| Summary: | There has long been criticism of the adequacy of end-of-year summative
assessment in secondary schools in Bangladesh. As a result of this, formative
assessment arrived in this educational assessment landscape in the form of school-based
assessment (SBA) in 2006. SBA aspires to incorporate the use of formative assessment
to assess many of the important objectives of secondary education, such as solving
problems, expressing thoughts clearly in speech, learning to behave appropriately, and
developing sound personal and social values. While this relatively new approach has
many merits, it is nevertheless the subject of ongoing debates. This study involves
exploring SBA from students’ perspective using a qualitative research design. It aims to
identify students’ understanding of the nature and purpose of SBA, the perceived
usefulness of SBA and the factors hindering its implementation.
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