Author(s)

Norsharina Mohd Yusof, Maslawati Mohamad^*

Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia.

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 terms of classroom-based reading assessment. Stakeholders have varying perceptions due to their own perceptions of advantages and disadvantages of 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 includes 1) the perceptions of the educators, 2) the advantages and disadvantages of classroom-based reading assessment.

Reading-Assessment, Educators, Perceptions, English as a Second Language (ESL)

Yusof, N. and Mohamad, M. (2020) Stakeholders’ Perceptions and Implications of Classroom-Based Reading Assessment: A Literature Review. Creative Education, 11, 1324-1335. doi: 10.4236/ce.2020.118097.