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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| פורמט: | Online |
| שפה: | אנגלית |
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Sage Harvard Style G|
2024
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| גישה מקוונת: | http://journals.juniv.edu/index.php/jurpc/article/view/98 |
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| _version_ | 1873958335721504768 |
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| author | Yasir, Md Taqi |
| author_facet | Yasir, Md Taqi |
| author_sort | Yasir, Md Taqi |
| collection | OJS |
| description | 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. |
| format | Online |
| id | ojs-98 |
| institution | My University |
| language | eng |
| publishDate | 2024 |
| publisher | Sage Harvard Style G| |
| record_format | ojs |
| spelling | ojs-982026-04-09T08:50:15Z 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 Yasir, Md Taqi high-stakes testing validity reliability educational equity curriculum reform Sustainable Development Goals (SDGs) formative assessments summative assessments 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. Sage Harvard Style G| 2024-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Conference Proceedings Submission application/pdf http://journals.juniv.edu/index.php/jurpc/article/view/98 10.59185/jurpc.v35i1.98 The Jahangirnagar Review Part-C; Vol. 35 No. 1 (2024); 225-235 10.59185/jurpc.v35i1 eng http://journals.juniv.edu/index.php/jurpc/article/view/98/64 Copyright (c) 2025 The Jahangirnagar Review Part-C |
| spellingShingle | high-stakes testing validity reliability educational equity curriculum reform Sustainable Development Goals (SDGs) formative assessments summative assessments Yasir, Md Taqi 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 |
| title | 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 |
| title_full | 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 |
| title_fullStr | 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 |
| title_full_unstemmed | 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 |
| title_short | 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 |
| title_sort | 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 |
| topic | high-stakes testing validity reliability educational equity curriculum reform Sustainable Development Goals (SDGs) formative assessments summative assessments |
| topic_facet | high-stakes testing validity reliability educational equity curriculum reform Sustainable Development Goals (SDGs) formative assessments summative assessments |
| url | http://journals.juniv.edu/index.php/jurpc/article/view/98 |
| work_keys_str_mv | AT yasirmdtaqi balancingthescalesofhighstakespublicexamsinthesecondaryandhighersecondarylevelsinbangladeshtheinterplayofreliabilitytoforegroundvalidityfairnessandequityforeducationalreformation |