Assessing English Writing Competence AmongSecondary Level Students in Bangladesh:Challenges and Considerations

Abstract

This study examines the challenges and considerations involved in evaluating English writing skills among secondary-level students in Bangladesh. Despite the increasing emphasis on English proficiency due to globalization and educational reforms, assessing students’ writing competence remains fraught with complexities. The research identifies key problems such as large class sizes, inadequate teacher training in assessment methodologies, insufficient instructional time, and an overreliance on summative examinations that prioritize rote learning over communicative competence. Additionally, socio-cultural factors—including students’ limited exposure to authentic English usage and their reliance on native language structures—further hinder effective evaluation. Drawing on qualitative and quantitative data from teachers, students, and curriculum documents, this study highlights the need for more formative, process-oriented assessment practices, clear rubrics, and capacity-building initiatives to enhance teachers’ evaluative skills. The findings underscore that any effort to improve English writing assessment must consider not only pedagogical reforms but also systemic issues within Bangladesh’s secondary education context. Recommendations are proposed to support a more valid, reliable, and learner-centered approach to evaluating writing proficiency.