EXPLORING HISTORY AND SOCIAL SCIENCE TEACHERS PERSPECTIVE TOWARD FORMATIVE ASSESSMENT USED IN CLASSROOM FOLLOWING THE NATIONAL CURRICULUM 2021

Recent educational reforms in Bangladesh, including the National Curriculum 2021, have highlighted the importance of formative assessment (FA) in enhancing student learning. However, little is known about how History and Social Science (HSS) teachers at the secondary level perceive and apply FA. This qualitative study explored the perspectives and practices of ten HSS teachers from six schools in Dhaka, Narayanganj, and Munshiganj using semi-structured interviews and reflexive thematic analysis. Findings revealed that teachers viewed FA as a multifaceted process involving interactive strategies like communication, collaboration, and real-world applications. Despite recognizing its benefits, teachers faced challenges such as large class sizes, institutional barriers, and resistance from students and parents. The study recommended targeted training, ongoing professional development, and teacher collaboration to enhance FA implementation under the new curriculum.