An Exploration of Teachers’ Perception on Summative Assessment Practices for Achieving ILOs of Primary Science Teaching in Bangladesh

Abstract

The achievement of curriculum intentions largely depends on its assessment policies and practices. Considering the importance of assessment, this study sought to explore primary science teachers’ perceptions of summative assessment and the extent to which students’ learning met the ILOs. Employing a qualitative multiple case study approach, the research focused on rural and urban primary science teachers (who teach science), incorporating perspectives from concerned stakeholders (Assistant Upazila Education Officers, instructors from the Upazila Resource Center, and Primary Teachers Training Institute). The study used purposive sampling for students, textbooks, teacher editions, and assessment guides, and gathered data through lesson observations, semi-structured interviews, and document analysis. The analysis was conducted by qualitative content analysis and thematic analysis. Analysis revealed that both teachers and concerned stakeholders share similar views on summative assessment and its role in achieving ILOs. These perceptions are influenced by curriculum documents, teacher training, and monitoring practices. The findings highlight the need for improvement in primary science teaching practice in Bangladesh and offer valuable insights for curriculum developers, textbook writers, policymakers, and future research. Teacher’s World: Journal of Education and Research, 51(1), 105-120