Classroom-based assessment to promote equity

Language testing and assessment have always been a matter of concern in education worldwide. In Vietnam, there has been a movement towards classroom-based assessment over the last few years to gain a more comprehensive look at students' progress. Classroom-based Assessment (CBA) is universally viewed as a crucial part of not only improving teaching and learning but also opening up equal learning opportunities for all learners. However, the effects of CBA on equity in the classroom remain relatively under-researched in Vietnam. This paper, therefore, aims to bridge this gap by first introducing the definition and components of CBA, then describing how it creates an all-embracing atmosphere in class. Some strategies to adopt CBA to foster an equitable classroom are then provided. Finally, the paper will draw some implications regarding the use of CBA to improve equity in language classrooms for various stakeholders in English teaching and learning, including teachers, administrators, and policymakers.