Content area
Abstract
The focus of this thesis is an investigation into the Bangladeshi examination systems in institutions of higher learning, regarding their effectiveness, fairness, and positioning related to the international standard. The study discusses the historical evolution of these systems, contrasting the traditional pure memorization-based approach against the modern practice of encouraging critical thinking and analysis. While the world is moving toward holistic assessments and technology-infused mechanisms, the universities in Bangladesh can only partially adopt such innovative strategies due to several structural and pedagogical obstacles. The study points out the discrepancies noticed in examination practices at public and private universities, as well as their implications for academic integrity and student performance. The investigation combines quantitative and qualitative approaches for the gathering and processing of data by curriculum evaluation, interviews, and thematic analysis. This empirical approach will highlight significant strengths and weaknesses of existing systems, assess how they compare to global practices, and further evaluate their effectiveness in preparing graduates for the challenges in the international job market. The results of this study make a very good contribution to the academic discourse through data-driven insights and practical recommendations for changes in the examination system. It aims at reforms in the examination system to improve the fairness, reliability, and validity of the assessments, which would improve the operational and academic standards of tertiary education in Bangladesh. This study aspires to inform education policy, advance systemic change, and develop a fairer and more valid assessment system that better prepares students for success within a knowledge-based global Economy.
