| dc.description.abstract | This research examines the Bangladeshi education system and compares the efficacy of
traditional tests to those incorporating creative tasks. In order to concurrently collect both
quantitative and qualitative data the participants (77 teachers) were administered a self-complete
questionnaire followed by qualitative interviews with a sub-sample of 20 participants. To this
end, the study set out to identify teachers’ attitudes to both forms of assessment as well as the
difficulties that are experienced when using the two assessment types. The paired sample t-test
quantification responses indicated the two methods did not differ significantly in terms of
perceived effectiveness (p = 0.215). But, it was noted that creative assessments had a meaningful
positive impact on the student engagement than the traditional ones. Consequent research
qualitatively revealed that dearth of resources, insufficient qualification of teachers, short time
availability, and parents and students’ non-acceptance as being important factors that hindered
the proper use of creative assessments. This is also supported by the claims of teachers for a
varied approach and encompassing the constructive and conventional styles to achieve
meaningful integration between the theoretical and the practical lectures. On the basis of the
research presented in this paper, the following governmental policy strategies are recommended:
More funding, better training, time to plan, peer support, and community engagement. In this
way, the identified barriers can be approached by policies to improve the Bangladeshi context in
education to replace traditional methods with innovative and diverse assessment approaches for
students’ 21st-century learning. | en_US |
