Classroom-Based Assessment (CBA) plays a vital role in supporting formative language teaching practices. The Malaysian Ministry of Education recommends three primary assessment methods written, oral, and observation to ensure a holistic approach in classroom assessment. However, previous studies reveal that English teachers often rely more heavily on written assessments, potentially undermining the development of speaking and listening skills. This qualitative study explores how five experienced English teachers implement these three methods in their CBA practices. Data were collected through three rounds of semi-structured interviews and document analysis of lesson plans. Thematic analysis revealed that while written assessments remain dominant, oral and observational assessments are increasingly employed in various classroom contexts. The findings suggest a growing awareness of the importance of balanced assessment practices, though challenges such as time constraints and class size persist. Recommendations are offered to improve the implementation of CBA methods. In light of the findings, several recommendations are proposed to improve the implementation of classroom-based assessment practices, particularly in English language classrooms. First, targeted professional development should be provided to enhance teachers' competence in designing and implementing oral and observational assessments.
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Universiti Utara Malaysia
Institut Pendidikan Guru Kampus Tuanku Bainun
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