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Formative Assessment and Feedback Practice at Secondary Level: Effects on Students Learning in English Classroom

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dc.contributor.author Salahuddin, Muhammad
dc.date.accessioned 2000-07-07T07:01:46Z
dc.date.available 2000-07-07T07:01:46Z
dc.date.issued 2019-01-30
dc.identifier.uri http://hdl.handle.net/123456789/1356
dc.description This thesis submitted to the University of Dhaka in partial fulfillment for the award of the degree of Master of Philosophy in Education. en_US
dc.description.abstract Assessment is an essential and important part of the present schooling system. The main objective of this study is to explore the present situation of formative assessment and feedback practice at the secondary level as well as its effects on students learning at English classroom in Bangladesh. Following mixed method (convergent parallel design) approach, this study has been conducted based on empirical evidence. It also followed some descriptive inquiry. Both quantitative and qualitative data have been collected from different sources like teacher, students and classroom through questionnaire, observation checklist, interview, Likert scale and FGD guideline. The data analysis of this study has followed convergent design analysis method. This study found that most of the teachers of both areas have knowledge about assessment although some of them have limited knowledge about formative assessment. Three-fourths teachers of urban and almost half of rural secondary schools teachers are using the class test as an assessment tools. Most of the secondary schools have no opportunity to use audio materials for assessing listening skills of students. That’s why teachers are not assessing students listening skills. Teachers of both areas are following both oral and written method as feedback strategy. More than three-fourths teachers of urban and half of the teachers of rural secondary schools are giving feedback to their students during assessment time while most of the teachers are giving feedback to their students at the end of the assessment session. Most of the teachers of both areas’ secondary schools identified as formative assessment and feedback practice at English classroom have positive effects on students’ learning. It also helps the students to give concentration on their lesson. The formative assessment helps the teachers to know students’ improvement happened or not and they minimize their challenges. In addition, most of the students of both areas strongly mentioned that assessment helps them to improve peer learning. Following these findings researcher recommended that: the government should take necessary action to introduce an “assessment policy” for secondary level and four skills of English should be assessed during lesson. en_US
dc.language.iso en en_US
dc.publisher University of Dhaka en_US
dc.title Formative Assessment and Feedback Practice at Secondary Level: Effects on Students Learning in English Classroom en_US
dc.type Thesis en_US


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