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Submitted
September 1, 2025
Accepted
February 28, 2026
Published
April 21, 2026
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Abstract

Aligned with learner-centered approaches to EFL (English as a Foreign Language) teaching
and assessment, Classroom-Based Assessment (CBA) has gained prominence as a key driver
of formative feedback, learner engagement, and autonomous learning. The systematic use
of CBA marks a shift from the traditional psychometric focus on measurement to a more
inclusive, learner-centered model that incorporates assessment into the core of the instructional
process. Students’ role is becoming increasingly central in shaping assessment processes and
outcomes. However, the implementation of CBA in EFL contexts often reveals a misaligned
relationship between teachers’ expected practices, as outlined in recent theories, and their actual
application. This highlights teachers’ limited awareness regarding the principles of effective
CBA implementation, particularly in the context of local assessment policies and constraints.
Drawing on the recent developments in theory and practice, this paper examines the most critical
and pertinent concepts to CBA. By synthesizing the main principles of effective CBA, it provides
a practical framework for teachers, researchers, and teacher education programs. This paper also
concludes with significant implications for CBA policy and practice, and suggestions for future
research.

Keywords

alternative assessment feedback formative assessment principles student involvement

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Copyright (c) 2026 Mohamed El zerk, Mina Ichebah

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How to Cite
El zerk, M., & Ichebah, M. (2026). Key Principles for Effective EFL Classroom-Based Assessment: A Theoretical Synoptic Review . Pan-African Journal of Education and Social Sciences, 6(3), 26–42. https://doi.org/10.56893/pajes2025v06i03.02
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References

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