Exploring perceived classroom based assessment knowledge and practices
List of Authors
  • Paramjit Kaur , Sharuliza Saad

Keyword
  • Classroom-Based Assessment, Assessment Practices, Assessment, Malaysia

Abstract
  • One of the major roles of a teacher is assessing student performance in classrooms. Assessment is an essential aspect of teaching and learning that has led to significant time allocation for assessment activities. In Malaysia, classroom-based assessment (CBA) has been implemented formally since 2016. CBA is a process of assessing students continuously during teaching and learning. CBA is a multifaceted approach to assessment that can be adjusted according to students and learning outcomes. CBA is aimed at supporting and improving student learning. CBA can be directly included in the teaching and learning process; and can also be adapted to various educational objectives and contexts. This paper explores the perceptions of English language teachers towards CBA. This study also explores perceptions of CBA and the relationship with teachers’ assessment practices. This study employed a questionnaire to gather data. The study involved 164 secondary English language teachers in one school district in the northern region of Malaysia. The study found that the perceptions towards CBA and assessment practices of teachers are positively related, suggesting that when teachers' attitudes towards assessment changed, so did their practices. This study provides insights into how CBA can be integrated into language classrooms to enhance assessment practices. It is hoped that these findings of this study will provide valuable insights to policymakers and stakeholders to make well-informed decisions. It is hoped that this study can help illuminate the potential of CBA in refining assessment practices in Malaysia.

Reference
  • 1. Adarkwah, M. A. (2021). The power of assessment feedback in teaching and learning: A narrative review and synthesis of the literature. SN Social Sciences, 1(3). https://doi.org/10.1007/s43545-021-00086-w

    2. Apsari, Y., & Haryudin, A. (2017). The analysis of English lecturers’ classroom-Based Reading Assessments to improve students’ reading comprehension. Eltin Journal, 5(1), 35. https://doi.org/10.22460/eltin.v5i1.p35-44

    3. Bellibas, M. S., & Liu, Y. (2017). Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions. Journal of Educational Administration, 55(1), 49–69. https://doi.org/10.1108/jea-12-2015-0116

    4. Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81–90. https://doi.org/10.1177/003172171009200119

    5. Chen, H. (2020). A contrastive analysis of classroom-based language assessments. English Language Teaching, 13(5), 110. https://doi.org/10.5539/elt.v13n5p110

    6. Czura, A. (2013). Implementing portfolio assessment in lower-secondary school. ELOPE English Language Overseas Perspectives and Enquiries, 10(1), 83–94. https://doi.org/10.4312/elope.10.1.83-94

    7. Davison, C., & Leung, C. (2009). Current issues in English language teacher‐based assessment. TESOL Quarterly, 43(3), 393–415. https://doi.org/10.1002/j.1545-7249.2009.tb00242.x

    8. Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: Perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1). https://doi.org/10.1080/10872981.2021.1920090

    9. Erzoah, K. K., Gyamfi, A., Yeboah, A., & Langee, P. (2022). Teachers’ knowledge and practices of classroom assessment in the Ellembelle District of Ghana. Advances in Research, 1–10. https://doi.org/10.9734/air/2022/v23i430337

    10. Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132. https://doi.org/10.1080/15434303.2011.642041

    11. Gan, Z., University of Macau, Macao, China, He, J., & Liu, F. (2019). Understanding classroom assessment practices and learning motivation in secondary EFL students. The Journal of Asia TEFL, 16(3), 783–800. https://doi.org/10.18823/asiatefl.2019.16.3.2.783

    12. González, B. M., Navarro, R. E., & Aguilar, G. A. (2019). The practices of learning assessment in the initial teacher training. Handbook of Research on TPACK in the Digital Age, 113-130. https://doi.org/10.4018/978-1-5225-7001-1.ch006

    13. Gu, Y., & Yu, G. (2020). Researching classroom-based assessment for formative purposes. https://doi.org/10.26686/wgtn.12543497

    14. Gurmesa, D. B., Birbirs, D. T., Hussein, J. W., & Tsegaye, A. G. (2022). Ethiopian secondary school EFL teachers’ classroom assessment conceptions and practices from an activity theory perspectives. East African Journal of Education Studies, 5(1), 105-116. https://doi.org/10.37284/eajes.5.1.574

    15. Hill, K., & McNamara, T. (2012). Developing a comprehensive, empirically based research framework for classroom-based assessment. Language Testing, 29(3), 395–420. https://doi.org/10.1177/0265532211428317

    16. Hussain, F., Ali, J., & Noor, M.S.Z. (2021). Kaedah Penyelidikan & Analisis Data SPSS. UUM.

    17. Ibarra, I. P., & Huertas-Abril, C. A. (2022). COVID-19 pandemic's impact on English as a foreign language teaching in Spain. English as a Foreign Language in a New-Found Post-Pandemic World, 29-50. https://doi.org/10.4018/978-1-6684-4205-0.ch002

    18. Ivanova, T. (2020). Educational Technology As One Of The Terms For Enhancing Public Speaking Skills. Sociedad: Univ Y. SOC.

    19. Kim, H. K., Binghamton University, SUNY, USA, Cho, H., Yun, H., & Shin, C. (2020). Revisiting teacher-based assessment to enhance EFL teachers’ assessment literacy in South Korea. The Journal of Asia TEFL, 17(4), 1193–1213. https://doi.org/10.18823/asiatefl.2020.17.4.3.1193

    20. Kula Kartal, S. (2022). Sınıf İçi Ölçme: Biçimlendirici Durum Belirlemenin Psikolojik ve Kuramsal Temelleri. International Journal of Assessment Tools in Education, 9(Special Issue), 19–27. https://doi.org/10.21449/ijate.1127958

    21. Lewkowicz, J., & Leung, C. (2020). Classroom-based assessment. Language Teaching, 54(1), 47-57. https://doi.org/10.1017/s0261444820000506

    22. Philip, B., Tan, K. H., & Jandar, W. (2019). Exploring teacher cognition in Malaysian ESL classrooms. 3L The Southeast Asian Journal of English Language Studies, 25(4), 156-178. https://doi.org/10.17576/3l-2019-2504-10

    23. Pokhrel, P. (2021). English teachers’ perceptions on inquiry based teaching. Journal of NELTA Gandaki, 4(1–2), 98–108. https://doi.org/10.3126/jong.v4i1-2.42647

    24. Rea-Dickins, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249–258. https://doi.org/10.1191/0265532204lt283ed

    25. Satar, H. A., & Yusoff, N. M. R. N. (2019). Improvement of lower secondary Arabic language teaching and learning through the implementation of classroom-based assessments (PBD). Creative Education, 10(12), 2555–2563. https://doi.org/10.4236/ce.2019.1012183

    26. Schildkamp, K., Van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602. https://doi.org/10.1016/j.ijer.2020.101602

    27. Shim, K. N. (2009). An Investigation into Teachers’ Perceptions of Classroom-Based Assessment of English as a Foreign Language in Korean Primary Education. University of Essex.

    28. Tajeddin, Z., Saeedi, Z., & Panahzadeh, V. (2022). English language teachers’ perceived classroom assessment knowledge and practice: Developing and validating a scale. PROFILE Issues in Teachers Professional Development, 24(2), 247–264. https://doi.org/10.15446/profile.v24n2.90518

    29. van der Veen, C., Dobber, M., & van Oers, B. (2016). Implementing dynamic assessment of vocabulary development as a trialogical learning process: A practice of teacher support in primary education schools. Language Assessment Quarterly, 13(4), 329–340. https://doi.org/10.1080/15434303.2016.1235577

    30. Wach, A. (2012). Classroom-based language efficiency assessment: a challenge for EFL teachers. Glottodidactica, 39(1), 81. https://doi.org/10.14746/gl.2012.39.1.8

    31. Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134–171. https://doi.org/10.3102/0034654316653478

    32. Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3–14. https://doi.org/10.1016/j.stueduc.2011.03.001

    33. Yusof, N. M., & Mohamad, M. (2020). Stakeholders’ perceptions and implications of classroom-based reading assessment: A literature review. Creative Education, 11(08), 1324–1335. https://doi.org/10.4236/ce.2020.118097