Malaysian ESL Teachers’ intervention strategies in the implementation of classroom-based assessment

Malaysia’s transition from an examination-oriented assessment culture to Classroom-Based Assessment (CBA) has expanded teachers’ responsibility to use assessment evidence to support learning. Within this reform, intervention or follow-up action is important because it is the stage where assessment information is translated into instructional responses. This study examined how Malaysian secondary-school English as a Second Language (ESL) teachers reported implementing assessment interventions within CBA and how their reported practices corresponded with the intervention principles outlined in the CBA policy framework. Adopting a qualitative case-study design, data were collected from six ESL teachers in three public secondary schools in Pulau Pinang through semi-structured interviews and document analysis of the CBA Guidebook. Thematic analysis identified six reported intervention strategies: structured feedback through personal coaching, self- and peer assessment, differentiated instruction, peer learning through mentor-mentee support, reinforcement through repeated practice, and the use of supplementary learning materials. The reported practices were broadly consistent with formative principles related to feedback, learner participation, differentiation, scaffolding, and follow-up support. At the same time, some reported uses of quizzes, examination questions, individual tests, drilling, and numerical tracking reflected the continuing presence of examination-oriented assessment routines. Rather than indicating a complete departure from established assessment practices, the findings illustrate how teachers may combine formative approaches with existing assessment routines when responding to classroom demands and learner needs. The study highlights the importance of sustained assessment-literacy development, practical professional learning, and institutional support for strengthening assessment interventions within CBA.