A Systematic Literature Review on the Impact of Classroom-Based Language Assessment on the EFL Teaching and Learning in Higher Education

Abstract

The trend in investigating how teachers apply assessment in EFL classroom has been at the momentum. As many as 44 research articles during this past ten years were found. Their findings are beneficial for EFL learning. Research investigating students' perceptions of Classroom-Based Language Assessment (CBLA) shows that students tend to have positive perceptions of CBLA. On another topic, stated that students' motivation to implement CBLA depends on how the test itself is carried out. Few studies state that CBLA contributes greatly to student achievement, what is there is that they learn a lot from CBLA, and they sufficiently understand CBLA's function for learning. From the EFL teacher, assessment literacy is crucial for teachers to think about. at least 75% of research focuses on the application of assessment literacy, and the practice of assessment is one-way and balanced.