ISSN: 2226-6348
Open access
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.
Abell, S. K., & Siegel, M. A. (2011). Assessment literacy: What science teachers need to know and be able to do. In J. D. D. Corrigan, & R. Gunstone (Eds.), The professional knowledge base of science teaching (pp. 205-221). Dordrecht: Springer. https://doi.org/10.1007/978-90-481-39279_12
Alaa, M., Albakri, I. S. M. S., Singh, C. K. S., Hammed, H., Zaidan, A. A., Zaidan, B. B., Albahri, O. S., Alsalem, M. A., Salih, M. M., Almahdi, E. M., Baqer, M. J., Jalood, N. S., Nidhal, S., Shareef, A. H., & Jasim, A. N. (2019). Assessment and ranking framework for the English skill of pre-service teachers based on fuzzy delphi and TOPSIS methods. IEEE Access, 7, 126201-126223. https://doi.org/10.1109/ACCESS.2019.2936898
Ali, R. M., Veloo, A., & Krishnasamy, H. N. (2015). Implementation of school-based assessment: The experienced teachers’ thoughts. Australian Journal of Basic and Applied Sciences, 9(918), 72-78. https://www.researchgate.net/publication/286497767
Arumugham, K. S. (2020). Kurikulum, pengajaran dan pentaksiran dari perspektif pelaksanaan pentaksiran bilik darjah. Asian People Journal, 3(1), 152-161. https://doi.org/10.37231/ apj .2020.3.1.175
Ashraf, H., & Zolfaghari, S. (2018). EFL teachers’ assessment literacy and their reflective teaching. International Journal of Instruction, 11(1), 425-436. https://doi.org/10.12973/iji.2018. 11129a
Aziz, M. N. A., Yusoff, N. M., & Yaakob, M. F. M. (2020). Challenges in using authentic assessment in 21st century ESL classrooms. International Journal of Evaluation and Research in Education, 9(3), 759-768. https://doi.org/10.11591/ijere.v9i3.20546
Balang, N. J., Sakudan, K., & Semion, M. F. (2021). Lestarikan pentaksiran bilik darjah (PBD) demi kemenjadian murid. https://www.researchgate.net/publication/351135097
Curriculum Development Division. (2018). Garis panduan pelaksanaan pentaksiran bilik darjah (PBD) bagi murid tahap 1. https://web.jiaozong.org.my/doc/2018/dec/20181220-ssiaran. pdf
Darmi, R., Saad, N. S. M., Abdullah, N., Puteh-Behak, F., Zakaria, Z. A., & Adnan, J. N. I. (2017). Teachers’ views on students’ performance in English language proficiency courses via CEFR descriptors. IJAEDU-International E-Journal of Advances in Education, 3(8), 363-370. https:// doi.org/10.18768/ijaedu.336688
Djoub, Z. (2017). Assessment literacy: Beyond teacher practice. In R. Al-Mahrooqi, C. Coombe, F. Al-Maamari, & V. Thakur (Eds.). Revisiting EFL assessment: Critical perspective (pp. 9–27). Springer International Publishing. https://doi.org/10.1007/978-3-319-32601-6
Earl, L. M. (2003). Using assessment to motivate learning. In L. M. Earl (Ed.). Assessment as learning: Using classroom assessment to maximize student learning (pp. 67-77). California: Corwin Press. https://doi.org/10.4135/9781483329512.N6
Ergul, A. O., & Cetin, S. (2021). Measurement and assessment literacy levels of teachers in terms of some variables. Adiyaman University Journal of Educational Sciences, 11(1), 26–35. http://dx.doi.org/10.17984/adyuebd.755873
Franchis, C., & Mohamad, M. (2023). Implementation of ESL assessment in Malaysian schools: A systematic literature review paper. International Journal of Academic Research in Progressive Education and Development, 12(2), 2473–2488. http://dx.doi.org/10.6007/ IJARPED/v12-i2/ 17537
Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. PROFILE Issues in Teachers’ Professional Development, 20(1), 179-195. http://dx.doi.org/10.15446 /profile.v20n1.62089
Hopfenbeck, T. N. (2018). ‘Assessors for learning’: understanding teachers in contexts. Assessment in Education: Principles, Policy & Practice, 25, 439-441. https://doi.org/10.10 80/0969594X.2018.1528684
Isa, A. M., Mydin, A. A., & Abdullah, A. G. K. (2021). Road to school transformation 2025: A systematic literature review on teacher autonomy in Malaysia. International Journal of Academic Research in Progressive Education and Development, 10(3), 34-45. http://dx.doi .org/10.6007/IJARPED/v10-i3/10710
Jonglai, S. A., Pike, M. & Lamb, M. (2021). Formative assessment: The Malaysian English language primary school teachers’ pedagogical beliefs and values. International Journal of English Language Studies, 3(4), 52–66. http://dx.doi.org/10.32996/ijels.2021.3.4.5
Kannan, B., Pillai, R. V., & Kunhikannan, S. K. (2021). Keberkesanan pelaksanaan bengkel pentaksiran bilik darjah. Jurnal Penyelidikan Dedikasi, 19(1), 51-72. https://myjms.mohe. gov.my/index.php/jd/article/view/14348
Khalil, F. M., & Awang, M. I. (2016). Isu kesediaan guru dalam amalan melaksanakan pentaksiran
berasaskan sekolah. EDUCATUM – Journal of Social Science, 2, 1-7. https://www.research gate.net/publication/310514840
Khan, A. B. M. A., Hassan, N., & Ali, A. (2023). Implementing formative assessment in Malaysia:
Teachers’ viewpoints. Language Testing in Focus: An International Journal, 7, 28–41. https://doi.org/10.32038/ltf.2023.07.03
Kim, K., Burke, L. E. C. A., Luke, A., Grove, K., & Tan, C. (2018). Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design. Language Teaching Research, 22(3), 264–288. https://doi.org/10.1177/13621688166 84366
Lee, N. A. A., & Kassim, A. A. M. (2019). Implementation of CEFR-aligned assessment tools in Malaysian ESL classroom. Asia Proceedings of Social Sciences, 4(2), 7-10. http://dx.doi. org/10.31580/apss.v4i2.688
Lee, N. A. A., & Kassim, A. A. M. (2020). Implementation of common European framework of reference for languages-aligned assessment in Malaysian secondary schools. International Journal of Psychosocial Rehabilitation, 24(1), 747–757. https://doi.org/10.37200/ijpr/v24 i1/pr200178
Lim, H. L., & Wun, T. Y. (2016). A framework for examining assessment literacy of preservice teachers. US-China Education Review A, 6(5), 294-300. http://dx.doi.org/10.17265/2161-623X/2016.05.003
Lo, Y. C. (2006). Practice and challenges of school-based formative assessment. Paper presented at the 32nd Annual Conference of International Association for Educational Assessment, Singapore. https://iaea.info/documents/practice-and-challenges-of-school-based-format ive-assessment/
Lo, Y. Y. (2018). English teachers’ concern on common European framework of reference for languages (CEFR): An application of CBAM. Jurnal Kurikulum & Pengajaran Asia Pasifik, 6(1), 46-58. https://www.researchgate.net/publication/352992743
Ma’arop, A. H., & Samad, A. A. (2020). Peer assessment experiences in the lower primary ESL classrooms in: Teachers’ perspectives. Universal Journal of Educational Research, 8(1A), 87–94. https://doi.org/10.13189/ujer.2020.081312
Marzaini, A. F. M., Sharil, W. N. E. H., Supramaniam, K., & Yusoff, S. M. (2023). Evaluating teachers’ assessment literacy in enacting CEFR-aligned classroom-based assessment in Malaysian secondary school’s ESL classroom. International Journal of Academic Research in Progressive Education and Development, 12(1), 661–675. http://dx.doi.org/10.6007/IJA RPED /v12-i1/15691
Ministry of Education. (2019). Working committee English language management guidebook. Putrajaya: The Inspectorate.
Othman, J. (2019). Reform in assessment: Teachers’ beliefs and practices. Journal of Teaching English for Specific and Academic Purposes, 6(3), 501-512. https://doi.org/10.22190/jtesa p1803501o
Pellegrino, J. W., DiBello, L. V., & Goldman, S. R. (2016). A framework for conceptualizing and evaluating the validity of instructionally relevant assessments. Educational Psychologist, 51(1), 59-81. https://doi.org/10.1080/00461520.2016.1145550
Quyen, N. T. D., & Khairani, A. Z. (2017). Reviewing the challenges of implementing formative assessment in Asia: The need for a professional development program. Journal of Social Science Studies, 4(1), 160-177. http://dx.doi.org/10.5296/jsss.v4i1.9728
Raman, K., & Yamat, H. (2014). English teachers’ voices on the challenges of the school-based assessment. Frontiers of Language and Teaching, 5, 66–74. https://www.researchgate.net /publication/366028410
Rethinasamy, S., Ramanair, J., & Chuah, K. M. (2021). English medium instruction at crossroads: Students’ voice and way forward. International Journal of Academic Research in Business and Social Sciences, 11(14), 109–123. http://dx.doi.org/10.6007/IJARBSS/v11-i14/8533
Sabbir, F. (2019). Perceived view of teachers towards “pentaksiran tingkatan tiga” (PT3) (form three assessment) English language: A case study. Asian Journal of University Education, 15(3), 34–44. http://files.eric.ed.gov/fulltext/EJ1238649.pdf
See, L. S., & Saw, L. O. (2012). Investigating assessment practices of in-service teachers. International Online Journal of Education Sciences, 4(1), 91-106. https://www.researchgat e.net/publication/268015768
Sidhu, G. K., Kaur, S., & Lee, J. C. (2018). CEFR-aligned school-based assessment in the Malaysian primary ESL classroom. Indonesian Journal of Applied Linguistics, 8, 452-463. http://dx. doi.org/10.17509/ijal.v8i2.13311
Singh, C. K. S., Gopal, R., Eng, T. O., Singh, T. S. M., Mostafa, N. A., & Singh R. K. A. (2020). ESL teachers’ strategies to foster higher-order thinking skills to teach writing. Malaysian Journal of Learning and Instruction, 17(2), 195-226. https://doi.org/10.32890/mjli2020. 17.2.7
Singh, C. K. S., Singh, H. K. J., Mulyadi, D., Eng, T. O., Singh, T. S. M., Mostafa, N. A., & Yunus, M. M. (2021). In-service teachers’ familiarisation of the CEFR-aligned school-based assessment in the Malaysian secondary ESL classroom. Pertanika Journal of Social Sciences and Humanities, 29(3), 179-201. https://doi.org/10.47836/pjssh.29.s3.10
Singh, C. K. S., Singh, H. K. J., Singh, T. S. M., Moneyam, S., Abdullah, N. Y., & Zaini, M. F. (2022). ESL teachers’ assessment literacy in classroom: A review of past studies. Journal of Language and Linguistic Studies, 18(Special issue 1), 1-17. https://www.jlls.org/index.php /jlls/article/view/2868
Stiggins, R. J., & Conklin, N. F. (1992). In teachers’ hands: Investigating the practices of classroom assessment. Albany: State University of New York Press. https://www.jstor.org/stable/ 1435399
Suppian, Z., Ghazali, N. H. C. M., Isa, N. J. M., & Govindasamy, P. (2020). Penilaian kendiri guru pelatih terhadap tahap kemahiran pentaksiran bilik darjah (PBD). Jurnal Dunia Pendidikan, 2(4), 98-106. https://myjms.mohe.gov.my/index.php/jdpd/article/download/11774/ 5720
Talib, R., Kamsah, M. Z., Naim, H. A., & Latif, A. A. (2014). From principle to practice: Assessment for learning in Malaysian school-based assessment classroom. International Journal of Social Sciences and Education, 4(4), 850-857. https://www.academia.edu/ 108281649
Tierney, R., Simon, M., & Charland, J. (2011). Being fair: teachers’ interpretations of principles for standards-based grading. The Educational Forum, 75(3), 210–227. https://doi.org/10.1 080/00131725.2011.577669
Ulas, J., & Aksu, M. (2015). Development of teacher autonomy scale for Turkish teachers. Procedia-Social and Behavioral Sciences, 186, 344-349. https://www.researchgate.net/pu blication/312622982
Uri, N. F. M., & Aziz, M. S. A. (2018). Implementation of CEFR in Malaysia: Teachers’ awareness and the challenges. 3L: The Southeast Asian Journal of English Language Studies, 24(3), 168-183. http://doi.org/10.17576/3L-2018-2403-13
Veloo, A., Ramli, R., & Khalid, R. (2016). Assessment practices among English teachers in Malaysian secondary schools. International Journal for Infonomics, 9(4), 1220-1227. https ://doi.org/10.20533/IJI.1742.4712.2016.0149
Wilson, D. M., & Narasuman, S. (2020). Investigating teachers’ implementation and strategies on higher order thinking skills in school-based assessment instruments. Asian Journal of University Education, 16(1), 70-84. https://doi.org/10.24191/ajue.v16i1.8991
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(Majid & Matore, 2024)
Majid, N., & Matore, M. E. @ E. M. (2024). Malaysian ESL Teachers’ Language Assessment Literacy Issues in Implementing CEFR-Aligned Classroom-Based Assessment: How to Deal with Them? International Journal of Academic Research in Progressive Education and Development, 13(2), 602–615.
Abell, S. K., & Siegel, M. A. (2011). Assessment literacy: What science teachers need to know and be able to do. In J. D. D. Corrigan, & R. Gunstone (Eds.), The professional knowledge base of science teaching (pp. 205-221). Dordrecht: Springer. https://doi.org/10.1007/978-90-481-39279_12
Alaa, M., Albakri, I. S. M. S., Singh, C. K. S., Hammed, H., Zaidan, A. A., Zaidan, B. B., Albahri, O. S., Alsalem, M. A., Salih, M. M., Almahdi, E. M., Baqer, M. J., Jalood, N. S., Nidhal, S., Shareef, A. H., & Jasim, A. N. (2019). Assessment and ranking framework for the English skill of pre-service teachers based on fuzzy delphi and TOPSIS methods. IEEE Access, 7, 126201-126223. https://doi.org/10.1109/ACCESS.2019.2936898
Ali, R. M., Veloo, A., & Krishnasamy, H. N. (2015). Implementation of school-based assessment: The experienced teachers’ thoughts. Australian Journal of Basic and Applied Sciences, 9(918), 72-78. https://www.researchgate.net/publication/286497767
Arumugham, K. S. (2020). Kurikulum, pengajaran dan pentaksiran dari perspektif pelaksanaan pentaksiran bilik darjah. Asian People Journal, 3(1), 152-161. https://doi.org/10.37231/ apj .2020.3.1.175
Ashraf, H., & Zolfaghari, S. (2018). EFL teachers’ assessment literacy and their reflective teaching. International Journal of Instruction, 11(1), 425-436. https://doi.org/10.12973/iji.2018. 11129a
Aziz, M. N. A., Yusoff, N. M., & Yaakob, M. F. M. (2020). Challenges in using authentic assessment in 21st century ESL classrooms. International Journal of Evaluation and Research in Education, 9(3), 759-768. https://doi.org/10.11591/ijere.v9i3.20546
Balang, N. J., Sakudan, K., & Semion, M. F. (2021). Lestarikan pentaksiran bilik darjah (PBD) demi kemenjadian murid. https://www.researchgate.net/publication/351135097
Curriculum Development Division. (2018). Garis panduan pelaksanaan pentaksiran bilik darjah (PBD) bagi murid tahap 1. https://web.jiaozong.org.my/doc/2018/dec/20181220-ssiaran. pdf
Darmi, R., Saad, N. S. M., Abdullah, N., Puteh-Behak, F., Zakaria, Z. A., & Adnan, J. N. I. (2017). Teachers’ views on students’ performance in English language proficiency courses via CEFR descriptors. IJAEDU-International E-Journal of Advances in Education, 3(8), 363-370. https:// doi.org/10.18768/ijaedu.336688
Djoub, Z. (2017). Assessment literacy: Beyond teacher practice. In R. Al-Mahrooqi, C. Coombe, F. Al-Maamari, & V. Thakur (Eds.). Revisiting EFL assessment: Critical perspective (pp. 9–27). Springer International Publishing. https://doi.org/10.1007/978-3-319-32601-6
Earl, L. M. (2003). Using assessment to motivate learning. In L. M. Earl (Ed.). Assessment as learning: Using classroom assessment to maximize student learning (pp. 67-77). California: Corwin Press. https://doi.org/10.4135/9781483329512.N6
Ergul, A. O., & Cetin, S. (2021). Measurement and assessment literacy levels of teachers in terms of some variables. Adiyaman University Journal of Educational Sciences, 11(1), 26–35. http://dx.doi.org/10.17984/adyuebd.755873
Franchis, C., & Mohamad, M. (2023). Implementation of ESL assessment in Malaysian schools: A systematic literature review paper. International Journal of Academic Research in Progressive Education and Development, 12(2), 2473–2488. http://dx.doi.org/10.6007/ IJARPED/v12-i2/ 17537
Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. PROFILE Issues in Teachers’ Professional Development, 20(1), 179-195. http://dx.doi.org/10.15446 /profile.v20n1.62089
Hopfenbeck, T. N. (2018). ‘Assessors for learning’: understanding teachers in contexts. Assessment in Education: Principles, Policy & Practice, 25, 439-441. https://doi.org/10.10 80/0969594X.2018.1528684
Isa, A. M., Mydin, A. A., & Abdullah, A. G. K. (2021). Road to school transformation 2025: A systematic literature review on teacher autonomy in Malaysia. International Journal of Academic Research in Progressive Education and Development, 10(3), 34-45. http://dx.doi .org/10.6007/IJARPED/v10-i3/10710
Jonglai, S. A., Pike, M. & Lamb, M. (2021). Formative assessment: The Malaysian English language primary school teachers’ pedagogical beliefs and values. International Journal of English Language Studies, 3(4), 52–66. http://dx.doi.org/10.32996/ijels.2021.3.4.5
Kannan, B., Pillai, R. V., & Kunhikannan, S. K. (2021). Keberkesanan pelaksanaan bengkel pentaksiran bilik darjah. Jurnal Penyelidikan Dedikasi, 19(1), 51-72. https://myjms.mohe. gov.my/index.php/jd/article/view/14348
Khalil, F. M., & Awang, M. I. (2016). Isu kesediaan guru dalam amalan melaksanakan pentaksiran
berasaskan sekolah. EDUCATUM – Journal of Social Science, 2, 1-7. https://www.research gate.net/publication/310514840
Khan, A. B. M. A., Hassan, N., & Ali, A. (2023). Implementing formative assessment in Malaysia:
Teachers’ viewpoints. Language Testing in Focus: An International Journal, 7, 28–41. https://doi.org/10.32038/ltf.2023.07.03
Kim, K., Burke, L. E. C. A., Luke, A., Grove, K., & Tan, C. (2018). Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design. Language Teaching Research, 22(3), 264–288. https://doi.org/10.1177/13621688166 84366
Lee, N. A. A., & Kassim, A. A. M. (2019). Implementation of CEFR-aligned assessment tools in Malaysian ESL classroom. Asia Proceedings of Social Sciences, 4(2), 7-10. http://dx.doi. org/10.31580/apss.v4i2.688
Lee, N. A. A., & Kassim, A. A. M. (2020). Implementation of common European framework of reference for languages-aligned assessment in Malaysian secondary schools. International Journal of Psychosocial Rehabilitation, 24(1), 747–757. https://doi.org/10.37200/ijpr/v24 i1/pr200178
Lim, H. L., & Wun, T. Y. (2016). A framework for examining assessment literacy of preservice teachers. US-China Education Review A, 6(5), 294-300. http://dx.doi.org/10.17265/2161-623X/2016.05.003
Lo, Y. C. (2006). Practice and challenges of school-based formative assessment. Paper presented at the 32nd Annual Conference of International Association for Educational Assessment, Singapore. https://iaea.info/documents/practice-and-challenges-of-school-based-format ive-assessment/
Lo, Y. Y. (2018). English teachers’ concern on common European framework of reference for languages (CEFR): An application of CBAM. Jurnal Kurikulum & Pengajaran Asia Pasifik, 6(1), 46-58. https://www.researchgate.net/publication/352992743
Ma’arop, A. H., & Samad, A. A. (2020). Peer assessment experiences in the lower primary ESL classrooms in: Teachers’ perspectives. Universal Journal of Educational Research, 8(1A), 87–94. https://doi.org/10.13189/ujer.2020.081312
Marzaini, A. F. M., Sharil, W. N. E. H., Supramaniam, K., & Yusoff, S. M. (2023). Evaluating teachers’ assessment literacy in enacting CEFR-aligned classroom-based assessment in Malaysian secondary school’s ESL classroom. International Journal of Academic Research in Progressive Education and Development, 12(1), 661–675. http://dx.doi.org/10.6007/IJA RPED /v12-i1/15691
Ministry of Education. (2019). Working committee English language management guidebook. Putrajaya: The Inspectorate.
Othman, J. (2019). Reform in assessment: Teachers’ beliefs and practices. Journal of Teaching English for Specific and Academic Purposes, 6(3), 501-512. https://doi.org/10.22190/jtesa p1803501o
Pellegrino, J. W., DiBello, L. V., & Goldman, S. R. (2016). A framework for conceptualizing and evaluating the validity of instructionally relevant assessments. Educational Psychologist, 51(1), 59-81. https://doi.org/10.1080/00461520.2016.1145550
Quyen, N. T. D., & Khairani, A. Z. (2017). Reviewing the challenges of implementing formative assessment in Asia: The need for a professional development program. Journal of Social Science Studies, 4(1), 160-177. http://dx.doi.org/10.5296/jsss.v4i1.9728
Raman, K., & Yamat, H. (2014). English teachers’ voices on the challenges of the school-based assessment. Frontiers of Language and Teaching, 5, 66–74. https://www.researchgate.net /publication/366028410
Rethinasamy, S., Ramanair, J., & Chuah, K. M. (2021). English medium instruction at crossroads: Students’ voice and way forward. International Journal of Academic Research in Business and Social Sciences, 11(14), 109–123. http://dx.doi.org/10.6007/IJARBSS/v11-i14/8533
Sabbir, F. (2019). Perceived view of teachers towards “pentaksiran tingkatan tiga” (PT3) (form three assessment) English language: A case study. Asian Journal of University Education, 15(3), 34–44. http://files.eric.ed.gov/fulltext/EJ1238649.pdf
See, L. S., & Saw, L. O. (2012). Investigating assessment practices of in-service teachers. International Online Journal of Education Sciences, 4(1), 91-106. https://www.researchgat e.net/publication/268015768
Sidhu, G. K., Kaur, S., & Lee, J. C. (2018). CEFR-aligned school-based assessment in the Malaysian primary ESL classroom. Indonesian Journal of Applied Linguistics, 8, 452-463. http://dx. doi.org/10.17509/ijal.v8i2.13311
Singh, C. K. S., Gopal, R., Eng, T. O., Singh, T. S. M., Mostafa, N. A., & Singh R. K. A. (2020). ESL teachers’ strategies to foster higher-order thinking skills to teach writing. Malaysian Journal of Learning and Instruction, 17(2), 195-226. https://doi.org/10.32890/mjli2020. 17.2.7
Singh, C. K. S., Singh, H. K. J., Mulyadi, D., Eng, T. O., Singh, T. S. M., Mostafa, N. A., & Yunus, M. M. (2021). In-service teachers’ familiarisation of the CEFR-aligned school-based assessment in the Malaysian secondary ESL classroom. Pertanika Journal of Social Sciences and Humanities, 29(3), 179-201. https://doi.org/10.47836/pjssh.29.s3.10
Singh, C. K. S., Singh, H. K. J., Singh, T. S. M., Moneyam, S., Abdullah, N. Y., & Zaini, M. F. (2022). ESL teachers’ assessment literacy in classroom: A review of past studies. Journal of Language and Linguistic Studies, 18(Special issue 1), 1-17. https://www.jlls.org/index.php /jlls/article/view/2868
Stiggins, R. J., & Conklin, N. F. (1992). In teachers’ hands: Investigating the practices of classroom assessment. Albany: State University of New York Press. https://www.jstor.org/stable/ 1435399
Suppian, Z., Ghazali, N. H. C. M., Isa, N. J. M., & Govindasamy, P. (2020). Penilaian kendiri guru pelatih terhadap tahap kemahiran pentaksiran bilik darjah (PBD). Jurnal Dunia Pendidikan, 2(4), 98-106. https://myjms.mohe.gov.my/index.php/jdpd/article/download/11774/ 5720
Talib, R., Kamsah, M. Z., Naim, H. A., & Latif, A. A. (2014). From principle to practice: Assessment for learning in Malaysian school-based assessment classroom. International Journal of Social Sciences and Education, 4(4), 850-857. https://www.academia.edu/ 108281649
Tierney, R., Simon, M., & Charland, J. (2011). Being fair: teachers’ interpretations of principles for standards-based grading. The Educational Forum, 75(3), 210–227. https://doi.org/10.1 080/00131725.2011.577669
Ulas, J., & Aksu, M. (2015). Development of teacher autonomy scale for Turkish teachers. Procedia-Social and Behavioral Sciences, 186, 344-349. https://www.researchgate.net/pu blication/312622982
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