DISCOVERY ON MALAYSIAN ESL TEACHERS’ ADHERENCE TO POLICY MANDATES IN CLASSROOMBASED ASSESSMENT PRACTICES

– Although there exists a substantial body of research discussing the efficient implementation of classroom-based assessment (CBA), there is a dearth of knowledge regarding its application within the context of English as a Second Language (ESL) education in Malaysia. The current study aimed to inve...

Full description

Bibliographic Details
Published in:Malaysian Journal of Learning and Instruction
Main Author: Marzaini A.F.M.; Yusoff S.M.; Zakaria N.; Basal M.H.; Sharil W.N.E.H.; Supramaniam K.
Format: Article
Language:English
Published: Universiti Utara Malaysia Press 2024
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85187124993&doi=10.32890%2fmjli2024.21.1.9&partnerID=40&md5=70160ff396c6f9c7a96fb43d086f7c38
id 2-s2.0-85187124993
spelling 2-s2.0-85187124993
Marzaini A.F.M.; Yusoff S.M.; Zakaria N.; Basal M.H.; Sharil W.N.E.H.; Supramaniam K.
DISCOVERY ON MALAYSIAN ESL TEACHERS’ ADHERENCE TO POLICY MANDATES IN CLASSROOMBASED ASSESSMENT PRACTICES
2024
Malaysian Journal of Learning and Instruction
21
1
10.32890/mjli2024.21.1.9
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85187124993&doi=10.32890%2fmjli2024.21.1.9&partnerID=40&md5=70160ff396c6f9c7a96fb43d086f7c38
– Although there exists a substantial body of research discussing the efficient implementation of classroom-based assessment (CBA), there is a dearth of knowledge regarding its application within the context of English as a Second Language (ESL) education in Malaysia. The current study aimed to investigate the ESL teachers’ practices in implementing CBA, with a specific emphasis on the alignment of their assessment procedures with the policy requirements. Methodology – Hence, this research utilizes a qualitative approach, employing data triangulation through semi-structured interviews, classroom observations, and document analysis. Four ESL teachers from two public secondary schools in the northeast district of the Malaysian city of Pulau Pinang were selected to participate in the study. The four ESL teachers taught the same grade (Form 2) at the secondary level. The data collected were analyzed through thematic analysis procedures. Findings – This research discovered that teachers demonstrate commendable practices in planning the CBA. They exhibited discernment by formulating instructional objectives in line with the curriculum document. However, a misalignment was observed in teachers’ practices during the implementation phase. Despite employing various assessment methods, teachers predominantly leaned towards formal assessments, with less emphasis on studentcentred approaches. Challenges surfaced when explicit learning objectives were not effectively communicated, and the use of standardized rubrics, was not tailored to students’ diverse capabilities. At the reporting phase, concerns were raised about an excessive focus on administrative data recording. This study brought to light that teachers relied on the accumulation of students’ grades and marks to determine the mastery levels, thus corroborating with the examoriented practices. Significance – This study holds significant value for the field of ESL education in Malaysia by shedding light on the actual implementation of CBA and its alignment with policy directives. By providing information on how policies are implemented at the local level, contributes to the improvement of assessment policies that can be tailored to classroom realities. © (2023), (Universiti Utara Malaysia Press). All Rights Reserved.
Universiti Utara Malaysia Press
16758110
English
Article
All Open Access; Gold Open Access
author Marzaini A.F.M.; Yusoff S.M.; Zakaria N.; Basal M.H.; Sharil W.N.E.H.; Supramaniam K.
spellingShingle Marzaini A.F.M.; Yusoff S.M.; Zakaria N.; Basal M.H.; Sharil W.N.E.H.; Supramaniam K.
DISCOVERY ON MALAYSIAN ESL TEACHERS’ ADHERENCE TO POLICY MANDATES IN CLASSROOMBASED ASSESSMENT PRACTICES
author_facet Marzaini A.F.M.; Yusoff S.M.; Zakaria N.; Basal M.H.; Sharil W.N.E.H.; Supramaniam K.
author_sort Marzaini A.F.M.; Yusoff S.M.; Zakaria N.; Basal M.H.; Sharil W.N.E.H.; Supramaniam K.
title DISCOVERY ON MALAYSIAN ESL TEACHERS’ ADHERENCE TO POLICY MANDATES IN CLASSROOMBASED ASSESSMENT PRACTICES
title_short DISCOVERY ON MALAYSIAN ESL TEACHERS’ ADHERENCE TO POLICY MANDATES IN CLASSROOMBASED ASSESSMENT PRACTICES
title_full DISCOVERY ON MALAYSIAN ESL TEACHERS’ ADHERENCE TO POLICY MANDATES IN CLASSROOMBASED ASSESSMENT PRACTICES
title_fullStr DISCOVERY ON MALAYSIAN ESL TEACHERS’ ADHERENCE TO POLICY MANDATES IN CLASSROOMBASED ASSESSMENT PRACTICES
title_full_unstemmed DISCOVERY ON MALAYSIAN ESL TEACHERS’ ADHERENCE TO POLICY MANDATES IN CLASSROOMBASED ASSESSMENT PRACTICES
title_sort DISCOVERY ON MALAYSIAN ESL TEACHERS’ ADHERENCE TO POLICY MANDATES IN CLASSROOMBASED ASSESSMENT PRACTICES
publishDate 2024
container_title Malaysian Journal of Learning and Instruction
container_volume 21
container_issue 1
doi_str_mv 10.32890/mjli2024.21.1.9
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-85187124993&doi=10.32890%2fmjli2024.21.1.9&partnerID=40&md5=70160ff396c6f9c7a96fb43d086f7c38
description – Although there exists a substantial body of research discussing the efficient implementation of classroom-based assessment (CBA), there is a dearth of knowledge regarding its application within the context of English as a Second Language (ESL) education in Malaysia. The current study aimed to investigate the ESL teachers’ practices in implementing CBA, with a specific emphasis on the alignment of their assessment procedures with the policy requirements. Methodology – Hence, this research utilizes a qualitative approach, employing data triangulation through semi-structured interviews, classroom observations, and document analysis. Four ESL teachers from two public secondary schools in the northeast district of the Malaysian city of Pulau Pinang were selected to participate in the study. The four ESL teachers taught the same grade (Form 2) at the secondary level. The data collected were analyzed through thematic analysis procedures. Findings – This research discovered that teachers demonstrate commendable practices in planning the CBA. They exhibited discernment by formulating instructional objectives in line with the curriculum document. However, a misalignment was observed in teachers’ practices during the implementation phase. Despite employing various assessment methods, teachers predominantly leaned towards formal assessments, with less emphasis on studentcentred approaches. Challenges surfaced when explicit learning objectives were not effectively communicated, and the use of standardized rubrics, was not tailored to students’ diverse capabilities. At the reporting phase, concerns were raised about an excessive focus on administrative data recording. This study brought to light that teachers relied on the accumulation of students’ grades and marks to determine the mastery levels, thus corroborating with the examoriented practices. Significance – This study holds significant value for the field of ESL education in Malaysia by shedding light on the actual implementation of CBA and its alignment with policy directives. By providing information on how policies are implemented at the local level, contributes to the improvement of assessment policies that can be tailored to classroom realities. © (2023), (Universiti Utara Malaysia Press). All Rights Reserved.
publisher Universiti Utara Malaysia Press
issn 16758110
language English
format Article
accesstype All Open Access; Gold Open Access
record_format scopus
collection Scopus
_version_ 1809678014998380544