Implementing Classroom-Based Assessment for Young EFL Learners in the Chinese Context: A Case Study

While there is extensive literature on how classroom-based assessment (CBA) can be effectively put into practice, little known about its implementation in L2 contexts, especially the young English-as-a-foreign-language (EFL) learner context. This study endeavored to investigate teachers’ CBA practices and factors that might exert influences them. A purposive sample of three EFL teachers from two primary schools participated this case study. Our thematic analysis revealed potential supporting learners’ learning had not been fulfilled. The failed clarify such objectives success criteria their students. Despite use multiple assessments, relied heavily formal with student-involving assessments being less frequently used. Moreover, was a heavy reliance norm-referenced evaluative feedback. It also found faced complex challenges related teacher, student, context system factors. Practical implications for implemented similar contexts are discussed.