Teachers’ approaches to language classroom assessment in Cameroon primary schools
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 g...
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University of Warwick
2013-10-01
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| Series: | Exchanges |
| Online Access: | https://exchanges.warwick.ac.uk/article/view/77 |
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doaj-ab9fb38aa9e84c57ad0e09f289ebe83c2020-11-24T22:53:28ZengUniversity of WarwickExchanges2053-96652013-10-011111412277Teachers’ approaches to language classroom assessment in Cameroon primary schoolsAchu Charles Tante0University of BueaAssessment 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 Learnershttps://exchanges.warwick.ac.uk/article/view/77 |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Achu Charles Tante |
| spellingShingle |
Achu Charles Tante Teachers’ approaches to language classroom assessment in Cameroon primary schools Exchanges |
| author_facet |
Achu Charles Tante |
| author_sort |
Achu Charles Tante |
| title |
Teachers’ approaches to language classroom assessment in Cameroon primary schools |
| title_short |
Teachers’ approaches to language classroom assessment in Cameroon primary schools |
| title_full |
Teachers’ approaches to language classroom assessment in Cameroon primary schools |
| title_fullStr |
Teachers’ approaches to language classroom assessment in Cameroon primary schools |
| title_full_unstemmed |
Teachers’ approaches to language classroom assessment in Cameroon primary schools |
| title_sort |
teachers’ approaches to language classroom assessment in cameroon primary schools |
| publisher |
University of Warwick |
| series |
Exchanges |
| issn |
2053-9665 |
| publishDate |
2013-10-01 |
| description |
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 |
| url |
https://exchanges.warwick.ac.uk/article/view/77 |
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AT achucharlestante teachersapproachestolanguageclassroomassessmentincameroonprimaryschools |
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