Institutionalizing classroom-based assessment: ESL teachers’ grading practices in Malaysian secondary schools

Abstract

Effective assessment practices play a pivotal role in supporting student learning, particularly within the framework of classroom-based assessment (CBA). This study investigates how English as a second language (ESL) teachers in Malaysia grade students during 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 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. This study contributes to understanding how ESL teachers interpret and enact assessment reforms, offering practical insights for aligning grading with formative policy goals.