Teachers’ approaches to language classroom assessment in Cameroon primary schools


  • Achu Charles Tante University of Buea
  • Charles A. Tante University of Buea, Cameroon




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.



Classroom assessment approach, Cameroon, scheme of work, ESL/EFL, Young Learners



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Author Biography

Achu Charles Tante, University of Buea

Charles Tante received his PhD from the University of Warwick in ELT Young Learners. He is currently a Lecturer in Education at the Department of Curriculum Studies and Teaching, Faculty of Education, University of Buea.


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






Issue 1 Themed Section: In Schools