School‑Based Assessment in Schools: A Scoping Review of Practices, Opportunities, and Challenges

Abstract

This scoping review examines the practices, opportunities and challenges of school-based assessment by reviewing the existing literature. Literature search was conducted in Google Scholar and ERIC, for studies published between 2014-2026. Following PRISMA-ScR guidelines, 941 records were initially identified, and after screening and eligibility assessment, 17 empirical studies were included for final analysis. Thematic analysis was used to synthesize key findings. Findings reveal that assessment practices in schools remain largely reliance on written exams and grading system, exam-oriented and emphasis on summative approaches. Although teachers acknowledge the importance of internal assessment, its implementation is often superficial rather than meaningful. Despite this, internal assessment offers significant opportunities to enhance student engagement, provide effective feedback, support individualized learning and identification of learning gaps. However, multiple challenges constrain the effective implementation including, low assessment literacy, and professional capacity, heavy workload, large class size, time constraints, inadequate institutional support and minimal involvement of stakeholder such as students and parents. Additionally, a persistent gap between teacher beliefs and classroom practice further limits the transformative shift of internal assessment. Overall, the study suggests that strengthening teacher professional development, institutional support and stakeholders' engagement is essential to improve school-based assessment practices and bridging the gap between policy and practice.