The implementation of school based assessment in ESL classrooms in the district of Jerantut, Pahang / Rosnani Daud

School-based assessment (SBA) is both formative and summative assessment introduced into the Malaysian public primary and secondary schools commencing 2011 to enhance the assessment system. The element of formative assessment in SBA requires the teachers to use various assessment techniques. As for ESL classrooms, the assessment must be conducted based on the language skills using appropriate instruments. Thus, this study investigated the implementation of SBA in the Malaysian ESL primary classrooms. It investigated aspects such as ESL teachers’ knowledge and understanding on assessment, implementation of SBA in ESL classrooms and challenges faced by the teachers in the implementation of SBA. A survey research was adopted employing the use of a questionnaire, interviews and classroom observations. This descriptive study involved a total population of 84 ESL teachers teaching Primary One and Two in ESL classrooms in the district of Jerantut, Pahang. The questionnaire was distributed to all 48 primary schools in Jerantut while the interviews and classroom observations were conducted with 10 randomly selected teachers. The results indicated that the teachers possessed sufficient knowledge and understanding on SBA but their knowledge on general assessment was rather limited. Besides that, this study also found that teachers failed to use assessment for learning as a majority of them did not conduct remedial lessons to help pupils with limited proficiency who did not meet the required standards. Furthermore, feedback provided by teachers lacked depth and was not constructive. Findings also revealed that the implementation of SBA had increased teacher workload and teachers felt that time constraint was one of their major concern. These findings implied that teachers lacked basic knowledge and understanding on assessment which is a
prerequisite for effective implementation of SBA. Other than that, the findings implied the poor implementation of SBA that begs the question of effective monitoring mechanisms available in schools. All these findings also suggest that teachers must be provided with sufficient training in general assessment and where possible teachers need to be continuously provided with teachers professional development program (TPD) which can keep them informed and motivated for the effective implementation of SBA. It is also recommended that top management in schools - i.e. the school head and all middle managers involved in the teaching and learning of English conduct regular monitoring and supervisory. Finally, this study recommends that MOE to provide continuous information for effective implementation of SBA using current technique in line with the advancement in technology in today’s globalized world.