Teachers’ approaches to language classroom assessment in Cameroon primary schools

  • Charles A. Tante University of Buea, Cameroon

Abstract

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

 

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References

Photo - A Government Practicing School in Buea, Cameroon. Image courtesy of Trees for the Future - flikr treesftf

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Children at a Cameroon school
Published
2013-10-01
Section
Issue 1 Themed Section: In Schools