Secondary School Biology Teachers’ Perceptions for Developing and Assessing Creative Questions: Exploring the Abilities and Constrains

Abstract

Creative Question (CQ) was first introduced in Secondary School Certificate (SSC)
examinations in 2010 and in secondary science courses in 2012. This study explores
secondary science teachers’ abilities and constrains to create and assess essay-type CQ of
Biology at secondary level in Bangladesh. Multiple case study approach is followed under
qualitative framework for this study. Data is collected through sample CQ test and
interview with teachers which are analyzed with document analysis and thematic analysis
respectively. This study found that in the context of Bangladesh, teachers are not
adequately informed about these issues and they tend to follow different market-guides or
test papers or take help from colleagues to prepare CQ. Assessing and marking the answers
of CQ is a big challenge for them. According to the teachers, curriculum has no proper
guideline in this issue. This study also reveals that, Biology teachers will be able to cope up
with challenges in proper way if they get adequate training and enough instructions via
manual or any other form. Findings of the study can be implicated for teaching practice,
teacher’s training, curriculum, school authority and for further research.