IMPLEMENTATION OF CEFR-ALIGNED ASSESSMENT TOOLS IN MALAYSIAN ESL CLASSROOM
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Keywords

CEFR
CEFR-aligned assessment
Malaysian secondary school teachers

How to Cite

AZLI, N., & AKMAR, A. (2019). IMPLEMENTATION OF CEFR-ALIGNED ASSESSMENT TOOLS IN MALAYSIAN ESL CLASSROOM. Asia Proceedings of Social Sciences, 4(2), 7-10. https://doi.org/10.31580/apss.v4i2.688

Abstract

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.

https://doi.org/10.31580/apss.v4i2.688
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References

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