Exploring Teachers’ Conceptions of Classroom Based Assessment in Malaysian ESL Classrooms.
Abstract
The shift from high-stakes examination system to the Classroom Based Assessment (CBA) in 2021 marked a significant transition in the Malaysian educational landscape, emphasizing continuous formative assessment. In the context of English language learning, CBA is aligned with the Common European Framework of Reference (CEFR), which aims to establish international standards for students’ language proficiency. This study explores Malaysian ESL teachers’ conceptions of CBA following education reform and examines its alignment with policy mandates. This research used qualitative approach of a case study design where the data were collected through semi-structured interviews with nine Form 3 ESL teachers from four public secondary schools in Pulau Pinang, Malaysia, who were selected through purposive sampling. Document analysis supplemented the interviews to triangulate findings and provide deeper insights into how teachers perceive and implement CBA in line with policy requirements. Findings show that teachers could articulate conceptions of CBA that align with policy recommendations. Teachers viewed CBA as a form of continuous assessment, a problem-solving tool, and a comprehensive evaluation method that corresponds with policy requirements. However, some teachers faced challenges due to an incomplete understanding of its objectives, particularly in relation to the holistic assessment of language skills. More concerningly, some still perceive CBA as being similar to traditional examinations. This study identifies gaps in teachers' comprehension of CBA, suggesting the need for targeted professional development and clearer instructional guidelines to ensure successful implementation. These findings contribute to discussions on educational reform, highlighting teachers' practical challenges in adapting to new assessment frameworks.
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