“Continuous Assessment” in Secondary Education


Moynul Bhuiyan  Brahmanbaria Correspondent: The country is moving forward, the society is moving forward, the curriculum is moving forward keeping in view the dream and goal of the father of the nation Bangabandhu’s daughter Jannetri and Prime Minister Sheikh Hasina to build a golden Bengal or digital Bangladesh. The teaching method is changing. The teaching method is being modernized to keep pace with the world. The most important step in the implementation of the National Education Policy 2010 is to bring about a qualitative change in the education system of the country in accordance with the Education Policy. In order to improve the quality of education in the light of National Education Policy 2010, a program called Sesip (Secondary Education Sector Investment Program) has been undertaken under the Ministry of Education of the Government of the People’s Republic of Bangladesh. The goal of the 2012 curriculum is to create human, social and moral resources through the overall development of students. Achieving curriculum goals depends on two things. The first is active collaboration in the classroom and the proper application of appropriate teaching-learning techniques and the second is assessment of the level of learning achievement of the students. In our country students are evaluated in two ways. One is continuous assessment or structural assessment and the other is collective assessment. The role of continuous assessment is invaluable in making student learning sustainable and fruitful. Emphasis has been placed on continuous assessment in the 2012 curriculum. However, a survey conducted by Bangladesh Examination Development Unit in 2015 showed that continuous assessment was not being implemented in schools. Arrangements have been made for teacher training. In the first phase of this training, 1000 master trainers have been created in Bengali, English, Mathematics, Science and Bangladesh and World Identity. According to this plan, master trainers are currently imparting training on continuous assessment of teachers on five subjects at district level all over Bangladesh. Now let’s not know, What is continuous assessment, its purpose, type of continuous assessment, number distribution and its importance: Continuous Evaluation Key:

Learning – Continuous assessment is the assessment of students inside and outside the classroom during teaching activities. Objectives of Continuous Evaluation: 1 # Appropriate emotional, psychological and intellectual assessment of students. 2 # Verify students’ learning achievement. 3 # Increase the sustainability of students’ learning outcomes. 4 # Ensuring active participation of all students. 5 # To identify the able and disabled students and to take necessary remedial and remedial measures. ৬ # To develop human qualities in the student and to develop him as a skilled good citizen. ৭ # Creating opportunities for teacher and student self-assessment. Distribution and type of continuous assessment number:

Total 20 numbers 1 # class work – 05 number 2 # Homework and research work (from 6th to 8th class) – 05 marks Homework and practical work for ninth-tenth class – 05 marks 3 # Class Examination – 10 marks Types of continuous evaluation: 1 # Class Type of Work: (A) Q&A (b) Group work (c) Demonstration (d) Debate (e) Drawing (Figure / Table / Graph) (f) Introduction (G) Practical work (H) Listening, speaking, reading and writing (in Bengali and English). 2 # Types of homework and exploratory work: (A) According to the demand for learning results (B) Timely (C) Complete thinking skills (D) Ability to work with pen in hand 3 # Class Exam Type: (A) Verbal (B) Written (multiple choice and creative questions).
The importance of continuous evaluation: 1 # All the learning outcomes of the student can be achieved through continuous evaluation. 2 # Students can be properly evaluated according to their learning outcomes. 3 # Students’ strengths and weaknesses can be identified. 4 # Students can be assessed emotionally, psychologically and intellectually. 5 # Collaborative attitude can be developed among students. ৬ Opportunity to prove their abilities among all students in the classroom. ৭ # Students can be made more confident. ৮ # Healing measures can be taken for disabled students. 9 # Competitive attitude can be created among students. 10 # Teacher’s teaching-teaching methods and techniques can be changed. 11 # Students can be prepared for collective assessment. 12 # Teachers and students can create opportunities for self-assessment. 13 # The durability of learning outcomes can be increased. 14 # Learning opportunities can be created with joy through equal participation of all students. 15 # Above all, students can be developed as skilled, good citizens and patriotic with human qualities.
Now let’s find out what a cumulative assessment is: Collective assessment is the assessment of what a student learns at a certain time of the year or at the end of the year. This is also known as final evaluation. It is performed formally. Through this assessment the student is given a GREAT or certificate for his achievement. Usually in secondary schools we do this assessment through periodic, half-yearly, annual examinations. JSC, SSC examinations and overall assessment is done. There is no opportunity to give feedback or correct errors in the overall assessment. So collective assessment is called learning assessment in the true sense. Through this the intellectual and monophysical field of the student can be evaluated but the emotional field cannot be evaluated. There is no scope for remedial action through this assessment. All students are assessed on the basis of a set of criteria. Evaluating the emotional side of the student is very important for the proper implementation of the goals and objectives of education. The emotional field can be evaluated only through continuous evaluation. Through this assessment we can develop the student as a good citizen with moral qualities. Through continuous assessment, a teacher can evaluate the student daily in and out of the classroom and help him to develop into an ideal citizen with human qualities. Realizing the importance of continuous assessment, the present government has allocated 20% marks for continuous assessment in the education system. Master Trainers are providing training to teachers at different district levels across Bangladesh for proper implementation of continuous assessment classrooms. Students are evaluated through continuous assessment in different countries of the world. If continuous assessment is implemented in the secondary schools of our country, the students will become ideal citizens with moral qualities. Sesip (Secondary Education Sector Investment Program) is being implemented under the direction of the Ministry of Secondary and Higher Education under the direction of the Ministry of Education, besides providing necessary technical assistance and advice for teacher training programs on continuous assessment. Congratulations and gratitude to the Ministry of Education, the Department of Secondary and Higher Education and the Sesip Authority for this.
Mrs: Roxana Yasmeen, Senior Teacher (Biology). Master Trainer (Science) of Continuous Evaluation. Kasba Government Girls High School, Kasba, Brahmanbaria.


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