Balancing the Scales of High Stakes Public Exams in the Secondary and Higher Secondary Levels in Bangladesh:: The Interplay of Reliability to Foreground Validity, Fairness, and Equity for Educational Reformation
This paper investigates the core question: Are high-stakes tests in Bangladesh reliably assessing student abilities, especially in the context of secondary and higher secondary education? High-stakes tests, defined as examinations with significant consequences for students' futures (Marchant, 2...
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| Format: | Online |
| Idioma: | anglès |
| Publicat: |
Sage Harvard Style G|
2024
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| Matèries: | |
| Accés en línia: | http://journals.juniv.edu/index.php/jurpc/article/view/98 |
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| Sumari: | This paper investigates the core question: Are high-stakes tests in Bangladesh reliably assessing student abilities, especially in the context of secondary and higher secondary education? High-stakes tests, defined as examinations with significant consequences for students' futures (Marchant, 2004), can narrow the curriculum and impact education equity (Madaus et al., 2009; Au, 2023). The research contextualizes Bangladesh’s educational evolution, highlighting its colonial legacy and post-liberation reforms aimed at aligning with the UN Sustainable Development Goals for quality and equitable education. A critical analysis of the 2008 reform, which integrated "creative questions" into high-stakes exams, is provided to highlight challenges such as inadequate teacher preparation and allegations of misconduct. The paper argues that for high-stakes testing to be fair, valid, and equitable, a focus on the reliability of both formative and summative assessments from early education stages is crucial. This should involve thorough research, pilot testing, and phased implementation strategies, advocating for a balanced assessment approach that prioritizes validity, fairness, and equity, deeming them essential for advancing quality education reforms in Bangladesh. |
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