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A review of School-Based Assessment

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A review of School-Based Assessment (SBA) practiced in countries like Hong Kong, Australia, Nigeria etc. Articles are from the Web of Science between 2007-2012.

A review of School-Based Assessment (SBA) practiced in countries like Hong Kong, Australia, Nigeria etc. Articles are from the Web of Science between 2007-2012.

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  • 1. PBGS 6114SEMINAR IN ENGLISH LANGUAGE EDUCATION PUSHPA KANDASAMY (PGP110002) GWENDOLYN GAIL YONG (PGP110031)
  • 2. WASHBACK STANDARD-BASED CLASSROOM ASSESSMENTSCHOOL-BASED ASSESSMENT TESTING AND ASSESSMENTCLASSROOM-BASED CLASSROOM-LANGUAGE ASSESSMENT ASSESSMENT/ LANGUAGE ASSESSMENT
  • 3. ASSESSMENTDIMENSION ASSESSMENT EVALUATIONTiming Formative SummativeFocus of measurement Process-oriented Product-orientedRelation between objects Cooperative Competitiveof A/EFrom: Apple, D.K. & Krumsieg. K. (1998). Process education teaching institute handbook. Pacific Crest
  • 4. SCHOOL-BASED ASSESSMENT• range of assessment – oral or written (Williams, 1994).• cumulative teacher judgement -students’ performance (Yusuf, 1994).• integrated into the classroom teaching and learning process (Davison, 2005).• conducted by students’ own teacher (Davison, 2007).• SBA is an assessment administered in schools as part of the learning and teaching process, with students being assessed by their subject teachers.
  • 5. STUDENTS’ & PARENTS’ PERCEPTIONS OF VALIDITY OF PERCEPTION TOWARDS EDUCATION OFFICERS SCHOOL-BASED SBA (ORAL/SPEAKING) CLASSROOM (ORAL/SPEAKING) 2008 ASSESSMENT 2010 (SBCA) 2007IMPACT OF SCHOOL-BASED GROUP ORAL CHALLENGES FACED BY ASSESSMENT ON SBA THE TEACHERS IN STUDENTS WITH (2007-2012) IMPLEMENTING SBA DIFFERENT 2010 PROFICIENCY LEVEL 2010 CHALLENGES CHALLENGES AND CURRENT AND ISSUES DEVELOPMENT OF LA OF SBCA 2008 2011
  • 6. PERCEPTION• Cheng, L. (2010) conducted a study on students’ and parents’ perception towards SBA especially on oral/speaking skills. The findings through a survey revealed a positive relationship between students’ perception of SBA-related learning and their language competence. The parents’ perception of SBA significantly and positively predicted their support for their children’s SBA learning in Hong Kong.• Leonard, N. (2008), identified the perception of education officers regarding introducing a school-based continuous assessment of speaking and 2 opposing views were held by the officers on the importance of speaking in English:- (CD&E) & (SEOs) -English speaking is considered to be as important as reading and writing.- (ER&TD) - think that speaking in English was not that important. (Botswana – South Africa)
  • 7. IMPACT• Gan, Z. (2010) carried out a study on the impact of School-based Group Oral Assessment within higher and lower scoring students in Hong Kong. Higher scoring group – engaged constructively with one another’s ideas. The lower-scoring group, could interact but appeared to be more structured due to pre-set prompts – restricting students’ performance.• Significant issue highlighted was – ‘risk’ – (pre-set prompts/ task-topic related)
  • 8. VALIDITY• Llosa, L. (2007) conducted a study to validate the effectiveness of the English Language Development (ELD) classroom assessment in preparation for the CELDT. The difference is not significant. Both, classroom assessment (formative) and CELDT (summative) is consistent.
  • 9. CHALLENGES & ISSUES• Reyneke, M., Meyer, L., & Nel, C. (2010), through a survey identified that the teachers received adequate theoretical training while the practical implementation remained a huge challenge. This is similar to the review done by Llosa, L. (2011) on teacher’s professional development in SBCA.• Challenges- the significant ones: lack of support (17.2% received) teaching materials (<10%)
  • 10. OVERVIEW OF THE CRITICAL READING ON SBA• Perception- Students and parents (positive) but only 2/>400 secondary schools were chosen.- Further research: further investigation within other context worldwide• Impact- Both higher and lower scoring students could interact in group oral assessment though there are significant differences in their presentation skills (positive).- Further research: investigate the potential risk of a task- topic related effect on students’ discourse and interaction.
  • 11. • Validity- The classroom assessment (formative) and CELDT (summative) is consistent, thus valid.- Further studies: further examine the relevance of ‘standards’ to SBCA practices.• Challenges & Issues- Teachers are lack of practical knowledge.- SBA is a burden!- Further studies: Longitudinal research is needed in this field.
  • 12. SBA ASSESSMENT OF LEARNING WITHASSESSMENT FOR LEARNING