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.