Perceptions And Practices Of Formative Assessment In Primary Social Science Classrooms In Dhaka City

This qualitative study considers primary school teachers' perceptions and implementations of formative assessment in their Social Science classrooms in Dhaka. Through in-depth interviews, observations in selected schools, and literature reviews, the study documents the conceptualization of the assessment by the teachers, what they currently do, and the barriers they face. The results can point to a stark contrast between teachers' perception and actual practice. Most teachers feel that formative assessment is the best kind of assessment to facilitate learning, but the limited array of their concrete practices in the classroom usually covers only such things as verbal questioning and written exercises for students to undertake. The study also finds that they supply a number of reasons preventing them from practicing these methods to the fullest extent: large numbers of students in classes, heavy time constraints, and lack of training in this regard. In additional to these are a strong systemic orientation towards high-stakes summative examination and a dearth of resources for making the best use of this assessment. The study closes with some recommendations on how to bridge this gap. For assessment to become more meaningful and dynamic, formative assessment must be embedded into lesson planning. The study also recommended enhancing teacher training, encouraging collaborative approaches to teaching, and ensuring that schools provide adequate administrative support. By addressing these issues, we assist teachers in harnessing the potential of formative assessment for deeper learning.