Divergent validity analysis.

The Malaysian Education Blueprint (PPPM) 2013–2025 has spurred significant reforms in the Primary School Standard Curriculum (KSSR) and Secondary School Standard Curriculum (KSSM), particularly concerning classroom-based assessment (CBA). CBA evaluates students’ understanding and progress, informs instruction, and enhances the learning outcomes. Teachers with robust pedagogical content knowledge (PCK) are better equipped to design and implement effective CBA strategies that accurately assess students’ comprehension and growth, provide personalised feedback, and guide instruction. This study aims to investigate the relationship between PCK and CBA among English as a Second Language (ESL) secondary school teachers in Selangor, Malaysia. A 5-point Likert-scale questionnaire was administered to 338 teachers across 27 regional secondary schools in Selangor. The Covariance-based structural equation modelling (SEM) was used to analyse the data. The findings revealed that the secondary school teachers demonstrated a high level of PCK, with content knowledge (CK) obtaining the highest mean, followed by pedagogical knowledge (PK) and pedagogical content knowledge (PCK). The CBA practices among these teachers were also found to be high. SEM analysis showed a positive association between PK and CBA practices and between PCK and CBA. However, no positive association was observed between CK and CBA practices. In order to enhance teachers’ PCK and ensure the effective implementation of CBA, which is crucial for student learning outcomes in Malaysian ESL secondary schools, it is recommended that continuous professional development opportunities be provided, specifically focusing on PCK and CBA.马来西亚教育蓝图（Malaysian Education Blueprint, PPPM）2013—2025年推动了小学标准课程（Primary School Standard Curriculum, KSSR）与中学标准课程（Secondary School Standard Curriculum, KSSM）的重大改革，尤以课堂本位评价（Classroom-based Assessment, CBA）领域为甚。课堂本位评价可评估学生的理解程度与学习进展，为教学活动提供决策依据，并有效提升学习成果。拥有扎实教学内容知识（Pedagogical Content Knowledge, PCK）的教师，更具备设计与实施高效课堂本位评价策略的能力，能够精准测评学生的理解水平与成长情况，提供个性化反馈，并指导教学实践。本研究旨在探究马来西亚雪兰莪州英语作为第二语言（English as a Second Language, ESL）中学教师的教学内容知识与课堂本位评价之间的关联。研究向雪兰莪州27所区域中学的338名教师发放了5点李克特量表问卷，并采用基于协方差的结构方程模型（Covariance-based Structural Equation Modelling, SEM）对数据开展分析。研究结果显示，受访中学教师的教学内容知识整体处于较高水平，其中内容知识（Content Knowledge, CK）的平均分最高，其次为教学知识（Pedagogical Knowledge, PK）与教学内容知识（PCK）；教师的课堂本位评价实践水平同样较高。结构方程模型分析表明，教学知识与课堂本位评价实践、教学内容知识与课堂本位评价之间均存在正向关联，但未发现内容知识与课堂本位评价实践间存在显著正向关联。鉴于提升教师教学内容知识并确保课堂本位评价的有效实施，对马来西亚英语作为第二语言中学的学生学习成果至关重要，因此建议为教师提供持续的专业发展机会，重点聚焦于教学内容知识与课堂本位评价两大领域。