A qualitative examination of misalignments in ESL teachers’ grading practices within classroom based assessment in Malaysian schools

Classroom-based assessment (CBA) has garnered considerable attention in Malaysia's national education system. Nevertheless, limited insight remains into its practical application in English as a Second Language (ESL) teaching. This research seeks to critically analyze ESL teachers’ formative evaluation and grading practices in relation to the policy’s stated requirements, with the aim of identifying points of alignment and divergence. In order to accomplish this aim, the researchers utilised a qualitative approach, performed semi-structured interviews, and analysed pertinent curriculum standard documents to help achieve data triangulation through content analysis. Six ESL teachers from three public secondary schools in Pulau Pinang state, Malaysia, taught the same grade level (Form 3) and were chosen to partake in this research. The researchers analysed the data using thematic analysis procedures. Hence, the study revealed that these teachers exhibit a commendable grading practice of formative assessment in the CBA, as they could incorporate various strategies. However, the present study discovered a misalignment of their grading practices to the policy requirements as teachers’ practices predominantly leaned towards exam-oriented cultures. Through this discovery, this study holds significant implications for Malaysian ESL education by providing insight into the actual CBA grading practices at the grassroots level and how far the policy has met its intended aims. This study emerges as a valuable resource by shedding light on policymakers for enhancing the implementation of assessment policies at the grassroots level. These findings offer a more comprehensive understanding of how educators apply CBA in ESL contexts and suggest practical recommendations for aligning grading practices with Malaysia's overarching educational policies.