SUMMARY
Classroom-based assessment (CBA) is continuous assessment of the teaching and learning process by applying summative and formative elements aimed at student development, progress, and achievement. A metasynthesis study was conducted on previous scientific studies to explore two main objectives, namely the inherent positive impact, and issues in the implementation of CBA. A total of seven articles were selected based on in-depth screening using Scopus, Science Direct, and Springer search agents. Two keywords were employed for data screening, assessment and CBA, and the article publication period was from around 2018 until 2022. The findings of this study show that CBA had increased the self-achievement of students, and developed assessment and pedagogy practices of teachers. Among the positive impacts of CBA are increasing student motivation and achievement and holistic learning. The findings also explain the issues in knowledge, skills, and implementation of CBA. The findings of this metasynthesis study highlight the positive impacts of CBA on student self-achievement, motivation, and holistic learning, while emphasizing the need for checks and balances in implementation. These insights have significant implications for education practitioners, and call for informed decision-making and ongoing professional development in assessment literacy to optimize the effectiveness of CBA in supporting student outcomes.https://doi.org/10.26803/ijlter.22.4.18