Unveiling the Nexus: A Dynamic Investigation of ESL Teachers' Practises in Classroom-Based Language Assessment and Their Synchronisation with Policy Mandates in Malaysian Secondary Schools

Abstract

While there is extensive literature on how classroom-based assessment (CBA) can be effectively put into practice, little is known about its execution in Malaysian ESL context. This study explores the extent to which teachers' assessment practices align with the official assessment policies outlined by the Malaysian Ministry of Education. Hence, the present study adopts a qualitative approach through the multiple case study design. The data was collected through the semi-structured interview, classroom observation and document analysis from 4 purposive sample of in-service ESL teachers who reside in secondary schools around Pulau Pinang, Malaysia. According to the findings of our thematic analysis, the CBA's potential to aid the learning of young ESL students was not fully utilized. The goals and criteria for success were not communicated to students by teachers in an understandable manner. Despite the fact that there were many evaluation strategies employed at the micro level, teachers primarily relied on formal assessments, while student-centred assessments were used less frequently. In general, the results of this study are able to provide light on the alignment of teachers' evaluation practises and policy in the secondary school ESL environment in Malaysia. By providing information regarding how policies are implemented at the grassroots level, this study has the potential to make a contribution to the improvement of language assessment practises and policy implementation in Malaysian classrooms.