Young Learner Classroom Assessment in the ESL Context of Cameroon
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The present study investigates the practices and underlying assumptions with regard to classroom assessment of English in Anglophone Cameroon primary schools. English is a second language (ESL) that is used from pre-school to the university as a subject and across the curriculum. A mixed-method design is used for the study. Findings indicate that assessment for examination and promotion to the next class were dominant reasons for assessment; all the language skills were assessed but language forms were the main focus of assessment. It found out that teachers¿ claims were different from observ...
The present study investigates the practices and underlying assumptions with regard to classroom assessment of English in Anglophone Cameroon primary schools. English is a second language (ESL) that is used from pre-school to the university as a subject and across the curriculum. A mixed-method design is used for the study. Findings indicate that assessment for examination and promotion to the next class were dominant reasons for assessment; all the language skills were assessed but language forms were the main focus of assessment. It found out that teachers¿ claims were different from observation. The fifth research question, found out that the pupils held various attributions for success and failure. They were disoriented when it came to matters of teacher feedback. Chapter 10 presents the contributions and implications of the study to Cameroon and the international community.
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