English language assessment in Bangladesh today: principles, practices, and problems

Abstract The 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 fa...
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Autor*in:	Md Shaiful Islam [verfasserIn] Md Kamrul Hasan [verfasserIn] Shahin Sultana [verfasserIn] Abdul Karim [verfasserIn] Mohammad Mosiur Rahman [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2021

Schlagwörter:	Language assessment Curriculum reform Communicative language teaching English language teaching Bangladesh

Übergeordnetes Werk:	In: Language Testing in Asia - SpringerOpen, 2016, 11(2021), 1, Seite 21
Übergeordnetes Werk:	volume:11 ; year:2021 ; number:1 ; pages:21

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1186/s40468-020-00116-z

Katalog-ID:	DOAJ054939704

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author	Md Shaiful Islam
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topic_unstemmed	misc Language assessment misc Curriculum reform misc Communicative language teaching misc English language teaching misc Bangladesh misc Language and Literature misc P
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title	English language assessment in Bangladesh today: principles, practices, and problems
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title_sort	english language assessment in bangladesh today: principles, practices, and problems
title_auth	English language assessment in Bangladesh today: principles, practices, and problems
abstract	Abstract The 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.
abstractGer	Abstract The 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.
abstract_unstemmed	Abstract The 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.
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title_short	English language assessment in Bangladesh today: principles, practices, and problems
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