CLASSROOM-BASED ASSESSMENT IN MODERN EDUCATION

Authors

  • Ataniyazova Sohiba Xamidovna Teacher, Uzbekistan State University of World Languages

DOI:

https://doi.org/10.55640/

Keywords:

classroom-based assessment, formative assessment, summative assessment, feedback, learner autonomy, pedagogy.

Abstract

This scientific article examines the concept, principles, and pedagogical significance of Classroom-Based Assessment (CBA) in modern education. The study explores formative and summative assessment techniques conducted directly within the learning environment, highlighting their role in improving learning outcomes, enhancing student engagement, and supporting individualized instruction. Research results demonstrate that effective CBA promotes learner autonomy, improves feedback quality, and contributes to more accurate evaluation of students’ cognitive, linguistic, and analytical skills. Practical implications of CBA for teachers and learners are also discussed.

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References

1. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.

2. Harlen, W. (2007). Assessment of Learning. Sage Publications.

3. Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom. ASCD.

4. Earl, L. (2003). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning. Corwin Press.

5. Stiggins, R. (2005). From Formative Assessment to Assessment FOR Learning: A Path to Success in Standards-Based Schools. Phi Delta Kappan, 87(4), 324–328.

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Published

2025-12-30

Issue

Vol. 4 No. 11 (2025): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

CLASSROOM-BASED ASSESSMENT IN MODERN EDUCATION. (2025). Journal of Multidisciplinary Sciences and Innovations, 4(11), 3519-3521. https://doi.org/10.55640/

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