The enactment of teachers’ professional development in The implementation of CEFR-Aligned Classroom Based Assessment: A case study in malaysian schools
DOI:
https://doi.org/10.37134/ejoss.vol11.2.3.2025Keywords:
Teachers' Professional Development, Classroom-Based Assessment, Common European Framework of ReferencesAbstract
This past five years has seen a drastic reform takes over in English Language Education. The reform prompts a significant change in the field of teaching, learning and the assessment system. To note, the recent implementation of CEFR-aligned Classroom-Based Assessment (CEFR CBA) demands teachers to be a comprehensive implementer in assessing students within their teaching and learning practices. As this enactment is concerned, teachers’ professional development (TPD) program plays the crucial roles to ensure teachers are well equipped with the content and pedagogical knowledge in the new policy. TPD has become an important professional learning medium for teachers in the aim of increasing their professionalism to enact educational change. Hence, this study was conducted to explore the enactment of teachers’ professional development program within two main contexts which are at the meso (school) and macro (education department) level. This study revealed that the enactment of TPD program for CEFR CBA was largely transmissive but lacking the sense of practicality to ensure the dispersion of knowledge can happened throughout the entire cascade system. Several challenges like the uncertainty to conduct in-house training, non-option teachers, participants engagement and limited time was discovered to become the factors which impede the effectiveness of TPD to serve its purpose in coaching and mentoring teachers to implement CEFR CBA. The findings of this study have the implication on the program designers and providers to better equip TPD which can address the needs of teachers at the micro level.
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