Exploring Daily Grading as a Form of Assessment in a College-Level Japanese Language Classroom

Methods of evaluation affect learning in multiple and varied ways. The current distinction between testing and assessment invokes issues about which alternatives for evaluation are available and how they are applied in language classrooms. To explore a daily grading system as a form of assessment, this study surveyed 16 teachers and 90 students in college-level Japanese language classrooms where daily grading is practiced. The results showed that both teachers and students had positive beliefs about daily grading. It was also found that students had moderate anxiety levels when their performances were graded daily. In addition, the study revealed several areas of concern about daily grading. To use daily grading successfully as a language-learning assessment tool, appropriate and ongoing teacher training is recommended.