TEACHERS’ PERCEPTIONS OF CLASSROOM-BASED ASSESSMENT

Abstract

Assessment has always been a crucial part of education. This study explores teachers’ general perceptions of classroom-based assessment (CBA) through focus group interviews conducted at the English Department, Hanoi University. The results show that the participants had a relatively clear idea of the basic principles of CBA and recognize its usefulness, especially the benefits of involving their students in the assessment process. It also sheds light to some hidden corners of teachers’ perceptions and some obstacles hindering their CBA practices. The study then calls for due attention from both educational administrators and teachers to be paid to improve the perceptions of CBA in the context of changing educational philosophy.