Purpose -The study was aimed at exploring and analysing the current assessment practices of lecturers in selected Malaysian higher learning institution classrooms. The focus was the different modes of assessment used in the classroom and to make recommendations on using a variety of assessment modes that would be well-aligned with the intended learning outcomes.Methodology -A qualitative approach using a descriptive case study design was employed in developing the study. Subjects of the study were selected based on a voluntary basis and 15 lecturers teaching in eight programmes from two higher learning institutions participated in the study. Classroom observation was the main method of data collection, while data analysis employed thematic analysis. Each lecturer was observed twice. Three instruments were used in data collection, namely: pre-observation form, observation form and video recordings. The data was analysed through the opencoding process. The notes in the observation forms were compiled and reviewed to identify themes.Significance -The findings were used to guide decisions on the need for assessment training for lecturers, educators and curriculum developers regarding the types of assessment modes for incorporation in teaching and learning, and also the need for assessment training that would provide lecturers with the knowledge and confidence to use a variety of assessment modes.

Literature in Education (LIE) is aimed at enhancing the pupils' linguistic competence by providing an early beginning to a foundation in literature and literary works. In 2006, the literature component was introduced to pupils in Malaysian primary schools through two programs: Contemporary Children's Literature (CCL) and Extensive Reading Program. The literature program is viewed as a vehicle to provide an early exposure to pupils on literary genres to enhance their understanding and appreciation of people's cultures, values, and traditions. The primary aim of this study was to evaluate the provision of support, resources, training, and time allocation in the implementation of children's literature among upper primary school teachers in Malaysia via the utilization of survey questionnaires, classroom observations and interviews. This study was conducted in a district in the state of Selangor. Samples of 56 upper primary school teachers from 19 schools were selected to answer the survey questionnaires. Interviews were conducted in one selected school in the District. The school was chosen based on the highest academic performance in the Malaysia Standard Examination for Primary Schools. Data were analyzed using SPSS version 19, and coded manually. Findings from survey indicated that 75% of the school management understand the objectives and goals of CCL in order to provide effective support to the program. Majority of the respondents (82%) agreed that the school management has allowed the English Language Department to manage its own expenses or resources for the program. Almost three-fourths (71.4%) * Siti Salina Mustakim is a PhD Scholar in Educational Assessment. She is at present a Visiting Fellow in Nagoya University, Japan. She has been a teacher of Teaching English as a Second Language (TESL) for eight years in secondary school before pursuing her PhD. UPSI (2011UPSI ( -2012. His research interests lie in leadership, curriculum and pedagogical development, inventive thinking, experiential learning, technical-vocational education (comparative study), gender studies, indigenous learning of minority groups (special needs students and Orang Asli-Malay Aborigines) and multicultural human resource development. E-mail: drramlee@yahoo.com Program in Malaysia of the respondents agreed that the provision of training and resources has produced capable and knowledgeable teachers to teach literature. However, the majority of the respondents (76.8%) disagreed that the time allocation provides sufficient time for them to fulfil the requirements of teaching two textbooks in a year. Interview data confirming the survey data reveal that the respondents were less satisfied with the time allocation to conduct their lesson for literature.

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