[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597946-105":59,"doc-detail-597946-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","rethinking-traditional-assessment-concepts-in-classroom-based-assessment","Rethinking Traditional Assessment Concepts in Classroom-Based Assessment","","Rethinking Traditional Assessment Concepts in Classroom-Based Assessment examines how classroom-based assessment (CBA) shifts the roles of teachers and students in gathering information for teaching and learning. The work contrasts CBA with conventional, large-scale summative testing, focusing on how traditional notions of reliability and validity create tensions in classroom contexts. It argues that an a socio-cultural perspective can broaden understanding of classroom learning environments and support assessment for learning as a central, interactive practice that uses feedback and reflection to improve learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/rethinking-traditional-assessment-concepts-in-classroom-based-assessment/597946/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/rethinking-traditional-assessment-concepts-in-classroom-based-assessment/597946.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How is classroom-based assessment (CBA) broadly defined?","Question",{"text":112,"@type":113},"CBA includes activities teachers and students undertake to gather information to support teaching and learning. It emphasizes a teacher-mediated, student-involved, context-based, learning-focused process.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What distinguishes assessment for learning (AfL) from assessment of learning?",{"text":117,"@type":113},"AfL is described as central to everyday classroom practice, where tasks and questions prompt learners to demonstrate knowledge and where judgments guide how learning can improve. Assessment of learning is used for grading and reporting progress.",{"name":119,"@type":110,"acceptedAnswer":120},"Why can traditional assessment concepts like reliability and validity be challenging in CBA?",{"text":121,"@type":113},"The article highlights a paradox: traditional testing theory treats CBA’s inherent strengths as its greatest weaknesses. Conventional assessments often regard context as irrelevant and require the assessor to remain objective and uninvolved, while CBA’s reliability and validity are derived from classroom context and teacher familiarity with students’ work.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597946,1792493309,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","PRIYANVADA ABEYWICKRAMA  \nSan Francisco State University  \nRethinking Traditional Assessment Concepts in Classroom-Based Assessment  \nAs teachers and students have taken more active roles in assessment practices, our field has begun to pay more attention to classroom-based assessment (CBA). As a result, we have gained a better understanding of CBA principles but we have also become aware of challenges, particularly in applying traditional assessment concepts such as reliability and validity to the classroom context. In this article I continue the argument that viewing assessment through asociocultural perspective will help us broaden our understanding of classroom learning environments and rethink traditional assessment concepts for CBA.  \nIntroduction  \nClassroom-based assessment can be broadly defined to include all activi  \nties that teachers and students undertake to gather information for the  \npurpose of teaching and learning. The increased role of the teacher and student in assessment practices has placed a greater focus on the action of classroom-based assessment compared to traditional assessment scholarship, which tended to focus more on large-scale standardized tests. The terms classroombased assessment, teacher-based assessment, school-based assessment, formative assessment, and alternative assessment are often used interchangeably to refer to the same classroom-based practices and procedures. They highlight different aspects of the assessment process but all signify a more teacher-mediated, student-involved, context-based, and learning-focused assessment practice in contrast to large-scale formal assessments that are summative in nature and are used for accountability purposes. In this article, the term classroom-based assessment will be used to signify all of the practices and procedures that are included in the above terms. The practices and procedures listed below distinguish classroom-based assessment from other forms of traditional assessment. They are more than just who is doing the assessing but also for what, where, how, and why the assessment takes place.  \n1. [The] teacher is involved from beginning to end in assessment activities.  \n2. A number of samples of student work are collected over time.  \nThe CATESOL Journal 23.1 • 2011/2012 • 205  \n3. The assessment can be modified and adapted by the teacher to match the teaching and learning goals of the class being assessed.  \n4. Assessments are carried out in classrooms by the teacher.  \n5. Assessments involve students more actively in the assessment process.  \n6. Assessments allow for immediate feedback to the students.  \n7. Assessments stimulate continuous evaluation of teaching and learning.  \n8. Assessments complement other forms of assessments, including formal/external ones. (Adapted from Leung & Davison, 2009)  \nIn this sense, classroom-based assessment shares many of the characteristics with assessment for learning, a term distinct from assessment of learning, which is used for the purposes of grading and reporting progress. Assessment for learning (AfL) in the past 10 years has gained considerable recognition in education-assessment literature (Assessment Reform Group, 2002; Black & Wiliam, 1998; Broadfoot & Black, 2004; Leung, 2004, 2005; Leung & Rea-Dickins, 2007; Rea-Dickins 2001, 2006). A core principle of AfL is as follows:  \nAssessment for learning should be recognized as central to classroom practice—[m]uch of what teachers and learners do in classrooms can be described as assessment. That is, tasks and questions prompt learners to demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted, and judgments are made about how learning can be improved. These assessment processes are an essential part of everyday classroom practice and involve both teachers and learners in reflection, dialogue and decision making. (Assessment Reform Group, 2002)  \nBroadly speaking then, AfL is committed to imp","cbCaiuDQSYKD8Wqd","https://ap.wps.com/l/cbCaiuDQSYKD8Wqd","pdf",545025,"English","# Introduction\n## Defining classroom-based assessment\n## Assessment for learning (AfL)\n## Challenges in applying traditional concepts","[{\"question\":\"How is classroom-based assessment (CBA) broadly defined?\",\"answer\":\"CBA includes activities teachers and students undertake to gather information to support teaching and learning. It emphasizes a teacher-mediated, student-involved, context-based, learning-focused process.\"},{\"question\":\"What distinguishes assessment for learning (AfL) from assessment of learning?\",\"answer\":\"AfL is described as central to everyday classroom practice, where tasks and questions prompt learners to demonstrate knowledge and where judgments guide how learning can improve. Assessment of learning is used for grading and reporting progress.\"},{\"question\":\"Why can traditional assessment concepts like reliability and validity be challenging in CBA?\",\"answer\":\"The article highlights a paradox: traditional testing theory treats CBA’s inherent strengths as its greatest weaknesses. Conventional assessments often regard context as irrelevant and require the assessor to remain objective and uninvolved, while CBA’s reliability and validity are derived from classroom context and teacher familiarity with students’ work.\"}]","Rethinking Traditional Assessment Concepts in Classroom-Based Assessment | PDF",1792086004,23]