Although most teachers agree that a viable teacher will arrange mock tests for students, an effective English teacher was a primarily negative response to the suggestion that “someone who teaches only the important thing for the final exam” and “those who are preparing” for his / her students. Final Exam Possible Questionnaire. ” Radiators’ awareness indicates that teaching is needed more than just preparing for the test, but it is worth noting that more than 10% agreed that an effective teacher taught only the important subject for the final exam, and more than 5% acknowledged that they were part of the textbook. They did not teach that they were less important for the test.
The surveyed teachers agreed that they felt pressured by the headteachers, parents, and especially the students, to teach in a way that could lead to better scores in the exam. They basically agreed that they were actively preparing students for the exam, not just organizing mock class exams, even teaching expected questions, and interestingly most acknowledged that their teaching style would have been different had it not been for the exams. About 90% of teachers agreed that reading and listening tests need to be included in the national test system.
Another open section of the survey asked teachers to identify barriers to applying the curriculum in practice. Most identify the obstacles to implementing test content and curriculum objectives, and the stress of achieving good student grades as a force that shapes their actual teaching practice.
The results of the survey may be justified in conjunction with existing criticisms of the test method: it dominates school reading (Alam 20; Hussein 21), reducing the national curriculum to an activity curriculum that addresses reading and writing addresses only (Poder 24). And it encourages rote learning (Asian Development Bank 2015). Also, the results indicate that many teachers are aware of the gap between what the curriculum tells them to do and what they actually do in their practice.
They also point to the need for further exploration of the motivations, expectations, and behaviors of those who feel the impact of testing on teaching and learning processes. Exploring those human elements followed by descriptors and discussions. The story of two students, Priya and Eva, is told first. They follow the accounts of other stakeholders. These stories are selected because they resonate with other accounts submitted during the study and with any accounts socially recognized as common practice. They suggest fields for further quantitative as well as qualitative research.
Oriya is a sixteen-year-old student in a village school. Her parents, though not highly educated, have a strong commitment to their children’s education. Her father works in the Middle East and regularly calls on her daughter to advise her on studying and always makes sure there is money for personal education.
Priya was preparing for the Secondary School Certificate (SSC) exam next year and showed that she was acutely aware of its importance. He used to study while others in the family watched television. He attended regular school classes and attended private tuition and after-school coaching classes in the early morning and late.
Primary always appeared to carry the Knob doot Guide which teachers would use in private tuition. Although purchased a little over a year ago, the book looks old and the pages are torn. SSC We study from this book,” he said, adding that his friends in the private tuition group had the same book.
He also added: SSC 2020 Our teachers teach this book in the classroom and coaching” “He showed a collection of photocopied papers collected by his private tutor and his school teacher. Some have sample essays, such as paragraphs, emails, formal and informal characters. Others had grammatical rules, including sample practice and correct answers. SSC The papers were well worn, indicating their frequent use 90%.
When asked about the English textbook, he looked startled for a moment “oh, the main book” he finally said and began searching it. Finally, she located it in a locked drawer. The book seemed new. His class teacher never taught the book, and he told the class that there would be nothing from the textbook in the exam. “From the beginning of the school,” she said, “our teacher suggested the Doorknob guide. There are many model tests on it. Our teacher chooses which will be important and teaches us accordingly. “
He recently sat down for an exam, which the school held in preparation for the national final exams and showed it
The story of Eva
Eva is two years younger than Priya. Her school is in a small town. He thinks English is difficult, he likes to go to school, meet friends but doesn’t seem to attend class. His parents were concerned about his progress in English. His older brother, who earned GPA 5 in his SSC exams, could teach him well in various subjects, including English, but Eva preferred to go to private education.
He woke up early in the morning to go to private tuition at the home of an English teacher at his school. Sometimes she would go to school, but for the most part, she would go home. Also, there was a private tutor who came to his house in the evening to teach other subjects. Like Priya, she collected a guidebook and a few essays from her personal housekeeper.
At the end of the year, he sets the school exam and passes it, ensuring the school can sit the junior school certificate exam. Her attention to study has increased dramatically.
National tests were held in different schools. People in attendance came from nearby villages and some had to look for temporary accommodation in the city. Police guard the gate of the test center. “I haven’t seen the police so closely,” he said. “I thought if we did something wrong they would take us to the police station.”
In one experiment he suddenly became unconscious. A medical officer was called to a local hospital to deliver the drugs and his mother rushed to the test center. Eva was rescued, given extra time, and allowed her mother to stay with her.
As the results came to a close, his anxiety spread. The day she hid in her room and refused to go to school to learn the results. Instead, his father and older brother went. It turns out he achieved an overall, which was beyond his most optimistic dreams. Instantly there was joy everywhere: all her relatives and friends called in the news, sweets were distributed, and gifts came from her father and other relatives.
Now Eva is determined to study hard in the next class. He informed his father that he went to Rahman for private tuition. “Everyone in my class will join Mr. Rahman in private tuition,” he said. “If I don’t go, he won’t let me pass the test.”
The Ivar story highlights the fears and stresses that young students faced because of national exams. It also illustrates the placement of students and parents who depend on private tuition and coaching centers rather than free classes offered by the government. There is probably a suggestion that some teachers do not teach effectively in the classroom, and even some may intentionally save their best efforts for after-school classes. This suggestion has been bolstered by other recent studies (Alam 2015; Hasnat 2019).
Eva has been shown to be successful and therefore can be celebrated with everyone, but her fears indicate how awful failure can be for a candidate. The second attempt at passing made a comment of irregularities in the academic transcript and followed a student throughout their future career. Suicide is reported every year after failing the national test (for example, at Prothom-alo 2015; Dhaka Tribune 2018).
The surprise that Eva saw in her unexpectedly good results points to the politicization of test results: As schools are trying to increase their pass rates, teachers are judged by the results they receive through private tuition rather than teaching in their classrooms (Alam 2017). The government is also keen to see higher rates of success, as it has been shown to be successful in promoting education
Impact of Secondary English Curriculum Examination
As stated earlier, the National English Curriculum is designed to achieve greater communication skills. The secondary level curriculum includes the following two objectives (National Curriculum 2018):
- To help students develop four language skills, such as listening, speaking, reading, writing.
- Help in helping students use this skill for effective communication in real-life situations
It recommends that students “be able to describe people and places, be able to respond in directions, directions, requests, announcements, and social situations” to “be able to attend events, seek permission/advice, and participate in logical situations.” Can hear English words, stress and emotions while listening to “and they” in conversations, discussions, and debates. And to not be able to use “(National Curriculum 2019). Based on the method of speaking about language teaching, free textbooks, lectures and listening, as well as professional offers for reading and writing, developed by the government and issued in all schools (United Nations Educational, Scientific and Cultural Organization 2019
Hossain believed that the content and structure of the exam led the classroom curriculum:
We need to change the whole test method. It should be developed like IELTS where students are required to prove their language skills. Our test system must have a speech and hearing test. Then students will be motivated to learn to speak and listen. Every year there are many students who prepare for the IELTS exam in Bangladesh and you can see that they do not try to memorize any essay. They know that the essay topic will not be common and cannot be answered by memorization. So they develop their language skills.
Change is probably not as easy as Hussein’s suggestion. SSC However, his comments suggest the widely discussed teacher’s perception that what is in the exam is more important than the official curriculum or compulsory textbooks, because students will only realize what a higher score will be in their exam.
The problem of limited operational curriculum does not just happen in Bangladesh. Similar trends have been identified and reported in other countries, such as Quan et al.
Testing as a Shaper of Learning
Just as tests shape the operational curriculum, it also shapes the learning nature of students. Bangladesh’s education policy (Ministry of Education) emphasizes the importance of developing dormant talent and creativity of the students. The question is questionable whether it can be achieved in the face of anxious learning and in the face of emotional stress with the method of examination.
Priya and Eva’s stories are taught by dependents, parents, and students, in commercial test guide books and in private education that trains students in English, grammar exercises and model composition. And schools also drill test questions and answers and equip model test sequences.
Some of the interviewed teachers claimed that they tried to teach all the chapters in compulsory textbooks, but acknowledged that when the exam came around, they focused on the more important topic for the exam. Most of the teachers who were interviewed stated that time did not allow them to cover all the chapters and that they could ignore the paragraphs that do not have paragraphs that could be used for the comprehension test.
In contrast, the teachers interviewed emphasized the importance of exam papers from previous years, explaining them clearly indicating the format and content of future exams. Local publishers collect all the exam papers from top schools and publish them together with last year’s exam papers. These collections have been eagerly sought out by almost all candidates and are commonly used by teachers.
The observations revealed how different schools would create a comprehensive formal schedule for solving different school exam questions, and how teachers at coaching centers would compile answers to different questions and create a short sheet for students. Teachers’ comments include:
If a student solves various school exam questions and past exam questions, I think they must pass the exam. I follow the past exam papers and various school exams while teaching students.
I think it’s helpful to have an idea about the type of final exam question. It helps me decide what is more important for the final exam. I advise students to resolve as many past exam papers as possible.
Mock tests are very popular for both students and teachers and can take several hours at school. Many interviewed teachers justify this use of time by providing the following views:
When the tests are approaching, I place more emphasis on mock tests similar to the SSC test format in type and length. It helps students a lot, especially for practicing for three hours.
It helps students learn how to manage the exam time, and it helps reduce stress about the exam.
I have been teaching for many years and from my experience, I can say that it really helps students get good marks in exams.
In this context, learning the language becomes a means of communication and thinking, rather than the acquisition of multiple correct answers. Students can pass the test without necessarily mastering the format or meaning of the phrases they are taught, much less using it in the real-life context. Rot learning allowed by the testing process thus leads to a brief idea of what learning can be and how to experience it.