Beyond Exams: Understanding the Impact of Classroom-Based Language Assessment through a Scoping Review
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| Title: | Beyond Exams: Understanding the Impact of Classroom-Based Language Assessment through a Scoping Review |
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| Language: | English |
| Authors: | Darrel Lee Sze Wong, Shin Yi Chew, Lee Luan Ng |
| Source: | LEARN Journal: Language Education and Acquisition Research Network. 2026 19(1):64-89. |
| Availability: | Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Literature Reviews, English Learners, Language Tests, Evaluation Methods, Language Proficiency, Language Skills, Grammar, Vocabulary, Student Characteristics, Instructional Effectiveness, Cultural Awareness, Interpersonal Competence |
| ISSN: | 2630-0672 2672-9431 |
| Abstract: | Traditional language assessments have often relied on standardized tests, which emphasize discrete skills and overlook real-life language use. These assessments frequently result in test anxiety and reduced motivation among English language learners (ELLs). To address these challenges, policymakers in countries such as Finland, Australia, Japan, and Malaysia have implemented Classroom-Based Language Assessment (CBLA). This approach emphasizes teachers' professional judgment, ongoing monitoring, and feedback. However, concerns persist regarding the subjectivity and reliability of CBLA in measuring language proficiency. It is therefore essential to examine whether CBLA is an effective alternative despite these criticisms. This scoping review investigates the impact of CBLA on ELLs' language proficiency. Following Arksey and O'Malley's framework for conducting scoping reviews, 15 studies published between 2011 and 2024 were retrieved from the Web of Science and Scopus databases, with additional relevant studies sourced from ERIC and JSTOR. The review focused the impact of CBLA on various areas of ELLs' language proficiency. Key areas examined included language skills, grammar and vocabulary knowledge, and intercultural competence. The findings indicate that the effectiveness of CBLA depends on ELLs' proficiency, age, targeted skills taught, and classroom settings. Future mixed-method studies should combine observation of classrooms, interviews of teachers and ELLs to develop CBLA models that promote effective language development for ELLs in diverse settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508737 |
| Database: | ERIC |
| Abstract: | Traditional language assessments have often relied on standardized tests, which emphasize discrete skills and overlook real-life language use. These assessments frequently result in test anxiety and reduced motivation among English language learners (ELLs). To address these challenges, policymakers in countries such as Finland, Australia, Japan, and Malaysia have implemented Classroom-Based Language Assessment (CBLA). This approach emphasizes teachers' professional judgment, ongoing monitoring, and feedback. However, concerns persist regarding the subjectivity and reliability of CBLA in measuring language proficiency. It is therefore essential to examine whether CBLA is an effective alternative despite these criticisms. This scoping review investigates the impact of CBLA on ELLs' language proficiency. Following Arksey and O'Malley's framework for conducting scoping reviews, 15 studies published between 2011 and 2024 were retrieved from the Web of Science and Scopus databases, with additional relevant studies sourced from ERIC and JSTOR. The review focused the impact of CBLA on various areas of ELLs' language proficiency. Key areas examined included language skills, grammar and vocabulary knowledge, and intercultural competence. The findings indicate that the effectiveness of CBLA depends on ELLs' proficiency, age, targeted skills taught, and classroom settings. Future mixed-method studies should combine observation of classrooms, interviews of teachers and ELLs to develop CBLA models that promote effective language development for ELLs in diverse settings. |
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| ISSN: | 2630-0672 2672-9431 |
