EXPLORING THE IMPLEMENTATION OF CLASSROOM-BASED ASSESSMENT IN MALAYSIAN SECONDARY SCHOOLS: ALIGNMENT WITH POLICY AND TEACHER PRACTICES

Abstract

This study investigates the implementation of Classroom-Based Assessment (CBA) in Malaysian secondary schools, focusing on the alignment between teacher practices and national curriculum policies. Through qualitative methods, including semi-structured interviews, classroom observations, and document analysis, data were collected from four teachers in Selangor. While teachers demonstrated alignment with curriculum objectives during planning, challenges in implementation persist, largely due to an exam-centric culture, inadequate professional development, and heavy administrative workloads. These barriers hinder the transition to student-centred, formative assessments, reducing the efficacy of CBA in fostering holistic learning outcomes. The findings underscore the need for targeted policy enhancements to bridge gaps in practice and alignment. Recommendations include investing in ongoing teacher training programs to strengthen assessment literacy and equipping educators with practical strategies for adapting CBA to diverse classroom contexts. Streamlining administrative tasks through digital tools and fostering a culture shift away from exam dependency are critical. Aligning these efforts with the Malaysian Education Blueprint 2013–2025, particularly its focus on student-centred learning and continuous assessment will promote more effective implementation of CBA. Policymakers are urged to prioritise capacity-building initiatives that empower teachers and to develop resources that support the practical application of CBA policies. These steps are essential for achieving the blueprint's goals of cultivating higher-order thinking skills and students’ lifelong learning competencies. This research provides actionable insights for policymakers, administrators, and educators aiming to enhance assessment practices in Malaysia’s secondary education system.