CEFR-aligned school-based assessment in the Malaysian primary ESL classroom

Sidhu, Gurnam Kaur; Kaur, Sarjit; Jia, Ling

doi:10.17509/ijal.v8i2.13311

Cited by 49 publications

(69 citation statements)

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“…The introduction of CEFR into the Malaysian Education Blueprint 2013-2025 breathes a new life in the Malaysian ESL education system changing it from an exam-oriented to a more action-oriented approach (Abdul Hakim, Radzuwan & Wan Zhafirah, 2018). With it comes a focus on integrating innovative school-based, CEFR-aligned assessment with student-centred teaching and learning to develop autonomous language learners (Sidhu, Kaur & Lee, 2018). CEFR-aligned assessment tools such as language portfolio, peer or self-assessment and others are encouraged to be used in schools to consolidate the existing conventional teaching methods (Le, 2018;Read, 2019).…”

Section: R E S E a R C H O B J E C T I V E Smentioning

confidence: 99%

Implementation of Cefr-Aligned Assessment Tools in Malaysian Esl Classroom

Azli

Akmar²

2019

Asia Pr soc sci

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With the adaptation and implementation of the Common European Framework of References (CEFR) in Malaysia since the start of 2017, this preliminary study proposed to identify the variety of assessment tools used by Malaysian ESL teachers that correspond to the current CEFR-aligned syllabus in their ESL classroom and their frequency of use. Data were collected via google form questionnaires from Malaysian ESL teachers in secondary schools located throughout Malaysia via random convenient sampling. The initial findings revealed that the majority of the ESL teachers have difficulty designing CEFR-aligned assessments based on the descriptors even after it has been implemented for two years but are able to frequently conduct various assessment activities using conventional tools such as group discussions, using i-Think maps, mind mapping and oral quizzes. Unsurprisingly, almost all of the respondents agreed to always rely on textbook exercises as their main tool to assess their students.

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Section: R E S E a R C H O B J E C T I V E Smentioning

confidence: 99%

Implementation of Cefr-Aligned Assessment Tools in Malaysian Esl Classroom

Azli

Akmar²

2019

Asia Pr soc sci

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“…This indicated that they only have sound understanding of the assessment but unable to apply it in classroom practices. Sidhu, Kaur, & Chi (2018) further mentioned that although the teachers were aware that the current formative assessment includes assessment on oral proficiency, they admitted to not being adequately equipped with the knowledge and comprehension of the practices, assessment standards and types of assessment used. Fook & Sidhu (2006) also found that Malaysian ESL teachers possess limited knowledge in interpreting test scores, conducting item analysis and forming a test bank besides being unfamiliar with terms such as norm-referenced, criterion-referenced, formative and summative assessment.…”

Section: Language Assessment Literacy Among Malaysian Esl Teachersmentioning

confidence: 99%

Teachers’ Challenges on the Implementation of Classroom-Based Assessment for Oral Proficiency: A Literature Review

Norhasim¹,

Mohamad²

2020

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Oral proficiency is one of the most fundamental skills yet challenging to acquire. Although numerous initiatives and measures have been taken by the Malaysian education authorities in moving towards the cultivation of learners' authentic English communication competency including the implementation of the new classroom-based language assessment through communicative language teaching, Malaysian students still struggle in obtaining the minimum requirement for speaking skill in the established language proficiency tests. In accordance to that, this paper provides a literature review on 1) the challenges faced by teachers related to classroom-based assessment for oral proficiency and 2) past studies on language assessment literacy among Malaysian ESL teachers. Some of the challenges may due to the dependency on summative and standardised tests, difficulties in assessing oral proficiency, ineffective courses and trainings on formative language assessment and the low level of language assessment literacy on formative language assessment among Malaysian ESL teachers. By understanding the limitations encountered by the Malaysian ESL teachers in assessing oral proficiency, education authorities as well as educators may work together in finding the solution.

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“…Without good assessment practices, teachers may not be able to help advance students' learning (Fook & Sidhu, 2015). Nonetheless, previous studies in Malaysia revealed limited evidence of peer assessment in the primary ESL classroom (Sidhu, Kaur & Chi, 2016;Sardaneh, 2018) and teachers' inadequate knowledge and skills in implementing such type of assessment are cited as one of the contributing factors for the lack of peer assessment occurring in Malaysian classrooms (Sardaneh, 2018, Mohamad Uri & Abd. Aziz, 2018, Veloo et al, 2016.…”

Section: Introductionmentioning

confidence: 99%

Peer Assessment Experiences in the Lower Primary ESL Classrooms in: Teachers' Perspectives

Ma'arop¹,

Samad²

2020

ujer

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Peer assessment is increasingly being emphasized as part of formative assessment due to its rich nature in developing independent and autonomous learners. However, in Malaysia, the practice of peer assessment is still limited. While past studies have indicated that conceptions predict classroom practices, and studying teachers' conception on peer assessment are important especially now that the transformation of assessment practice is a major item in the national educational agenda. Hence, this study aims to explore peer assessment experiences in the lower primary ESL classroom among teachers in the state of Selangor. The study adopted the qualitative research method, with three primary ESL teachers who were purposefully selected as the participants of the study. Data were collected through in-depth interviews and were analyzed for emerging themes. The findings revealed that participating teachers in this study viewed peer assessment as an interpersonal, intrapersonal and active, cognitive process. In implementing peer assessment, teachers generally engaged in several processes before and while implementing the activity. In the planning stage, the teachers decided on the activity and strategy, presented success criteria and specified feedback forms to be used by the students and while during the activity, teacher oriented the task clearly and facilitated the process through monitoring. This study contributed to a better understanding of teachers' perspectives on implementing peer assessment in the lower primary ESL classrooms in Malaysia.

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CEFR-aligned school-based assessment in the Malaysian primary ESL classroom

Cited by 49 publications

References 0 publications

Implementation of Cefr-Aligned Assessment Tools in Malaysian Esl Classroom

Implementation of Cefr-Aligned Assessment Tools in Malaysian Esl Classroom

Teachers’ Challenges on the Implementation of Classroom-Based Assessment for Oral Proficiency: A Literature Review

Peer Assessment Experiences in the Lower Primary ESL Classrooms in: Teachers' Perspectives

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