A new evaluation system for primary education is set to be introduced from the 2026 academic year, sparking widespread concern among parents, educators, and experts about exam pressure, inadequate preparation time, and the short lifespan of the policy.
The National Curriculum and Textbook Board (NCTB) has finalized the plan, with the 2026 academic year scheduled to begin in January and around 20.5 million students expected to enroll across 118,607 primary schools nationwide.
Under the new guidelines, significant changes have been introduced to the assessment structure for Grades 1 to 5, including the introduction of written and oral examinations at earlier stages and revised mark distributions across subjects.
According to the new guidelines, written and oral examinations will be introduced for the first and second grades for the first time.
Previously, these grades relied solely on continuous classroom-based assessment without formal tests.
For Grades 3, 4 and 5, the weightage of written examinations has been reduced, while oral and practical assessments have been incorporated across all subjects.
The NCTB describes the changes as part of a broader effort to modernize assessment practices, but critics argue that the move runs counter to earlier reforms aimed at reducing exam dependency at the primary level.
Rising dissatisfaction
Since the guidelines were finalized, dissatisfaction has emerged among parents, teachers and education stakeholders.
Critics fear the new system will intensify competition among young children, increase reliance on private coaching, and heighten mental stress for students and anxiety among parents.
Concerns have also been raised about timing.
In the 2026 academic year, teaching activities are expected to be disrupted for nearly two months due to national elections and the fasting period.
Educationists argue that introducing a new and complex assessment framework during such a constrained academic year will further strain the system.
A parent, speaking on condition of anonymity, described the decision as arbitrary.
“If teachers are given more authority over marks, there is a risk of complacency and inconsistency in results,” the parent said.
“This system creates unnecessary pressure on children through written, oral and practical exams. Parents will be compelled to send even first- and second-grade students to coaching centres to secure higher marks.”
Short-term policy
Education experts have also questioned the rationale for introducing a new evaluation system for just one year.
A new curriculum and assessment framework is already scheduled to be rolled out in 2027.
“Introducing a new evaluation system for only 10 months is illogical,” education-related professionals said.
“Teachers will need training to implement this system, and then will need to be retrained again for the new curriculum in 2027. Such abrupt decisions create confusion and instability in the education system.”
They added that effective implementation of the new assessment plan would require three to four months of teacher training.
Combined with anticipated school closures due to elections and fasting, teaching activities could be disrupted for as long as six to seven months in 2026.
Following the formation of the interim government, the new curriculum introduced during the previous Awami League government was suspended.
The curriculum for the 2025 academic year is being prepared based on the 2013 framework.
While the interim government has announced plans to introduce a new curriculum from 2027, the NCTB has nonetheless formulated a revised assessment system exclusively for the 2026 academic year.
Exam-centric approach
Emeritus Professor of Education at Brac University and convener of the interim government’s Consultation Committee on Primary Education, Professor Dr Manzoor Ahmed, expressed strong criticism of the move.
“I do not understand why such decisions are taken repeatedly,” he told Dhaka Tribune.
“Giving excessive importance to exams and making education test-centric will only increase problems. Exam evaluation is part of learning, but separating it into frequent formal tests is based on a flawed idea.”
“These decisions appear to be made without proper research or understanding. They will not benefit students and will instead create further complications,” he added.
Education researcher K M Enamul Hoque echoed similar concerns, stressing the importance of continuous assessment over formal testing.
“We have long advocated moving away from exam-based evaluation towards continuous assessment,” he said.
“Some people believe learning does not happen without tests, but that reflects deeper issues related to curriculum design, teacher preparation and teaching methods. Sudden changes without proper training do not yield good results. Teachers must be prepared before any new curriculum or assessment system is introduced.”
He also urged reconsideration of introducing tests in the first and second grades, arguing that previous reforms implemented with adequate preparation had yielded positive outcomes, while abrupt policy shifts driven by circulars had not.
When contacted for comment, NCTB Acting Chairman Md Mahbubul Hoque Patwary told Dhaka Tribune that he was not aware of the evaluation guidelines and advised contacting the relevant member.
NCTB Member Professor Dr Riad Choudhury said he had recently assumed office and that the guidelines were prepared before he took charge.
Distribution of marks
For Grades 1 and 2, continuous assessment will account for half of the total marks, while the remaining half will come from summative assessments conducted quarterly.
These summative assessments will include both written and oral or practical components.
Written tests will carry 35 marks in Bengali, 30 marks in English, and 40 marks in Mathematics, while oral or practical tests will carry 15 marks in Bengali, 20 marks in English, and 10 marks in Mathematics.
A full summative assessment will be set at 100 marks over two hours, while shorter tests of 50 marks will be conducted over one hour.
Under the existing system, Grades 1 and 2 relied solely on continuous assessment, with no written, oral, or practical examinations.
For Grades 3, 4, and 5, all core subjects will now be assessed out of 100 marks.
Bengali and English will include 30 marks for continuous assessment, 55 marks for written tests, and 15 marks for oral or practical evaluation.
Mathematics, Bangladesh and World Introduction, Science, and Religion will follow a structure of 30 marks for continuous assessment, 60 marks for written tests, and 10 marks for oral or practical evaluation.
Arts and Physical and Mental Education will be assessed with 50 marks for continuous assessment and 35 marks for written and practical components.
Written examinations for these grades will last two hours and 30 minutes, while oral or practical tests will run for one and a half hours.
Previously, written examinations in Grades 3 to 5 carried 80 marks alongside continuous assessment.
