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Investigating the potentials of classroom assessments : a critical discussion

Islam, M. S. and Stapa, M. (2019) Investigating the potentials of classroom assessments : a critical discussion. International Journal of Engineering and Advanced Technology, 8 (5). ISSN 2249-8958


Official URL: http://www.dx.doi.org/10.35940/ijeat.E1165.0585C19


Despite gaining currency in the contemporary assessment literature, the depth of the various dimensions of classroom assessment is yet to be explored. This systematic review aims to survey what the current literature reports on the evidence of success of classroom assessment in transforming students towards learning, and it also puts forth a number of implications. The review methodology we adopted includes inclusion/exclusion criteria, identification of the relevant literature, screening articles for the final selection and finally judgment used for the quality of the articles. The search for literature started by the keywords, such as, assessment, summative assessment, formative assessment, formative classroom assessment, and assessment literacy. The search engine and databases we used for the research articles entail Google Scholar, Web of Science, Scopus, JSTOR and ERIC. Considering the reality of the development of knowledge in continuum, we extended the period for literature search from 1989 to 2019 (thirty years). The major themes that surfaced incorporate formative assessment, self- and peer assessment, feedback, reliability and validity, alternative assessment, and assessment literacy. We then critically analyzed the themes and suggested implications.

Item Type:Article
Uncontrolled Keywords:assessment, assessment literacy, classroom assessment
Subjects:L Education > L Education (General)
ID Code:89608
Deposited By: Narimah Nawil
Deposited On:09 Feb 2021 13:01
Last Modified:09 Feb 2021 13:01

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