Sb afl part 1
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This document discusses the introduction of School-Based Assessment for Learning (SBAfL) in Brunei. SBAfL combines School-Based Assessment (SBA) and Assessment for Learning (AfL) to emphasize formative assessment and feedback in the classroom. Previously, SBA focused too much on summative, high-stakes tests which did not allow time for teaching, learning from mistakes, or assessing diverse skills. SBAfL aims to use assessment to improve learning through strategies like sharing learning goals, effective questioning, and feedback.
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Sb afl part 1
- 1. School-Based Assessment for Learning Workshop (Bengkel Penilaian Kendalian Sekolah) Ministry of Education, Negara Brunei Darussalam SBA PD Program for Y7 & Y8 Teachers 17 Januari 2011 BRIDEX, Jerudong
- 2. School-Based Assessment for Learning Workshop (Bengkel Penilaian Kendalian Sekolah)
- 3. Review and Reflect Adakah abiskita sudah….?
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- 29. Example of SBAfL policy in Singapore … “ For teaching and learning to be effective, teachers will identify and monitor pupils’ changing needs, abilities and interests so that they can modify or adapt their teaching methods to help pupils improve their learning . Teachers will also give timely and useful feedback to pupils and provide them with opportunities to act on the feedback to improve their learning. Together, the processes of diagnosing pupils’ needs, abilities and interests, monitoring pupils’ learning progress, and feeding-forward to improve learning constitute Assessment for Learning (A f L).” (MOE Singapore, 2008)
- 30. Example of SBAfL policy in Hong Kong … “ Based on the beliefs that every student is unique and possesses the ability to learn, and that we should develop their multiple intelligences and potentials … there should be a change in assessment practices and schools should put more emphasis on 'Assessment for Learning' as an integral part of the learning, teaching and assessment cycle … … In other words, teachers should use assessments (e.g. as simple as effective verbal questioning , observation of student behaviour) and provide immediate feedback to enhance student learning in everyday classroom lessons. The focus is on why they do not learn well and how to help them to improve rather than just to use assessments to find out what knowledge students have learned ” http://cd.emb.gov.hk/basic_guide/BEGuideeng0821/chapter05.html
Editor's Notes
- Assessment for learning (AfL) is any assessment (including summative assessment) for which the first priority in its design and practice is to serve the purpose of promoting pupils’ learning. … An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their pupils in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged (adapted from Black, Harrison, Lee, Marshall & Wiliam, 2003, p. 2-3)
- The key characteristics of “assessment” in AfL: assessment is embedded in teaching and learning; learning goals are explicitly shared with students and students are taught how to know and to recognize the standards they are aiming for; students are engaged in continuous peer and self-assessment; constructive qualitative feedback helps students to recognize the next steps needed for learning and how to take them; Teachers, parents and students regularly review and reflect on assessment data; it is assumed every student can improve; (adapted from the Assessment Reform Group, 1999, p.7)