INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY STUDIES (IJMS)
METASYNTHESIS OF CLASSROOM-BASED ASSESSMENT IMPLEMENTATION: IMPACT AND ISSUES
E-ISSN: 3349-4132
P-ISSN: 3349-5939
DOI: https://iigdpublishers.com/article/1567
Classroom-based assessment (CBA) is continuous assessment of the teaching and learning process by applying summative and formative elements aimed at student development, progress, and achievement. A meta-synthesis study was conducted on previous scientific studies to explore two main objectives, namely the inherent positive impact, and issues in the implementation of CBA. A total of seven articles were selected based on in-depth screening using Scopus, Science Direct, and Springer search agents. Two keywords were employed for data screening, assessment and CBA, and the article publication period was from around 2018 until 2022. The findings of this study show that CBA had increased the self-achievement of students, and developed assessment and pedagogy practices of teachers. Among the positive impacts of CBA are increasing student motivation and achievement and holistic learning. The findings also explain the issues in knowledge, skills, and implementation of CBA. The findings of this meta-synthesis study highlight the positive impacts of CBA on student self-achievement, motivation, and holistic learning, while emphasizing the need for checks and balances in implementation. These insights have significant implications for education practitioners, and call for informed decision-making and ongoing professional development in assessment literacy to optimize the effectiveness of CBA in supporting student outcomes.
Hairul Faiezi Lokman, Norazilawati Abdullah, Mazlina Che Mustafa & Saniah Sembak
Acar, A. S. (2023). Genre pedagogy: A writing pedagogy to help L2 writing instructors enact their classroom writing assessment literacy and feedback literacy. Assessing Writing, 56, 100717. https://doi.org/10.1016/j.asw.2023.100717
Agoma, A. (2023). Old Stand-up Comedy, Orality, Subject Matter and the New Media: A Study of Alibaba’s 2016 January 1st Concert Performance. Ama: Journal Of Theatre And Cultural Studies, 14(1).
Agoma, A. (2023). SOLO PERFORMANCE AND THE RESTRUCTURING OF THE THEATRE CURRICULUM: A STUDY OF TUNJI SOTIMIRIN’S PERFORMANCE IN SOLO AFRICA. Ama: Journal Of Theatre And Cultural Studies, 15(1).
Agoma, A. (2025). Writing Solo Plays in Nigerian Theatre: Using Sotimirin’s Molue, Mbajiorgu’s The Prime Minister’s Son, and Binebai’s Karina’s Cross as Paradigms. Abuja Journal of Humanities, 6(2), 370- 384.
Agoma, A. (2026). Solo Performance and the Superfluity of Facial Make-Up: A Study of Ipe, as Performed by Daniel Olamide, and Molue, as Performed by Tunji Sotimirin. Abuja Journal of Humanities, 7(1), 211- 223.
Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2009). The working memory rating scale: A classroom-based behavioral assessment of working memory. Learning and Individual Differences, 19(2), 242–245. https://doi.org/10.1016/j.lindif.2008.10.003
Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), 350–372. https://doi.org/10.1080/0969594X.2019.1571992
Arumugham, K. S. (2020). Kurikulum, pengajaran dan pentaksiran dari perspektif pelaksanaan pentaksiran bilik darjah [Curriculum, teaching and assessment from the perspective of classroom assessment implementation]. Asian People Journal (APJ), 3(1), 152–161. https://doi.org/10.37231/apj.2020.3.1.175
Awaritoma, A. (2009). Stand-up Comedy in Nigeria.
Baba, A. A. Current Development
