This research investigates the perceptions, abilities, and systemic constraints faced by secondary school biology teachers in Bangladesh regarding the development and assessment of "Creative Questions" (Srijonshil). Since the implementation of the creative question system, teachers have encountered various challenges in aligning complex biological concepts with the pedagogical requirements of the curriculum. Khandakar Imdadul Haque Sohan explores the professional readiness of educators, highlighting a significant gap between the theoretical understanding of creative question frameworks and their practical application in high-stakes examinations. The study identifies key constraints, including inadequate specialized training, lack of quality resource materials, and the high cognitive load required to design authentic assessment tools that measure higher-order thinking rather than rote memorization. Through an analysis of teacher experiences, the research suggests that while many educators recognize the long-term benefits of the creative system for student cognitive development, the current logistical and professional barriers hinder its effective implementation. The findings call for more intensive subject-specific pedagogical training and a continuous professional development (CPD) framework to empower biology teachers in mastering the art of creative assessment, ultimately enhancing the quality of science education in Bangladesh.

Keywords: Biology Education, Creative Questions, Teacher Perception, Secondary Education, Assessment Constraints, Pedagogical Skills, Bangladesh.