English is a universal language that is used for communication all around the world. However, when studying English, it is critical to establish a consistent measurement for each skill that everyone can agree on. As a result, the Common European Framework of Reference (CEFR) is produced for language measurement. It is a framework that can be applied to a variety of languages. It is acknowledged as a standard framework that is identified throughout Europe and, increasingly, throughout the world; Malaysia is no exception. It was created to give a clear, consistent, and the comprehensive framework for developing language syllabuses and curriculum guidelines, creating teaching and learning resources, and assessing foreign language proficiency. As a result, if it is used and stated in a Curriculum Vitae (CV), the employer should know what it signifies. There are six levels in the CEFR: A1, A2, B1, B2, C1, and C2. Basic users are defined as A1 and A2. Once learners attain levels B1 and B2, they are termed independent users, which indicates they may converse. Finally, learners who achieve a proficiency level of C1 or C2 are deemed proficient. CEFR is now applied for 40 languages around the world, allowing language learners to concentrate on their language achievement while having it standardized and acknowledged both within and outside their own countries. Since 2016, the CEFR has been used in the Malaysia education system to teach English as a Second Language (ESL). Therefore, the focus of this paper will be on a brief history of the CEFR, as well as the components of the CEFR and the relevance of understanding the language level. The implementation of the CEFR in the Malaysian curriculum and 21st-century learning will also be explored, as well as the importance of CEFR in ESL learning.

School Based Assessment (SBA) is a concept integrated in the Malaysian education system to harmonise assessment of an educator into the process of teaching and learning, with an idea to optimize students’ understanding of a subject they are learning. When the Covid-19 virus ravages the world, the education sector was not spared, schools were quick to be shut down in fear of the disease. It was not long before the education system was forced to adapt the unconventional method of leaning to outlast the pandemic. Rushing, even in good intention, comes with myriad of the issues and the concern of the effectivity of SBA in this new environment is not excused. With student focused education principles rooted in the education system, to being virtually available in a virtual classroom is a challenge to both to the teachers and students. To enforce discipline and to engage individual student in of itself is not an easy task let alone when both parties separated by miles away. Thus, this paper will cast an overview the effects of the Covid-19 Pandemic to the Malaysian education system, issues related to online assessment in the Malaysia education system during pandemic and assessment practices, challenges and solution during pandemic by other countries.

Classroom assessment differs from examinations and other student evaluation forms. The fundamental purpose of classroom assessment is to enable teachers and students to improve the quality of learning in the classroom by utilising a learner-centred, teacher-directed, mutually beneficial, and embedded in best practices approach. Assessment for learning, assessment of learning, and assessment as learning are the three types of classroom assessments that most education systems focus on. Assessment for learning is commonly used in classroom assessments to encourage and motivate students to learn. It is vital to ensure students learn what they need to learn. As a result, teachers' assessment procedures are required to provide accurate and indicative information about a student's current level of learning. This paper aims to provide literature reviews on issues regarding assessment for learning in an ESL classroom. The issues reviewed began with the history of implementing school-based and classroom assessments and the issues and challenges associated with assessment in the Malaysian education system. This paper also covered assessments aligned on 21st-century learning to instil 21st-century skills among students through classroom assessment. The relevance of assessment for learning and why it matters in 21st-century education are then highlighted in this paper. Finally, it offers some recommendations for improving the quality of ESL classroom assessments. In conclusion, this paper provides insight into classroom assessment practice and knowledge in preparation for future studies.

Implementing the Common European Framework or CEFR in English as a Second Language learning in the Malaysian education system is the focus of this paper. CEFR is a generally established international standard for depicting language proficiency. It is also extensively recognised in Europe and is becoming more widely accepted globally; it is now incorporated into the Malaysian education system. The CEFR provides thorough descriptions of what foreign or second language learners can perform in listening, speaking, reading, and writing at six proficiency levels. Thus the methodology used in this paper is qualitative through review documents specifically on past studies from 2015 to 2021 highlighting CEFR implementation. This study aims to answer two research questions; what are the importance of implementation of CEFR in the Malaysian ESL classroom, and how CEFR can be implemented in classroom assessment in the Malaysian ESL classroom. The findings related to the first aim indicate that the CEFR is important for the needs of the international standard framework, benchmarking, alignment, and calibration. The findings also show that CEFR assists teachers in monitoring students' development in ESL classrooms. This article will also examine the history of the CEFR's implementation in the Malaysian education system and its influence on the curriculum, teaching and learning, and assessment. Then, the descriptors of CEFR in all four primary language skills, learning, speaking, listening, reading, and writing, will be briefly discussed before moving on to implementing the CEFR in classroom assessment. By the end of this paper, the recommendations for future study in implementing CEFR in the Malaysian ESL classroom will be proposed.