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Exploring Classroom Assessment And Its Importance In 21st-century Learning

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dc.contributor.authorAzurawati Wok Zakien_US
dc.contributor.authorRamiaida Darmien_US
dc.contributor.authorSuzanah Selamaten_US
dc.date.accessioned2024-05-30T01:45:40Z
dc.date.available2024-05-30T01:45:40Z
dc.date.issued2022
dc.date.submitted2023-2-4
dc.descriptionVolume: 7 No: 2en_US
dc.description.abstractClassroom 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.en_US
dc.identifier.citationWok 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.vol7no2.432en_US
dc.identifier.doi10.33102/sainsinsani.vol7no2.432
dc.identifier.epage91
dc.identifier.issn0127-7871
dc.identifier.issue2
dc.identifier.spage84
dc.identifier.urihttps://sainsinsani.usim.edu.my/index.php/sainsinsani/article/view/432
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/15250
dc.identifier.volume7
dc.language.isoen_USen_US
dc.publisherUSIM Pressen_US
dc.relation.ispartofJurnal Sains Insanien_US
dc.subjectESL, classroom assessment, 21st-century learning, 21st -century skillsen_US
dc.titleExploring Classroom Assessment And Its Importance In 21st-century Learningen_US
dc.title.alternativeMeneroka pentaksiran bilik darjah dan kepentingannya dalam Pembelajaran Abad Ke-21en_US
dc.typeArticleen_US
dspace.entity.typePublication

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