School-based Assessment in English Language Teaching: Weighing the cow will not fatten it

Elizabeth Maryna Reyneke


Education systems of the 21st century face the challenge of reflecting the needs of an extremely dynamic global society. Of paramount importance is students’ aptitude for life-long learning; a quality that needs to be fostered and enhanced by sustainable assessment practices that focus on promoting learning instead of merely testing existing knowledge and skills. Within any contemporary educational system, school-based assessment (SBA) may be utilised to promote higher-order thinking skills. SBA is especially valuable in English language learning which involves the acquisition of a variety of linguistic and communication skills. In the South African system, however, SBA in English classrooms seems to amount to nothing more than regular summative testing, grading and record keeping of marks to satisfy bureaucracy and prepare candidates for high-stakes examinations


School-based Assessment; SBA; EFAL; deep learning

Full Text:




  • There are currently no refbacks.

Copyright (c) 2016

ISSN 2224-0012 (online); ISSN 0259-2312 (print)

Powered by OJS and hosted by since 2011.


This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.

SUNJournals Help