Assessment Practices in Sinhala Language and Literature Classrooms: Suitability for Developing 21st-Century Skills

Abstract

Assessment plays a central role in shaping teaching and learning processes, particularly in the context of 21st-century education, which emphasises competencies such as critical thinking, creativity, collaboration, and communication. Despite these expectations, classroom assessment practices in many education systems remain predominantly examination-oriented. This study examines the alignment between assessment methods used in teaching Sinhala Language and Literature and the development of 21st-century skills within the Sri Lankan school context. A mixed-methods research design with a qualitative emphasis was employed. Data were collected from six government schools representing different school categories (1AB, 1C, and Type-2), involving 12 teachers and 120 Grade 11 students. Data collection methods included questionnaires, semi-structured interviews, and classroom observations. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. The findings indicate that teachers predominantly rely on traditional written assessment methods, which primarily assess knowledge reproduction and written expression, with limited emphasis on higher-order competencies such as collaboration, creativity, and problem-solving. The study also identifies key systemic challenges, including examination pressures, time constraints, and a lack of assessment frameworks, which constrain the implementation of alternative assessment practices. The findings highlight a misalignment between current assessment practices and the goals of 21st-century education. The study contributes to the literature by providing a context-specific analysis of assessment practices within an examination-oriented system and offers implications for improving classroom assessment in language education.