ISSN: 2226-6348
Open access
In today's globalized world, having strong English language skills is seen as essential for career growth. Various assessments exist, each with its unique aim and objective. A properly structured English language assessment could ensure pupils are placed in suitable language courses, and recognize their strengths and weaknesses to facilitate language acquisition. Malaysia has recently implemented changes to its assessment system, especially in the field of education. In order to meet the demands of the 21st century, the government has implemented School-Based Assessment or SBA (formative assessment) and Ujian Akademik Sesi Akhir tahun or UASA (year-end summative assessment) as part of the Common European Framework of Reference for Languages (CEFR) curriculum. Despite its importance, the systematic literature review of Malaysian schools' English language assessment is scarce. Hence, this systematic literature review centered on ESL teachers’ challenges and current assessment practices. By using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology, 12 articles related to the Malaysian school’s assessments were identified from (Educational Resources Information Center) ERIC and Google Scholar databases with exclusion and inclusion criteria considered. According to the articles published between 2019 and 2023, the findings indicate that the primary obstacles are a shortage of training, time limitations, and the challenge of selecting appropriate assessment content. In practice, the majority of research focuses on formative assessments.
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In-Text Citation: (Franchis & Mohamad, 2023)
To Cite this Article: Franchis, C., & Mohamad, M. (2023). Implementation of ESL Assessment in Malaysian Schools: A Systematic Literature Review Paper. International Journal of Acdemic Research in Progressive Education and Development, 12(2), 2473–2488.
Copyright: © 2023 The Author(s)
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