The content of this book covers some embedded problems of the assessment based on a study of secondary education in Bangladesh. The study reflects some assertion like marking variations among the examiner, the examiners? capacity, their education, recruitment process, teachers? training and teachers? satisfaction of the whole assessment process. This research also emphasizes the intertwining effects cause due to the weak assortment of these variables and diagnoses how this causes a challenging position to develop assessment as a tool for economic growth. In addition, it suggests ways to improve the current situation of the assessment, as well as, the ways in which sustainable change can be effected by building on what teachers already do. This book will, thus, be helpful for the practitioners and policy makers to understand the effective use of the assessment in public exams, the necessity of developing a standard test, the crisis causes because of the weak exam system and the ways to go beyond the expected goals for the education, development and the economic uplift.