Malaysian ESL Teachers’ Language Assessment Literacy Issues in Implementing CEFR-Aligned Classroom-Based Assessment: How to Deal with Them?

Abstract

Language assessment literacy (LAL) is a substantial element in language teachers’ virtuosity. It is a must-have skill in language teachers to be able to assess students’ language skills accurately and efficiently. Since the Malaysian education system is practicing CEFR-aligned Classroom-Based Assessment (CBA), Malaysian ESL teachers must possess solid assessment knowledge and carry out positive assessment practices to accomplish the idea of implementing the new assessment system successfully. For this reason, this review paper looks into three issues lingering around Malaysian ESL teachers’ LAL, which are lack of assessment knowledge, poor assessment practices as well as prominent challenges faced by Malaysian ESL teachers in implementing CEFR-aligned CBA. The findings bear important implications that provide necessary ideas regarding Malaysian ESL teachers’ assessment knowledge, practices and challenges to improve its implementation. Besides, this paper also recommends the increment of assessment training and the reduction of teachers’ workload as a way to address the issues raised. Future research may center on the tailored training and support needed by ESL teachers, along with the mastery of assessment methods essential for enhancing their LAL which would indirectly lead them in implementing CEFR-aligned CBA effectively.