The recent implementation of CEFR-aligned Classroom-Based Assessment (CEFR CBA) requires teachers to conduct comprehensive assessments of their students as part of their teaching and learning practises. Regarding this reform, the teachers' professional development (TPD) programme plays a crucial role in ensuring that teachers are well-equipped with the content and pedagogical understanding of the new policy. The TPD becomes an important medium with the aim of enhancing teachers’ professionalism to suit the need of education reform. Therefore, the purpose of this study was to investigate the implementation of teachers' professional development at the meso (school) and macro (education department) levels by identifying the types of TPD strategies employed by trainers. This study also investigates the challenges preventing the TPD programme from effectively function in disseminating information to teachers. By using the qualitative approach and semi-structured interviews, data was colle.....

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