Two Major Challenges in Assessment Processes at Secondary Level in Bangladesh: Rote-memorization and High-stakes Examinations

The secondary education system in Bangladesh faces significant challenges due to its reliance on rote memorization and high-stakes examinations, which hinder the development of critical thinking and place considerable pressure on students. This study investigates the problematic nature of these assessment practices, including the limited opportunities for students to engage in creative and independent thought and the resulting stress from high-stakes exams. To address these issues, we propose two innovative solutions: an Integrated Assessment Framework that emphasizes critical thinking and a Continuous and Comprehensive Assessment (CCA) approach that reduces the weight of single exams. These frameworks prioritize a variety of assessment methods, including project-based assessments, formative evaluations, and performance-based assessments. Although implementing these changes requires overcoming substantial constraints, such as traditional mindsets, resource limitations, and policy reforms, we argue that government support, teacher empowerment, and community engagement can pave the way for a more effective and holistic evaluation system. By adopting these approaches, Bangladesh can foster a secondary education system that better prepares students for the complexities of the modern world.