View in EDS

Beyond Exams: Understanding the Impact of Classroom-Based Language Assessment through a Scoping Review

Saved in:
Bibliographic Details
Title: Beyond Exams: Understanding the Impact of Classroom-Based Language Assessment through a Scoping Review
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1508737
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1508737
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Beyond Exams: Understanding the Impact of Classroom-Based Language Assessment through a Scoping Review
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Darrel+Lee+Sze+Wong%22">Darrel Lee Sze Wong</searchLink><br /><searchLink fieldCode="AR" term="%22Shin+Yi+Chew%22">Shin Yi Chew</searchLink><br /><searchLink fieldCode="AR" term="%22Lee+Luan+Ng%22">Lee Luan Ng</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22LEARN+Journal%3A+Language+Education+and+Acquisition+Research+Network%22"><i>LEARN Journal: Language Education and Acquisition Research Network</i></searchLink>. 2026 19(1):64-89.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 26
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2630-0672<br />2672-9431
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1508737
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508737
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 64
    Subjects:
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Cultural Awareness
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
    Titles:
      – TitleFull: Beyond Exams: Understanding the Impact of Classroom-Based Language Assessment through a Scoping Review
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Darrel Lee Sze Wong
      – PersonEntity:
          Name:
            NameFull: Shin Yi Chew
      – PersonEntity:
          Name:
            NameFull: Lee Luan Ng
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2630-0672
            – Type: issn-electronic
              Value: 2672-9431
          Numbering:
            – Type: volume
              Value: 19
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: LEARN Journal: Language Education and Acquisition Research Network
              Type: main
ResultId 1