Ibnatul Jalilah Binti Yusof

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

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 p...