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Abstract
This article examines the major challenges associated with assessment in mixed-ability classrooms. A mixed-ability classroom consists of learners with different levels of knowledge, language proficiency, learning speed, motivation, skills, and individual educational needs. Applying identical assessment procedures and criteria to all students may sometimes produce inequitable outcomes because learners do not begin the learning process from the same level. The article discusses several major assessment challenges, including standardized assessment, limited attention to individual differences, inflexible assessment criteria, students' psychological factors, and teachers' workload. It also explores the potential of formative assessment, differentiated assessment, portfolios, peer assessment, and self-assessment in mixed-ability classrooms. The article argues that effective assessment should measure not only students' final achievement but also their individual progress and development. A flexible and inclusive assessment system can provide teachers with more accurate information about students' learning and help create a fairer educational environment.
References
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