A DISCOVERY ON MALAYSIAN ESL TEACHERS' ADHERENCE TO POLICY MANDATES IN CLASSROOM- BASED ASSESSMENT PRACTICES

Purpose - 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...

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Published in:MALAYSIAN JOURNAL OF LEARNING & INSTRUCTION
Main Authors: Marzaini, Anwar Farhan Mohamad; Yusoff, Shahazwan Mat; Zakaria, Noorhayati; Basal, Mohamad Helme; Sharil, Wan Nurul Elia Haslee; Supramaniam, Kaarthiyany
Format: Article
Language:English
Published: UNIV UTARA MALAYSIA PRESS 2024
Subjects:
Online Access:https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001150201100003
author Marzaini
Anwar Farhan Mohamad; Yusoff
Shahazwan Mat; Zakaria
Noorhayati; Basal
Mohamad Helme; Sharil
Wan Nurul Elia Haslee; Supramaniam
Kaarthiyany
spellingShingle Marzaini
Anwar Farhan Mohamad; Yusoff
Shahazwan Mat; Zakaria
Noorhayati; Basal
Mohamad Helme; Sharil
Wan Nurul Elia Haslee; Supramaniam
Kaarthiyany
A DISCOVERY ON MALAYSIAN ESL TEACHERS' ADHERENCE TO POLICY MANDATES IN CLASSROOM- BASED ASSESSMENT PRACTICES
Education & Educational Research
author_facet Marzaini
Anwar Farhan Mohamad; Yusoff
Shahazwan Mat; Zakaria
Noorhayati; Basal
Mohamad Helme; Sharil
Wan Nurul Elia Haslee; Supramaniam
Kaarthiyany
author_sort Marzaini
spelling Marzaini, Anwar Farhan Mohamad; Yusoff, Shahazwan Mat; Zakaria, Noorhayati; Basal, Mohamad Helme; Sharil, Wan Nurul Elia Haslee; Supramaniam, Kaarthiyany
A DISCOVERY ON MALAYSIAN ESL TEACHERS' ADHERENCE TO POLICY MANDATES IN CLASSROOM- BASED ASSESSMENT PRACTICES
MALAYSIAN JOURNAL OF LEARNING & INSTRUCTION
English
Article
Purpose - 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 student centred 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 exam oriented 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.
UNIV UTARA MALAYSIA PRESS
1675-8110
2180-2483
2024
21
1
10.32890/mjli2024.21.1.9
Education & Educational Research
gold
WOS:001150201100003
https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001150201100003
title A DISCOVERY ON MALAYSIAN ESL TEACHERS' ADHERENCE TO POLICY MANDATES IN CLASSROOM- BASED ASSESSMENT PRACTICES
title_short A DISCOVERY ON MALAYSIAN ESL TEACHERS' ADHERENCE TO POLICY MANDATES IN CLASSROOM- BASED ASSESSMENT PRACTICES
title_full A DISCOVERY ON MALAYSIAN ESL TEACHERS' ADHERENCE TO POLICY MANDATES IN CLASSROOM- BASED ASSESSMENT PRACTICES
title_fullStr A DISCOVERY ON MALAYSIAN ESL TEACHERS' ADHERENCE TO POLICY MANDATES IN CLASSROOM- BASED ASSESSMENT PRACTICES
title_full_unstemmed A DISCOVERY ON MALAYSIAN ESL TEACHERS' ADHERENCE TO POLICY MANDATES IN CLASSROOM- BASED ASSESSMENT PRACTICES
title_sort A DISCOVERY ON MALAYSIAN ESL TEACHERS' ADHERENCE TO POLICY MANDATES IN CLASSROOM- BASED ASSESSMENT PRACTICES
container_title MALAYSIAN JOURNAL OF LEARNING & INSTRUCTION
language English
format Article
description Purpose - 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 student centred 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 exam oriented 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.
publisher UNIV UTARA MALAYSIA PRESS
issn 1675-8110
2180-2483
publishDate 2024
container_volume 21
container_issue 1
doi_str_mv 10.32890/mjli2024.21.1.9
topic Education & Educational Research
topic_facet Education & Educational Research
accesstype gold
id WOS:001150201100003
url https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001150201100003
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