"Master Plan for ICT in Education in Bangladesh (2012-2021)" published by Ministry of Education, Government of the People's Republic of Bangladesh:
Master Plan for ICT in Education in Bangladesh (2012-2021)
A reported titled "Innovative Strategies for Accelerated Human Resource Development in South Asia Information and Communication Technology for Education - Special Focus on Bangladesh, Nepal, and Sri Lanka" prepared by the Asian Development Bank:
Abstract of a paper titled "The examination system in Bangladesh and its impact: on curriculum, students, teachers and society":
"Examinations are designed to test knowledge and skills, but in some cases they acquire a power of their own that influences curriculum and attitudes to learning and teaching and that stabilised by widely held social expectations and practices. This article reports an investigation of the role of examinations in Bangladesh secondary education and their impact on curriculum students, teachers, parents and wider society. It focuses on the field of English language teaching. It first reports quantitative data that indicates a gap between teachers’ perceptions of curriculum expectations and their acknowledged practices. It then reports elements of a further qualitative study of the influence of the examination system on students, teachers and other stakeholders, and of the factors that in turn uphold the current examination system. Two narratives of students’ experiences are presented as a basis for discussion of the process and impact of the examination system and these are followed by further reports from teachers and teacher educators as well as analysis of curriculum documents and comments from media. The current role of the examination system is summarised in a model that notes both its impact and the influences that sustain it. The need for change is acknowledged but it is also recognised that it is not only the examination that needs to change."
The abstract of a paper titled "Teachers' Perceptions and Practices of Classroom Assessment in Secondary School Science Classes in Bangladesh":
"Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and prelesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices."