Publication: Exploring Classroom Assessment And Its Importance In 21st-century Learning
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Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
USIM Press
Abstract
Classroom assessment differs from examinations and other student evaluation forms. The fundamental purpose of classroom assessment is to enable teachers and students to improve the quality of learning in the classroom by utilising a learner-centred, teacher-directed, mutually beneficial, and embedded in best practices approach. Assessment for learning, assessment of learning, and assessment as learning are the three types of classroom assessments that most education systems focus on. Assessment for learning is commonly used in classroom assessments to encourage and motivate students to learn. It is vital to ensure students learn what they need to learn. As a result, teachers' assessment procedures are required to provide accurate and indicative information about a student's current level of learning. This paper aims to provide literature reviews on issues regarding assessment for learning in an ESL classroom. The issues reviewed began with the history of implementing school-based and classroom assessments and the issues and challenges associated with assessment in the Malaysian education system. This paper also covered assessments aligned on 21st-century learning to instil 21st-century skills among students through classroom assessment. The relevance of assessment for learning and why it matters in 21st-century education are then highlighted in this paper. Finally, it offers some recommendations for improving the quality of ESL classroom assessments. In conclusion, this paper provides insight into classroom assessment practice and knowledge in preparation for future studies.
Description
Volume: 7 No: 2
Keywords
ESL, classroom assessment, 21st-century learning, 21st -century skills
Citation
Wok Zaki, A., Darmi, R. ., & Selamat, S. (2022). Exploring classroom assessment and its importance in 21st-Century Learning : Meneroka pentaksiran bilik darjah dan kepentingannya dalam Pembelajaran Abad Ke-21 . Sains Insani, 7(2), 84-91. https://doi.org/10.33102/sainsinsani.vol7no2.432