TESL Pre-Service Teachers’ Perceptions of Classroom-Based Assessment in Primary ESL Classroom: A Quantitative Study

Abstract

Classroom-based assessment (CBA) is an integral component of teaching in Malaysian schools, particularly in primary ESL (English as a Second Language) classroom. However, TESL pre-service teachers often face significant challenges in implementing CBA effectively during practicum phase. Underpinning by the synergy of Constructivist Learning Theory, Socio-Cultural Theory and Assessment for Learning Framework (AfL), this study investigates these challenges and determines potential solutions, employing a quantitative research design with a survey conducted among 64 TESL pre-service teachers from the Bachelor of Teaching in Teaching English as a Second Language (TESL) or Program Ijazah Sarjana Muda Perguruan (PISMP) programme at southern region campuses of the Institutes of Teacher Education (ITEs). Data were collected using a 5-point Likert scale questionnaire and analysed using descriptive statistics (i.e., mean and standard deviation) via SPSS version 27. Respondents perceived a high level of challenges in implementing CBA to enhance pupils’ English language proficiency (M=4.23, SD=0.62), followed by the identification of potential solutions perceived to alleviate challenges in CBA implementation (M=4.56, SD=0.53). These results suggest that while pre-service teachers understand the theoretical value of CBA, a gap exists in their Zone of Proximal Development (ZPD) regarding the practical application. To bridge this gap, targeted CBA workshops and enhanced resource accessibility are recommended. Future research should adopt a longitudinal approach or a mixed-methods design to capture the evolving competency of these pre-service teachers once they enter the permanent workforce.