Balancing the Scales of High Stakes Public Exams in the Secondary and Higher Secondary Levels in Bangladesh:

The Interplay of Reliability to Foreground Validity, Fairness, and Equity for Educational Reformation

Abstract

This paper investigates the core question: Are high-stakes tests in Bangladesh reliably assessing student abilities, especially in the context of secondary and higher secondary education? High-stakes tests, defined as examinations with significant consequences for students' futures (Marchant, 2004), can narrow the curriculum and impact education equity (Madaus et al., 2009; Au, 2023). The research contextualizes Bangladesh’s educational evolution, highlighting its colonial legacy and post-liberation reforms aimed at aligning with the UN Sustainable Development Goals for quality and equitable education. A critical analysis of the 2008 reform, which integrated "creative questions" into high-stakes exams, is provided to highlight challenges such as inadequate teacher preparation and allegations of misconduct. The paper argues that for high-stakes testing to be fair, valid, and equitable, a focus on the reliability of both formative and summative assessments from early education stages is crucial. This should involve thorough research, pilot testing, and phased implementation strategies, advocating for a balanced assessment approach that prioritizes validity, fairness, and equity, deeming them essential for advancing quality education reforms in Bangladesh.