This paper brings about the discussion on findings from an interview with young learners about school-based assessment that takes place in their English language classroom. Their ideas, comments and feelings were recorded and analysed. Literature has pointed out that including learners’ views in learning as well as in assessment will yield better learning outcomes. The discussion will be touching on what the young learners’ think about the ‘new’ assessment that takes place in the classroom and how they want it to be carried out. The results of the study show that there are five emerging themes: a) lack of young learners’ involvement in assessment, b) lack of support from the school administration, c) overwhelming documentation d) need for inclusion of parental involvement, and e) presence of self and peer assessments. Insights from the findings can be an eye-opener for the teachers to carry out improved authentic assessment practices in their classrooms in tandem with the ministry’s aspiration to provide formative feedback that places student learning at centre.
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In-Text Citation: (Aziz & Yusoff, 2018)
To Cite this Article: Aziz, M. N. A., & Yusoff, N. M. (2018). Experiences of using Authentic Assessment with English Language Young Learners. International Journal of Academic Research in Business and Social Sciences, 8(9), 375–384.
Copyright: © 2018 The Author(s)
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