Quality with equity in primary education: implications of high stakes assessments on teacher practice in Bangladesh
This book chapter was published in Globalization, International Education Policy and Local Policy Formation: Voices from the Developing World [ © 2015 Springer Science+Business Media Dordrecht ] and the definite version is available at: http://doi.org/10.1007/978-94-007-4165-2.
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© 2015 Springer Netherlands
2016
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| Linkit: | http://hdl.handle.net/10361/7278 http://doi.org/10.1007/978-94-007-4165-2 |
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10361-72782016-12-20T04:55:49Z Quality with equity in primary education: implications of high stakes assessments on teacher practice in Bangladesh Park, Jaddon Institute of Education Development, BRAC University This book chapter was published in Globalization, International Education Policy and Local Policy Formation: Voices from the Developing World [ © 2015 Springer Science+Business Media Dordrecht ] and the definite version is available at: http://doi.org/10.1007/978-94-007-4165-2. The purpose of this study is to investigate the teacher change process and understand how the variability of primary school teachers' in Bangladesh implementation of innovative pedagogies, such as active learning, refl ects attitudes, behaviors, and concerns about the new education policy promoting high stakes exams. Qualitative data was collected from a sample of 10 teachers in 10 rural primary schools. Interviews were also conducted with staff responsible for the teachers' professional development. Four main fi ndings emerged. First, teachers suggested that the exams infl uenced their behavior and led them to question the pedagogic appropriateness of active learning. Second, the increasing focus on exam results seemed indicative of a larger trend towards placing greater value on high stakes exams. Third, exams were to serve as a common standard of outcomes for all students, yet defi ciencies in technical preparation, development of concepts and methods of competency-based assessment, and clarity about purposes and use of the assessment have become obstacles to sound teacher practice and undermine the purposes of assessment. Fourth, donor support for assessment and high stakes examination at the primary level has provided legitimacy to problematic assessment policy and practices. Published 2016-12-20T04:54:11Z 2016-12-20T04:54:11Z 2015-01 Book chapter Park, J. (2015). Quality with equity in primary education: Implications of high stakes assessments on teacher practice in bangladesh. Globalization, international education policy and local policy formation: Voices from the developing world (pp. 107-130) doi:10.1007/978-94-007-4165-2 978-940074165 978-940074164-5 http://hdl.handle.net/10361/7278 http://doi.org/10.1007/978-94-007-4165-2 en © 2015 Springer Netherlands |
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Brac University |
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Institutional Repository |
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English |
| description |
This book chapter was published in Globalization, International Education Policy and Local Policy Formation: Voices from the Developing World [ © 2015 Springer Science+Business Media Dordrecht ] and the definite version is available at: http://doi.org/10.1007/978-94-007-4165-2. |
| author2 |
Institute of Education Development, BRAC University |
| author_facet |
Institute of Education Development, BRAC University Park, Jaddon |
| format |
Book chapter |
| author |
Park, Jaddon |
| spellingShingle |
Park, Jaddon Quality with equity in primary education: implications of high stakes assessments on teacher practice in Bangladesh |
| author_sort |
Park, Jaddon |
| title |
Quality with equity in primary education: implications of high stakes assessments on teacher practice in Bangladesh |
| title_short |
Quality with equity in primary education: implications of high stakes assessments on teacher practice in Bangladesh |
| title_full |
Quality with equity in primary education: implications of high stakes assessments on teacher practice in Bangladesh |
| title_fullStr |
Quality with equity in primary education: implications of high stakes assessments on teacher practice in Bangladesh |
| title_full_unstemmed |
Quality with equity in primary education: implications of high stakes assessments on teacher practice in Bangladesh |
| title_sort |
quality with equity in primary education: implications of high stakes assessments on teacher practice in bangladesh |
| publisher |
© 2015 Springer Netherlands |
| publishDate |
2016 |
| url |
http://hdl.handle.net/10361/7278 http://doi.org/10.1007/978-94-007-4165-2 |
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AT parkjaddon qualitywithequityinprimaryeducationimplicationsofhighstakesassessmentsonteacherpracticeinbangladesh |
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