Washback effects, School-based assessment (SBA), Formative assessment, English language teaching, Assessment reform, Malaysia, Language and Literature

Abstract This study explores the contextual factors mediating the washback effects of Malaysia’s learning-oriented English language assessment reform, implemented at the lower-secondary level. The reform aims to balance formative and summative assessments to foster meaningful learning, reduce test-oriented teaching, and enhance critical thinking skills. Employing a mixed-methods approach, the study draws on data from document analysis, semi-structured interviews, and a survey. Participants of this study were 2 policymakers, 6 school administrators, 9 teachers from three secondary schools in Penang, a state in the northern region of Malaysia, and 124 teachers from four states in the northern region of Malaysia. The findings highlight both opportunities and challenges in implementing the assessment reform. While intended washback effects include enhanced communicative teaching, the integration of higher-order thinking skills (HOTS), and formative assessment practices, systemic contextual factors at the macro and micro levels impede these outcomes. Key challenges include inadequate teacher training, resource constraints, and societal emphasis on grades, which reinforce central summative assessment over the School-Based Assessment (SBA) component. Notably, the study identifies the paradox of central summative assessments undermining formative assessment goals despite their complementary role. The results underscore the need for targeted professional development, better stakeholder engagement, and policy recalibration to align assessment practices with reform objectives. These insights contribute to the understanding of washback from SBA, emphasizing the contextual dynamics of educational reforms.