Investigating the Potentials of Classroom Assessment: A Critical Discussion 
Md Shaiful Islam1, Mahani Bt Stapa2
1M.S.Islam, School of Education, Universiti Teknologi Malaysia (UTM), Johor, Malaysia.
2M.Stapa, Language Academy, Universiti Teknologi Malaysia (UTM) Johor Bahru, Johor, Malaysia.
Manuscript received on 02 September 2019 | Revised Manuscript received on 12 September 2019 | Manuscript Published on 23 September 2019 | PP: 1172-1179 | Volume-8 Issue-5C, May 2019 | Retrieval Number: E11650585C19/19©BEIESP | DOI: 10.35940/ijeat.E1165.0585C19
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Despite gaining currency in the contemporary assessment literature, the depth of the various dimensions of classroom assessment is yet to be explored. This systematic review aims to survey what the current literature reports on the evidence of success of classroom assessment in transforming students towards learning, and it also puts forth a number of implications. The review methodology we adopted includes inclusion/exclusion criteria, identification of the relevant literature, screening articles for the final selection and finally judgment used for the quality of the articles. The search for literature started by the keywords, such as, assessment, summative assessment, formative assessment, formative classroom assessment, and assessment literacy. The search engine and databases we used for the research articles entail Google Scholar, Web of Science, Scopus, JSTOR and ERIC. Considering the reality of the development of knowledge in continuum, we extended the period for literature search from 1989 to 2019 (thirty years). The major themes that surfaced incorporate formative assessment, self- and peer assessment, feedback, reliability and validity, alternative assessment, and assessment literacy. We then critically analyzed the themes and suggested implications.
Keywords: Assessment, Assessment Literacy, Classroom Assessment, Formative Assessment, Summative Assessment.
Scope of the Article: Social Sciences