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Chamberlain, P., & Medinos-Landurand, P. (1991). Practical Considerations for the Assessment of LEP Students with Special Needs. In E. Hamayan, & J. Damico (Eds.), Limiting Bias in the Assessment of Bilingual Students (pp. 112-129, 131). Austin, TX: Pro Ed.

has been cited by the following article:

• TITLE: Stakeholders’ Perceptions and Implications of Classroom-Based Reading Assessment: A Literature Review

  AUTHORS: Norsharina Mohd Yusof, Maslawati Mohamad

  KEYWORDS: Reading-Assessment, Educators, Perceptions, English as a Second Language (ESL)

  JOURNAL NAME: Creative Education, Vol.11 No.8, August 14, 2020

  ABSTRACT: The assessment has moved vigorously in becoming an essential aspect of effective teaching and learning. The Malaysian Education has imparted the classroom-based assessment aspirant to the holistic advancement of the learners. However, most of the English language learners, as well as the educators, struggle in termsof classroom-based reading assessment. Stakeholders have varying perceptions due to their own perceptions of advantages and disadvantagesof classroom-based reading assessment. This paper provides a literature review on the perceptions of the educators, and the challenges of classroom-based reading assessment faced by the educators. The literature review includes1) the perceptions of the educators,2) the advantages and disadvantages of classroom-based reading assessment.