Formative assessment practices in Bhutanese secondary schools and its impact on Quality of Education

Using case study approach, the dissertation provides the notions and practices of formative assessment in Bhutanese Secondary Schools. It includes the teachers’ understanding of the practice of student-centered teaching and learning, which is regarded as a precondition for effective formative assessment. It also take account of those features of formative assessment which are much more favored by students and teachers in the case study schools.