The Effectiveness of Teacher’s Classroom Assessment Practices on Predicting Pupils Learning of English Concept in Public Primary Schools

Abstract

This paper aimed at assessing the effectiveness of teachers’ classroom assessment practices on predicting pupils’ learning English concept. The main objectives were to assess teacher’s classroom assessment practices in teaching English concept and predicting the pupils’ English performance using the classroom assessment. The study used mixed design approach and data were collected through questionnaires and classroom observations. The study found that the common assessment methods used by English teachers are traditional methods of assessment which based on paper and pencil while modern assessment methods such as portfolio, peer and self-assessment, oral presentation were less used in public primary schools. However, the study found that purpose of assessment was highly perceived by English teachers to be usefulness in classroom assessment practices, while source of test items perceived to be less usefulness. It was also revealed that there was strong positive relationship between excise, test and examination in predicting pupils’ English performance.