PRIMARY SCHOOL ENGLISH TEACHERS’ BELIEFS AND PRACTICES IN CEFR-ALIGNED FORMATIVE ASSESSMENT IN MALAYSIA

Abstract

Abstract The implementation of the Common European Framework of Reference for Languages (CEFR) has significantly transformed the curriculum, teaching, learning, and assessment of English in Malaysian primary schools. These changes have required teachers to shift their instructional and assessment practices, often adding pressure as they adapt to new approaches. This study explored English language teachers’ beliefs about CEFR-aligned formative assessment and their classroom practices in primary schools. A mixed-methods approach using an explanatory sequential design was employed. Quantitative data were collected from 161English teachers across 30 selected schools in Selangor using cluster random sampling. Two questionnaires were administered: the Assessment Beliefs Questionnaire and the Assessment Practices Questionnaire. The data were analysed using descriptive (frequency, percentage, mean, and standard deviation) and inferential statistics (Pearson correlation, t-tests, and one-way ANOVA) via SPSS Version 29. Qualitative data were subsequently gathered to elaborate on the quantitative findings. Results revealed a significant relationship between teachers’ beliefs and their formative assessment practices (r = .336, p < .001), indicating alignment between belief and practice. Teachers’ English options were significantly related to practice but not to beliefs, while CEFR proficiency levels correlated with practice but not beliefs. Teaching experience influenced beliefs but not practices, and neither CEFR-related experience nor academic qualifications showed a significant relationship with either. Overall, the study underscores a strong and consistent link between teacher beliefs and classroom practices. The findings have critical implications for teacher professional development and suggest longitudinal studies to monitor changes over time.