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Teachers’ approaches to language classroom assessment in Cameroon primary schools

Domaine:

education

Type de record:

paper
Créateur:
AchCha
Éditeur:
Uni
Hôte:
Assessment has a huge impact on ESL primary pupils, in part, because on the curriculum English is both a subject and also a language of learning all the other subjects. For children still acquiring L1 it is daunting sometimes to be expected to understand concepts in L2. It may be difficult then to gather information to make an impartial judgement with regards to a pupil’s language level. This study is a preliminary inquiry that attempts to find out teachers’ approaches to classroom assessment in Cameroon primary schools. Using a qualitative open-ended question the researcher finds out three main categories of assessment approaches used by teachers. From the categories extrapolations on possible assumptions that guide teachers’ choices of assessment procedures are described and suggested for future study. Keywords Classroom assessment approach, Cameroon, scheme of work, ESL/EFL, Young Learners

Visit

doi.org

Licenses

http://creativecommons.org/licenses/by-nc-sa/4.0

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