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It considers the Malaysian Education Act’s English-as-second-language context and the widespread use of exam-adapted scoring. Using a qualitative approach with 25 Grade 10 ESL teachers across 12 secondary schools, teachers were trained on holistic, analytical, and primary traits scoring before interviews and additional data collection via protocols and student essays. 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In Malaysian schools, teachers are given the freedom to use their own teaching and assessment methods in assessing their students’writing. However, majority of the English as a Second Language (ESL) teachers use a scoring method adapted from the Malaysian Examination to assess their students’ writing. For the Malaysian Certificate of Education (SPM) English Language 1119 subject, students are required to write an essay of more than 350 words and they must be eloquent in their writing style with flawless grammatical errors to obtain the highest score for the subject. The purpose of this study was to explore the ESL teachers’ preference towards the most suitable scoring method to assess essay writing in the classrooms. The study used qualitative approach which involved 25 grade 10 ESL teachers at 12 secondary schools in one of the states in Malaysia. The teachers in this study were trained on how to use the three types of scoring method to examine the students’ continuous essay writing based on the three types of scoring methods namely Holistic, Analytical and Primary Traits. After the training, a few teachers were selected to be interviewed to get their perspectives of the three scoring methods used for classroom-based assessment. The research involved multiple data collection methods: verbal protocol, documents in the form of students’ essays and interviews with the teachers. The findings indicated that the majority of the ESL teachers in this study preferred the holistic scoring method over the other two scoring methods due to its time saving characteristic when it involved a large scale marking and the results were needed to be completed within a short period of time. In addition, the ESL teachers in this study liked the idea of having to give overall evaluation of the essays whereby they could identify not only the overall band, but also the strengths and weaknesses of their students’ writing. The teachers discovered that the holistic scoring method helped them to improve their students’ learning as they could evaluate their students’ overall performance. |\n| Article history\u003Cbr>Received: March 16, 2018\u003Cbr>Accepted: 16, 2018\u003Cbr>Published: August 31, 2018\u003Cbr>Volume: 9 Issue: 4\u003Cbr>Advance access: July 2018 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Classroom-based Assessment, Holistic Scoring Method, Analytic Scoring Method, Primary Trait Scoring Method, Essay Writing,\u003Cbr>ESL Teachers |  |\n\nINTRODUCTION  \nThere are three phases of changes that have taken place in the Malaysian education system. These changes do not only involve the education curriculum but also the assessment process. Phase One took place between 1957 until 1970. According to Nalliah and Thiyagarajah,“The English language syllabus for Primary 1-6 is taught in three stages. Students in national schools complete Stages 1 and 2 while their peers in national-type schools undergo Stages 1, 2 and 3. The syllabi for secondary schools comprise of Syllabus for Secondary Schools (Malay medium), English and Syllabus for Secondary Schools (English medium): English for two different examinations namely Sijil Pelajaran Malaysia (SPM) or the Mala","cbCaihgRzn2cB9x9","https://ap.wps.com/l/cbCaihgRzn2cB9x9","pdf",193063,"English","# Introduction\n# Assessment of English Examination Papers in Malaysia","[{\"question\":\"What scoring methods were compared in the study?\",\"answer\":\"The study compared three classroom scoring methods: holistic, analytical, and primary traits for assessing continuous essay writing.\"},{\"question\":\"Why did many ESL teachers prefer the holistic scoring method?\",\"answer\":\"Teachers preferred holistic scoring because it saves time for large-scale marking and supports completing results within a short period.\"},{\"question\":\"What data sources were used to explore teachers’ perspectives?\",\"answer\":\"The research used verbal protocol, students’ essay documents, and interviews with ESL teachers after their training.\"}]","The Most Suitable Scoring Method to Assess Essay Writing in ESL Classrooms | PDF",1792068140,18]