Students' Perceptions of Learning-Oriented vs. Performance-Oriented Assessment Environments in ESL Primary Classrooms in Malaysia
DOI:
https://doi.org/10.11113/lspi.v12.26002Keywords:
Classroom assessment, learning-oriented environment, performance-oriented environment, students’ perceptions, English as a second language (ESL)Abstract
This study investigates the perceptions of primary ESL students regarding learning-oriented and performance-oriented assessment environments in their classrooms. A total of 100 students from different schools responded to the Students' Perceptions of the Classroom Assessment Environment Scale (Alkharusi, 2011). The findings highlighted some of the main differences between the two approaches. In the learning-oriented environment, students valued teacher feedback, opportunities for self-correction, critical thinking, and activities relevant to their daily lives. This environment was related to more engagement, motivation, and general performance in school. Perceptions of the performance-oriented environment were mixed; students had concerns regarding the emphasis on grading, fairness, and the comparative nature of assessments. Many students still reported that tasks were appropriate for their level and related to classroom learning. The study underscores the importance of developing a supportive classroom assessment design that balances performance measurement with developmental support to improve students' learning experiences.
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