• Jasim Uddin Ahmmed

Quality education is very much essential for growth and development of any country. For ensuring quality education, classroom assessment is a very much important element. Classroom assessment helps the teacher for improving teaching. Classroom assessment is very important for any country even for Bangladesh. However the present study has conducted to review the classroom assessment of Bangladesh and to explore the classroom assessment of Bangladesh. The study was documentary analysis type. Data and information were collected from secondary sources. Secondary data were collected from books, research reports, journal, annual reports, website of Ministry of Education of Bangladesh, Bangladesh Bureau of Statistics (BBS), Bangladesh Bureau of Educational Information and Statistics( BANBEIS), internet etc. From the result it was found that the classroom assessment can be any activities such as tests, oral questioning and observations by teachers, portfolios, homework, or group work that the teachers use in the classroom to collect data on students’ learning which guides the teachers’ further instruction in the classroom. In the literature, the terms classroom assessment and formative assessment are often used interchangeably as classroom assessment is well-known for its formative role in classroom-based informal approaches in enhancing students’ learning. However, not all CA is formative in nature. There is no consensus on whether FCA should be graded or not. Some authors think that CA, as a valid and reliable source of evidence regarding students’ learning, can be graded and linked to accountability or summative assessment for a better inference about quality of education. They propose that there are advantages to such blending and are optimistic that effectively blending these two assessments can accomplish this. The need for integrating formative classroom assessment and summative accountability assessment to enhance the reliability, validity, and utility of the accountability assessment data has been expressed by many assessment experts and educationists. From the result it was also found that classroom assessment can improve students’ learning if practiced formatively. According to some reviews there are different features of classroom assessment, making it especially powerful for helping students enhance their learning. Features such as effective feedback, classroom questioning, and self-assessment of the students were discussed to make it formative classroom assessment. All of these studies show that innovations that aimed to strengthen formative assessment practice in the classroom produced significant and often substantial learning gains. Formative classroom assessment is also helpful in closing achievement gaps in classrooms. The classroom assessment helps to identify what students have and have not achieved by using classroom assessment techniques such as teacher observation and classroom discussion, interviews and brief, in-class writing assignments, class tests and homework. Then, the teachers can make responsive changes in teaching and ultimately in students’ learning. Since formative assessment is tightly linked with instructional practices, teachers must first consider how their classroom activities, assignments, and tests support learning aims and allow students to communicate what they know and then use this information to improve teaching and learning.

Education, Classroom assessment, Formative Classroom Assessment, Feedback, Teaching, Learning, Evaluation, Teacher, Student, Policy, Teaching

"Classroom Assessment for Quality Education: A Review", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.9, Issue 4, page no.d615-d629, April-2022, Available :http://www.jetir.org/papers/JETIR2204377.pdf

"Classroom Assessment for Quality Education: A Review", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.9, Issue 4, page no. ppd615-d629, April-2022, Available at : http://www.jetir.org/papers/JETIR2204377.pdf