Formative Assessment in Writing in CEFR-aligned Secondary Curriculum: Malaysian Teachers' Practices and Beliefs

The alignment of the CEFR framework in Malaysian English curriculum has significantly changed classroom teaching and learning. new shifted from emphasising centralised exams to measuring learning progress; hence, formative assessment was introduced. Previous research highlighted a substantial gap between secondary school teachers' understanding actual practises classroom. also found that writing most challenging language teach assess This paper seeks find practices assessments lessons explore beliefs their lessons. study involved seven teachers Selangor chosen through convenience sampling. Two data collection methods were used: semi-structured interview observation analysed using transcription content analysis. Results showed contradiction beliefs. findings revealed did with summative as primary target, misperceived practices. It challenges like lack time, class size, student proficiency, work burden, parents' expectations hinder effective implementation assessment. implies benefits both students learn skill. Future could students' perspectives