Classroom-based assessment

Constant Leung,Jo Lewkowicz

doi:10.1017/s0261444820000506

Constant Leung, Jo Lewkowicz

Open Access

https://doi.org/10.1017/s0261444820000506

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Journal: Language Teaching	Publication Date: Nov 25, 2020
Citations: 9	License type: CC BY 4.0

Affiliation: King's College London, University of Warsaw

Abstract

The assessment of students in the classroom has been going on since time immemorial. What is comparatively recent, however, is the systematic study of classroom-based assessment (CBA). The term ‘CBA’ has been putatively linked to Michael Scriven's (1967) work on formative and summative evaluation. However, current interest in such assessment and how it is enacted has, to a large extent, been prompted by shifts in educational policy in various contexts and evolving education systems. This, in turn, has led to the increase in research activity that is detailed in the timeline that follows. At the same time, considerable effort has been exerted by various governments and professional associations into the development of CBA frameworks, but as publications related to these are not strictly research documents, a separate list of examples is provided as supplementary material.

Highlights

The assessment of students in the classroom has been going on since time immemorial
Education to investigate classroom-based teacher assessment in a mainstream English elementary school setting with particular reference to students from an English as an additional language (EAL) background
With the rising interest of researchers (e.g. BRINDLEY, 2001; REA-DICKINS, 2001; TEASDALE & LEUNG, 2000) and policy makers in teacher-based formative assessment, Leung argued for a reconceptualisation of how classroom-based assessment (CBA) is investigated, showing the importance of accounting for individual teachers’ situated practices

Summary

Introduction

The assessment of students in the classroom has been going on since time immemorial. What is comparatively recent, is the systematic study of classroom-based assessment (CBA). For classroom-based formative assessment in the 1990s ( known as alternative assessment at the time), there was a need, acknowledged by REA-DICKINS & GARDENER (2000), to reconsider the established conceptual and operational assumptions in second/foreign language testing in terms of validity and reliability.

Results

Conclusion