Assessment and feedback training in Bangladesh

Effective Assessment & Feedback: Making Every Comment Count

Assess for learning, not for workload — align assessment with intentions and deliver feedback pupils actually use.

Assessment should drive learning, not drown you in marking. This course demystifies assessment and feedback, showing how to align them with clear learning intentions and give comments that pupils can act on. Grounded in the Education Endowment Foundation’s guidance on feedback and assessment, you’ll design checks for understanding that inform teaching and use written and verbal feedback that improves learning without over-burdening staff.

What to expect Back to Teacher Training (BD)

What to expect

One-day workshop

Clarify the difference between assessment of learning and assessment for learning. Explore key ideas from the evidence: building a foundation of high-quality instruction and formative assessment; planning when and how feedback will be used; giving specific, actionable feedback; and choosing efficient approaches that reduce unnecessary marking. See how assessment, curriculum and classroom routines fit together.

20-hours online learning

Develop success criteria and pupil-friendly exemplars, practise designing hinge questions and exit tickets, and trial low-marking feedback routines. Plan how to introduce or refine assessment approaches in your own classes so that pupils think harder, know more and remember more — without increasing your workload.

Core strategies you will master

Clarifying learning intentions and success criteria so pupils know what quality looks like.
Using formative assessment (questioning, checks, mini-tasks) to adapt teaching in the moment.
Designing feedback that is specific and forward-looking, not just grades or generic comments.
Implementing low-marking routines such as whole-class feedback, codes and targeted conferencing.

How you will learn — the EBTD Deliberate Practice Model

All EBTD courses use our Deliberate Practice Model — a five-step cycle designed to help teachers successfully change habits in real Bangladeshi classrooms:

DEFINE → MODEL → PRACTISE → REFINE → REFLECT

DEFINE: choose one small, specific change such as replacing a long marking session with a whole-class feedback routine.
MODEL: see clear examples of effective questioning, success criteria and feedback comments through live demonstrations and short video clips.
PRACTISE: rehearse explaining success criteria, giving concise feedback statements and guiding pupils to respond to feedback in short, low-stakes drills.
REFINE: receive tiny, precise feedback on your wording, prompts and routines, then immediately try again.
REFLECT: plan how you will use the new assessment or feedback routine in upcoming lessons and note what changed for you and your pupils.

The focus is entirely on what you can control tomorrow in your classroom — assessment and feedback routines that make learning clearer and more efficient.

Key questions

Are your assessments tightly aligned with what you most want pupils to know and be able to do?
Do pupils understand and act on your feedback, or do comments sit in books unread?
Where is your marking workload heaviest — and which parts actually change pupils’ thinking?
How could simple checks for understanding help you adapt teaching before misconceptions become fixed?

How this course will change practice

You’ll shift from marking for the sake of marking to assessing for learning. You will know how to:

plan assessments and questions that match your learning intentions;
use formative assessment to adapt teaching in real time;
give feedback that is specific, manageable and focused on the next step, not just the grade;
build in time and routines for pupils to respond to feedback and improve their work;
reduce unnecessary written marking while increasing the impact of your feedback.

Over time, these changes help pupils understand success more clearly, close gaps faster and take greater responsibility for their learning — while protecting teacher workload.

Preparation reading before the course

To get the most from this module, we recommend our think-piece blog: Formative Assessment in Bangladesh: Ready in Spirit, Stuck in Practice.

Formative Assessment in Bangladesh: Ready in Spirit, Stuck in Practice

The blog explores why many teachers in Bangladesh value assessment for learning in theory but struggle to use it consistently in practice. It looks at workload, exam pressure and cultural expectations, and offers practical starting points for using questioning, feedback and simple checks for understanding to guide teaching.

Reflection prompts

When you mark or assess, what information actually influences what you do next in the classroom?
How clear are your success criteria to pupils — could they explain what “good” looks like in your subject?
Do pupils routinely act on feedback, or is it mainly a one-way message from teacher to student?
Where might one low-marking routine (for example, whole-class feedback) immediately reduce workload while improving clarity for pupils?

Designed for Bangladesh classrooms

Adapted for large classes, exam-driven systems and mixed access to technology.

Low-marking routines (whole-class feedback, coded comments, exemplars) that work even with 50–60 pupils.
Live verbal feedback with pupil response time built into lessons.
Quick-check formative assessments (exit tickets, mini-whiteboard prompts, show-me questions).
Digital workflows where available; print-first alternatives where not.

Continue your development

Learn how this module fits within EBTD’s teacher training in Bangladesh (BD).

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