C, Assignment as a Tool for Assessment at Secondary Level: Challenges and Prospects

Abstract

This qualitative study explored teachers’ and students’ understanding of assignments, the usefulness of assignments as a tool for assessment, the challenges faced during their implementation, and ways to continue using assignments for assessment after the COVID-19 pandemic. Purposive and convenience sampling techniques were employed to select five secondary schools in Dhaka Division, including three schools in Dhaka city, one in Keraniganj, Dhaka, and one in Narsingdi district. The selected schools represented government, non-government, co-educational, and private institutions. Data were collected through five focus group discussions (FGDs) involving 50 teachers, discussions with 50 Class Ten students, and semi-structured interviews with five head teachers, one curriculum expert, and one teacher educator, making a total of 107 respondents. The data were analysed thematically and presented descriptively. The findings revealed that teachers and students had a fairly good understanding of assignments and considered them useful during the educational disruption caused by COVID-19. However, major challenges included difficulties understanding assignments, copying from others, having assignments completed by others, and accessing ready-made assignments on the Internet. The study suggests that assignments can continue as an assessment tool under normal circumstances if their number is reduced and schools are given responsibility for selecting topics. It also recommends incorporating varied activities, including project work, presentations, recitation, dramatization, and report writing, to support students’ intellectual development, creativity, and learning.