Primary ESL teachers’ perceived knowledge of CEFR-aligned classroom-based assessment: an explanatory sequential mixed-methods study in Malaysia

Abstract

Teachers' perceived knowledge is central to the implementation of classroom-based assessment (CBA) within CEFR-aligned English language education. This study examined primary ESL teachers' perceived knowledge of CBA and explored their reported learning sources and practice-oriented accounts of assessment in Malaysian primary schools. An explanatory sequential mixed-methods design was employed. Questionnaire data were collected from 169 primary ESL teachers in Johor Bahru, followed by semi-structured interviews with 17 teachers. The questionnaire's internal structure was examined using exploratory factor analysis, while descriptive statistics were used to examine teachers' perceived CBA knowledge. Interview data were analysed thematically. The factor analysis supported a one- factor structure, with all 22 items retained and high internal consistency, Cronbach's α = .916. Teachers' responses fell within the very high self-reported agreement category for perceived CBA knowledge (M = 3.56, SD = .32), based on the adopted mean-score interpretation. The highest mean scores concerned improving pupils' learning, assigning grades, and placing pupils into CEFR proficiency levels (M = 3.78, SD = .42), while reading official CBA documents recorded the lowest mean score (M = 2.75, SD = .93). Thematic analysis generated two themes: informal and self-directed sources of CBA information and practice-oriented accounts of CBA. Several teachers reported using internet searches to obtain CBA information, while their accounts focused on classroom assessment, feedback, pupil guidance, and follow-up action. The findings indicate that very high self-reported agreement on the perceived CBA knowledge scale coexisted with comparatively limited engagement with official guidance and varied interpretations of selected assessment concepts. The findings suggest value in further examining how engagement with official guidance and collaborative professional learning might support shared interpretations of CEFR-aligned classroom assessment.