ISSN: 2226-6348
Open access
Globally, effective practices for assessing students' learning to enhance their achievements have been debated by scholars. The significance of English as a Second Language (ESL) learning is stressed by the Ministry of Education (MOE), prompting teachers to employ assessments that track progress and goal attainment. Despite numerous studies on formative assessment, a significant gap exists in understanding broader formative and summative assessment practices. Therefore, this study aims to examine teachers' perceptions regarding classroom assessment practices that hold the potential for enhancing student learning in ESL classrooms, specifically within rural schools in Sabah. Consequently, a study was conducted among 55 English teachers in Semporna, Sabah. A questionnaire utilising a 4-point Likert scale via Google Forms was used as the data collection tool. The findings highlighted that setting learning goals were perceived as the most common form of formative assessment, while adjusting teaching based on final assessment results was predominant in summative assessment. Notably, self- and peer assessments received the lowest mean value, suggesting assessment practices in Semporna lean more toward teacher-centred assessment. Ultimately, the insights from this study are positioned as a guiding compass for teachers, offering a panoramic view of prevailing practices and empowering them to refine their assessment approaches continuously.
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(Robert et al., 2024)
Robert, S. C., Yunus, M. M., & Said, N. E. M. (2024). Secondary School Teachers’ Perception of Classroom Assessment Practices in ESL Classrooms. International Journal of Academic Research in Progressive Education and Development, 13(2), 319–336.
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