Discovering ESL Teachers’ Grading Practices Alignment with the Policy Mandates in the Implementation of Classroom Based Assessment in Malaysian Schools.
Abstract
Effective assessment practices play a pivotal role in supporting student learning, particularly within the framework of Classroom-Based Assessment (CBA). This study examines how English as a Second Language (ESL) teachers in Malaysia apply grading practices in formative assessment within classroom-based assessments (CBA) and their alignment with policy mandates. Employing a qualitative phenomenological design, data were gathered through semi-structured interviews and analysis of curriculum documents from the CBA Guidebook. Six Form 2 ESL teachers from three public secondary schools in Pulau Pinang have participated in the study. Thematic analysis revealed commendable grading practices, with teachers employing various strategies. However, a misalignment was noted between these practices and policy directives, as teachers tended to adopt exam-oriented approaches. The study has implications for ESL education in Malaysia, highlighting the need for better alignment between policy and practice and providing practical recommendations to align grading methods with educational objectives. The study contributes to a deeper understanding of CBA in ESL contexts, fostering better alignment between teaching practices and policy goals to enhance the effectiveness of formative assessments in Malaysian ESL classrooms.
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DOI: https://doi.org/10.11591/edulearn.v20i3.23971
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