Improvement of Lower Secondary Arabic Language Teaching and Learning through the Implementation of Classroom-Based Assessments (PBD)

Abstract

Classroom-based assessment is a continuous process in teaching and learning to gain information about students’ mastery and the effectiveness of teachers’ pedagogy. This study reports on the improvement of Arabic language teaching and learning through the implementation of classroom-based assessment which was conducted correctly and effectively in the classroom. This study is a case study using a qualitative approach. The data was obtained through interviews and document analysis of three lower secondary Arabic language teachers, who are also national level main coaches for classroom-based assessment. Selection of interview participants was done through purposive sampling. Interview transcript data were first referred to the study participants and then analysed using the Nvivo software 12. The findings proved that the implementation of a holistic and continuous classroom-based assessment of Arabic language can enhance student achievement in four key language skills namely listening, speaking, reading and writing. Even more so, through the various assessment methods implemented, teachers could ensure students’ learning objectives were achieved. Overall, the findings suggest that implementation of classroom-based assessment can enhance Arabic language teaching and learning especially in terms of changing teachers’ attitudes, knowledge acquisition and skills in student assessment.