).

Key Words: Formative Assessment (FA), Knowledge, Attitudes, Practice, Teachers, Readiness

DOI: 10.7176/JEP/16-8-02

Publication date: July 31^st 2025