Abstract
The assessment has moved vigorously in becoming an essential aspect of effective teaching and learning. The Malaysian Education has imparted the classroom-based assessment aspirant to the holistic advancement of the learners. However, most of the English language learners, as well as the educators, struggle in terms of classroom-based reading assessment. Stakeholders have varying perceptions due to their own perceptions of advantages and disadvantages of classroom-based reading assessment. This paper provides a literature review on the perceptions of the educators, and the challenges of classroom-based reading assessment faced by the educators. The literature review includes 1) the perceptions of the educators, 2) the advantages and disadvantages of classroom-based reading assessment.
Highlights
As Malaysia’s second official language, English was used as a communication medium of various fields, in the academic field (Ibrahim & Mat Saman, 2010)
This paper provides a literature review on the perceptions of the educators, and the challenges of classroom-based reading assessment faced by the educators
The findings from the past studies of Common European Framework for Language (CEFR), perceptions and classroom-based assessment are significant guide to the researcher on the need for CEFR classroom-based assessment (CBA) regarding the perceptions, the types of assessment and modes to incorporate in teaching
Summary
As Malaysia’s second official language, English was used as a communication medium of various fields, in the academic field (Ibrahim & Mat Saman, 2010). Reading assessment is an excellent way of informing researchers, teachers, administrators, and policymakers of the benefit of learning environments or the harm of it towards the English Second Language learners. The study of perceptions of ESL educators in classroom-based reading assessment would help the teacher in understanding which aids them in their profession (Donaghue, 2003). The experience gathered paired with the perceived perceptions from this study would further help gather new data for improvement and enrichment of CEFR Classroom-Based Reading Assessment in primary schools. Teachers’ perceptions related to teaching and practices would be useful to researchers to enhance other teachers practice and help improve the current situation in Malaysian classroom (Johari & Abdul Aziz, 2019), which could pave a clearer way in improving the English language learning, by including the perceptions of the group that would execute the reformation, the teachers. This literature review will attempt to provide answers to the following research questions: What are the perceptions of the educators on CEFR classroom-based reading assessment? What are the advantages and disadvantages of CEFR classroom-based reading assessment?
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