School Based Assessment: Will it Really Change the Education Scenario in Bangladesh?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In Bangladesh, the system of assessment has always been guided by curriculum though the system only covered learners’ ability of memorization and comprehension skills. Other categories of skills in the knowledge like application, analysis, synthesis and evaluation are hardly included in the assessment. Besides, some of the essential qualities such as oral presentation, leadership, tolerance, co-operative attitude, school behavior, co-curricular activities, and social values are not included in the assessment system. As a result, learners’ trend to rely heavily on their memorization skill leads them to become crippled lacking required excellence to contribute fruitfully to the society. The government of Bangladesh has timely envisaged the reservation of its education system and has justly adjudicated the School Based Assessment (SBA) aspiring learners’ holistic development. SBA has been implemented in junior secondary levels of general education in June, 2007. This paper reveals the current situation of the recently applied assessment system through a study of a group of teachers of secondary level and SBA trainers. It will discuss the issues that emerge from the arguments of the scholars that they hold regarding SBA and its potentiality in the context of Bangladesh.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it