Inclusive education aims to provide learning progress for all. It requires assessments identify levels and adapt evaluate instruction. We extend the classroom-based assessment (CBA) approach argue that CBA in inclusive schools consists of four dimensions Instructional Decision-Making, Educational Assessment, Identification Students with Special Needs, Progress Monitoring. For this paper, we dev...

Assessing students' performance is an essential part of a teacher's job. Hence, they are believed to be familiar with various kinds assessments, especially classroom-based assessments (henceforth CBA). Language teaching and assessment two interrelated that affect each other great extent. Undoubtedly, language becomes more complicated activity in the field teaching. The major objective this stud...

While there is extensive literature on how classroom-based assessment (CBA) can be effectively put into practice, little known about its implementation in L2 contexts, especially the young English-as-a-foreign-language (EFL) learner context. This study endeavored to investigate teachers’ CBA practices and factors that might exert influences them. A purposive sample of three EFL teachers from tw...

This study explores and describes different viewpoints on Computer Based Assessment (CBA) by using Q methodology to identify perspectives of students and instructors and classify these into perceptional typologies. Thirty undergraduate students taking CBA courses and fifteen instructors adopting CBA into their curriculum at a university in Korea, were chosen as participants in this study. As a ...

Computer-based assessment (CBA) is yet to have a significant impact on highstakes educational assessment, but the equivalence between CBA and paper-andpencil (P&P) test scores will become a central concern in education as CBA increases. It is argued that as CBA and P&P tests provide test takers with qualitatively different experiences, the impact of individual differences on the testing experie...