International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 01, 2020 ISSN: 1475-7192 DOI: 10.37200/IJPR/V24I1/PR200178 Received: 16 Nov 2019 | Revised: 21 Dec 2019 | Accepted: 05 Jan 2020 747 Abstract--- The execution of the Malaysian Education Blueprint 2013-2025 has created several curriculum reforms in the Malaysian ESL (English as a Second Language) syllabus, teaching and assessment. With the adaptation and implementation of the Common European Framework of Reference for Languages (CEFR), starting with primary one and secondary one in Malaysian schools in 2016, this action-oriented approach warranted a degree of essential changes in teaching, learning and assessment in the English classrooms. Therefore, the main aim of this preliminary study was to investigate the views of English teachers on the implementation of the CEFR- aligned assessments in the ESL secondary school classroom. It also explored the challenges encountered by teachers in view of the adoption of CEFR onto the lower secondary form English syllabus and assessment. Data were collected via google form questionnaires from English teachers in schools located throughout Malaysia via random convenient sampling. The initial findings revealed that the implementation of CEFR-aligned syllabus and assessments are still divisive among Malaysian ESL school teachers. Most of the English teachers had sufficient knowledge about the revised CEFR-aligned ESL curriculum and how it affects students but find designing CEFR- aligned assessments based on the descriptors challenging even after it has been implemented for two years. This resulted in several difficulties faced when incorporating CEFR in their teaching and assessment. In formative assessments, teachers provide sufficient variety of feedbacks but face time constraint issues related to extra administrative duties, heavy workload, school events, and heavy syllabus content. These are the main factors that pose as the main challenges against the effective implementation of the CEFR-aligned assessment. Therefore, to ensure smoother implementation of CEFR in ESL classrooms, all stakeholders need to work together to iron out any issues faced by teachers. Furthermore, a clearer CEFR-aligned assessment guide needed to be developed and added into the syllabus to sufficiently assist ESL teachers in teaching and assessment in Malaysian school. Keywords--- ESL, CEFR, English Teachers, CEFR-aligned Assessment, Secondary School. I. INTRODUCTION In 2001, The Common European Framework of Reference for Languages (CEFR) was established to provide a viable framework that shows what language learners require to learn in order to exploit a language efficiently in practice. Initially, its purpose was to offer assessment and teaching means for all languages in Europe. However, according to Fulcher (2010) due to its ease of practice in numerous areas, CEFR has increased in popularity in countries outside Europe, particularly as a measurement for standards-based assessments. It has been Noor Azli Bin Affendy Lee, Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang, Permatang Pauh, Pulau Pinang, Malaysia. E-mail: azli.affendy@gmail.com Aini Akmar Binti Mohd Kasim, Academy of Language Studies, Universiti Teknologi MARA Shah Alam, Shah Alam, Selangor Darul Ehsan, Malaysia. Implementation of Common European Framework of Reference for Languages-Aligned Assessment in Malaysian Secondary Schools Noor Azli Bin Affendy Lee and Aini Akmar Binti Mohd Kasim