The listening and speaking skills are the significant components in the communicative and oral communication that demonstrated the level of proficiency in the language (Leong & Ahmadi 2017).

The majority of ESL teachers experience the hassle of assessing their listening and speaking skills.

Issues such as using the previous year's level of mastery as the TOV (Take-Off Value) for the current year, pressure from the upper administration and the practice of filling in transit forms after class contribute to the process of implementing Classroom-Based Assessment.

This study exposes the parents to their roles in helping the strategies to succeed by giving cooperation and support to the teachers and their children.

This study enables future researchers to do cross-reference that provides them with the background of the problem. Besides, this study will build the generalization based on specific issues highlighted in the study.

This study indirectly encourages the pupils to take responsibility for their learning in order to build their listening and speaking skills.

2. Classroom-based assessment

Assessment is a process implemented by the teachers based on the previous learning that has been carried out within the class. It provides feedback to the teachers and students on the standard of learning performance. It is also known as ‘classroom assessment’ and ‘teacher-based assessment’ (UNESCO 2013).

Formative assessment is assessing students in the process of forming their skills with the goal of helping them to grow. Summative assessment is a summary on what a student has grasped at the end of a course.
(Brown 2003)

Teachers would use the assessment results to provide students feedback on where they were falling short of the mastery level, as well as to alter their own teaching
(Allal 2005)

Jia et al. (2006) stated that the classroom-based assessment (CBA) has many beneficial impacts on the teaching and learning process.

3. Assessing Listening and Speaking Skills

Luoma (2004) stated that being orally proficient in foreign language like English is as difficult as assessing the speaking skill.

While speaking is a productive skill that may be observed directly and empirically, the precision and efficacy of a test taker's listening ability invariably affect those observations (Brown 2003)

1. Definition of Listening and Speaking Skills

Listening is a complicated, active interpretive process. Listeners make associations between what they hear and what they already know.
(Siti Mukminatun 2009)

According to Cameron (2001), speaking is a productive skill in the organs of speech to convey meaning that can be immediately and empirically witnessed.

4. Issues in CBA implementation

Ahmad & Mohamod (2016) believed that the implementation of classroom-based assessment has yet to reach its goal. They also suggested that more research related to classroom-based assessment should be conducted.

Choi (1999) argued that classroom-based assessment demands the teachers to bear the role of not only teaching the students but also as the examiner.

Wan Omar (2019) extended his study by summarizing that many of the challenges faced by teachers in CBA implementation pose problems to teachers in conducting it effectively.

Strategies

1. Teachers upgrading strategies
a. Assessment construction and revising workshop
b. Policy makers- training and courses on evaluation
c. PLC with expert teachers
d. Round table session with SBA supervisor and school administrator

1. Listening and speaking has been a difficult skill for assessing due to learners' background, shyness and lack of interest

2. Assessing has been difficult even during a face-to-face learning and now it is even difficult during the offline learning.

3. As not all pupils are blessed with good network connection for learning, teacher need a system to be able to assess the pupils during the learning from home period

Administration - More understanding to why the teacher classify lower level to certain pupils

Teacher - Fully prepared for validation- Assessing efficiently

MOE, JPN, PPD

• Cooperate with ELTC to revise a better assessment that suit Malaysian learners
  
  • Specific guidelines for every subject

Ahmad, A. & Mahamod, Z. 2016. Tahap Kemahiran Guru Bahasa Melayu Sekolah Menengah dalam Melaksanakan Pentaksiran Berasaskan Sekolah Berdasarkan Jantina, Opsyen dan Tempat Mengajar. Jurnal Pendidikan Bahasa Melayu 5 (1): 18-29

Allal, L. & Mottier Lopez, L. 2005. Formative assessment of learning: A review of publications in French. In Formative Assessment: Improving Learning in Secondary Classrooms, pp. 241–264. Paris: Organisation for Economic Co-operation and Development.

Brown, H. D. 2003. Language Assessment: Principles and Classroom Practices. White Plains, New York: Pearson Education.

Brown, H.D. 2004. Language Assessment. Principle and Classroom Practices. White Plains, New York: Pearson Education.

Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Choi, C. C. 1999. Public Examinations in Hong Kong. Assessment in Education 6: 405-417 https://doi.org/10.1080/09695949992829 [28 May 2021].

Jia, Y., Zohreh, R. E., & Burlbaw, L. M. 2006. ESL Teachers’ Perceptions and Factors Influencing Their Use of Classroom-Based Reading Assessment. Bilingual Research Journal: The Journal of the National Association for Bilingual Education 30: 407-430

Luoma, S. 2004. Assessing Speaking. Cambridge: Cambridge University Press.

Siti Mukminatun. 2009. Empowering the Students through Listening Diaries to Motivate Students to Improve their Listening Ability: Yogyakarta State University.

Tan J. Y & Kenayathulla, H. B. 2020. Pentaksiran Bilik Darjah dan Prestasi Murid Sekolah Jenis Kebangsaan Cina di Hulu Langat, Selangor. Jurnal Kepimpinan Pendidikan 7 (3): 70 - 90.

UNESCO. 2013. IBE Glossary of Curriculum Terminology. Geneva: UNESCO.

Wan Omar, S. H. 2019. Pengetahuan, Kemahiran, Sikap dan Masalah Guru Dalam Melaksanakan Pentaksiran Bilik Darjah Bahasa Melayu di Sekolah Rendah. Jurnal Pendidikan Bahasa Melayu 9 (3): 56-67.

Leong, L., & Ahmadi, S. M. 2017. An Analysis of Factors Influencing Learners’ English Speaking Skill. International Journal of Research in English Education 2 (1): 34-41. https://doi.org/10.18869/acadpub.ijree.2.1.34 [31 May 2021].