Abstract
Assessment nowadays has becoming an essential part of effective teaching and learning. To compete in the global world, the Malaysian Education has shifted the norms of summative assessment to a more formative approach, which is classroom-based assessment, where learning development of the learners are being focused on instead of the outcome. While classroom-based assessment offers a wide opportunity for the educators to choose the methods and approach they think appropriate and effective when assessing students’ reading, yet majority of the English language educators find it difficult in dealing with classroom-based reading assessment. In accordance to that, this paper provides a literature review on 1) the methods preferred by the ESL educators in practicing classroom-based reading assessment and 2) the challenges faced by ESL educators in implementing classroom-based reading assessment. In assessing reading, education authorities as well as educators may work together in finding the solution.
Highlights
English language has been crowned in today’s world as one of the significant languages mainly in communication and as the medium of instruction in education globally
While classroom-based assessment offers a wide opportunity for the educators to choose the methods and approach they think appropriate and effective when assessing students’ reading, yet majority of the English language educators find it difficult in dealing with classroom-based reading assessment
This paper provides a literature review on 1) the methods preferred by the English as a Second Language (ESL) educators in practicing classroom-based reading assessment and 2) the challenges faced by ESL educators in implementing classroom-based reading assessment
Summary
English language has been crowned in today’s world as one of the significant languages mainly in communication and as the medium of instruction in education globally. According to Artieda (2017), among the early literacy skills is fundamentally involved in reading development (Suggate et al, 2018) It is among the most significant academic tasks the students embark on during their primary school years (Walgermo et al, 2018) since they depend mostly on the reading input in learning the language. Knowing educators’ challenges in implementing classroom-based reading assessment would be useful for researchers to help other teachers in improving their practices in Malaysian classroom (Johari & Abdul Aziz, 2019) especially when there is no detailed result given to the test other than a grade assigned to summarise the students’ performances. This literature review will attempt to provide answers to the following research questions: What are the methods used by the ESL educators in practicing classroombased reading assessment? What are the challenges faced by the ESL educators in implementing classroom-based reading assessment?
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