English Teachers’ Perception of Digital Summative Assessment in Malaysian Primary Schools

Abstract

Despite increasing access to educational technology, summative assessment practices in many schools remain predominantly paper-based. This mixed-methods study investigated English language teachers’ preferences for summative assessment methods and explored the reasons underlying continued reliance on traditional paper-based assessments in the Malaysian context. An explanatory sequential design was employed. Quantitative data were collected through a survey administered to 30 English language teachers from primary schools, in Sandakan, Sabah, followed by semi-structured interviews with 10 selected participants. Descriptive statistics and multiple regression analysis were used to analyse the survey data, while thematic analysis was applied to the interview transcripts. The quantitative findings revealed that a majority of teachers preferred paper-based summative assessments, particularly among those with longer teaching experience. Technical challenges and lack of institutional support were significant predictors of preference for traditional assessment methods, whereas perceived usefulness and confidence in using digital tools were associated with greater acceptance of digital assessment. Qualitative findings further indicated that teachers valued the reliability and familiarity of paper-based assessments and expressed concerns regarding infrastructure, training, and policy clarity. However, teachers also acknowledged the potential of digital tools to enhance feedback efficiency and student performance tracking. The study concludes that teachers’ assessment preferences are shaped primarily by contextual and systemic constraints rather than resistance to innovation. The findings highlight the need for improved infrastructure, targeted professional development, and clearer policy support to facilitate the effective integration of digital tools in summative assessment practices in English language education.