Bringing Classroom-Based Assessment into the EFL classroom

Abstract

This paper describes how English as a Foreign Language (EFL) teachers can bring reliable, <br />valid, user-friendly assessment into their classrooms, and thus improve the quality of learning <br />that occurs there. Based on the experience of the author as a an EFL teacher and teacher-trainer, it is suggested that the promotion and development of autonomy, intrinsic motivation, <br />and self-esteem that takes place in a Classroom-Based Assessment (CBA) environment <br />facilitates an holistic approach to language learning and prepares the students for the high-stakes tests that often determine their motivation for learning English. Rather than relying on <br />the memorization of language code, form, lexis, and prepared answers, students who have <br />learned in a CBA environment are able to self-assess, peer-assess, build portfolios, and edit <br />their own work. Not only does this reduce the assessment burden on the teacher, but it also <br />develops the skills of problem-solving, critical thinking, and summarization in the students, in <br />addition to a heightened awareness of the language-learning process. By learning how to set <br />goals, assess their achievements, and reflect on their future learning needs, students become <br />more efficient language learners. While acknowledging the place of standardized, summative <br />tests in contemporary society, it is suggested that CBA in the EFL classroom can enhance <br />long-term learning and consequently enable and empower students to prepare for their future <br />learning needs.