SCHOOL-BASED ASSESSMENT
SCHOOL-BASED ASSESSMENT(SBA)HANDBOOK FOR TEACHERS
Published by Caribbean Examinations Council Prince RoadPine Plantation RoadSt Michael BB11091BARBADOSTelephone Number: (246) 227-1700Facsimile Number: (246) 429-5421E-mail Address: cxcezo@cxc.orgWebsite: www.cxc.orgCopyright 2019 by Caribbean Examinations Council Prince Road, Pine Plantation Road, St Michael BB11091First issued in 2016Revised 2018, 2020The amendments are written in italics.This revised handbook is effective September 2019 and will be applicable for the awards issuedeffective May–June 2021.
Table of ContentsTable of Contents . iBackground . 1What is Assessment? . 2What is the CXC Assessment Policy? . 2The CXC Assessment Model. 3What is the SBA? . 3Why the SBA?. 4Disadvantages of the SBA . 6Advantages of the SBA . 6Changes to the SBA (The SBA Policy) . 7Guidelines for Administering the SBA. 8SBA and CVQ* Alignments . 8Transfer of SBA Grades Across Units and Across Subjects . 9Recommended Approaches to the SBA . 9Recommended Approaches to Group Work . 10Role of the Teacher in SBA . 12Characteristics of Effective Feedback . 15Ethical Considerations. 16Presentation of SBA Products . 18Portfolio Assessment . 18Learning Journals . 21Research Assignments . 22The Role of the Teacher in Managing the Research Assignment . 23Site Visits/Field Trips . 24Practical Work and Experimental Skills (Science) . 27Peer Assessment . 30Self-Assessment . 32Understanding Moderation Techniques . 34Compilation and Submission of SBA Scores . 35Guidelines for Submitting SBA Samples . 37Frequently Asked Questions (FAQ) . 38References . 44i
BackgroundThe Caribbean Examinations Council’s mission is “to provide the region with: syllabuses of thehighest quality; valid and reliable examinations and certificates of international repute forstudents of all ages, abilities and interests; services to educational institutions in thedevelopment of syllabuses, examinations and examinations’ administration, in the most costeffective way.”The Council recognizes the significant role of teachers in fulfilling its mission and has, since itsestablishment in 1972, collaborated with teachers on the development and delivery of thecurriculum in jointly determining the areas of the curriculum to be reflected in each syllabus.The Council provides products for various levels of the education system ranging from Primaryto post-secondary. These are Caribbean Primary Exit Assessment (CPEATM), the CaribbeanCertificate for Secondary Level Competency (CCSLC ), the Caribbean Secondary ExaminationCertificate (CSEC ), and the Caribbean Advanced Proficiency Examination (CAPE ).Additionally, under the CARICOM Heads of Government Agreements, 2008, the CaribbeanExaminations Council was mandated to facilitate the issuing of Levels 1 and 2 CaribbeanVocational Qualification (CVQ*) certification within secondary schools across the region.In this regard, the Council has involved teachers in the evaluation of their students throughcourse-work assessment, called the School-Based Assessment (SBA). This collaborativemethod of assessment uses the marks assigned by teachers as part of students’ final grade.The School-Based Assessment (SBA) which refers to assessments administered in schools andmarked by the students' own teachers was introduced in some CXC syllabuses for firstexaminations in 1979. The Council was the first major examining board to have made thiselement of assessment an integral part of its process. The SBA is now an establishedcomponent of all syllabuses and charges teachers with the responsibility for evaluation of acritical area of students' achievement.Recently, the Council made some changes to the administration of the SBA and has designedthis Handbook to assist you with preparing students for the SBA. It provides, inter alia, usefulguidelines for conducting and marking the SBA, presentation of SBA products as well asprocedures for moderation.1
What is Assessment?Assessment is the process of determining the extent to which the objectives of a syllabus orprogramme have been achieved. It involves the use of a wide variety of methods or tools tomeasure and evaluate the learning progress, and skill acquisition of learners. CXC engagesin formative and summative assessment of its products placing emphases on assessment forlearning, assessment of learning and assessment as learning. Formative and diagnostic assessments. Used to determine progress, provide feedback and make decisions duringinstruction.Assessment Data source is internal.for learning Data collected over time. Data used to enhance learning. Summative. Used to measure, record and report on achievement of specific learningexpectations at the end of instructions.Assessment Data is external.of learning Data collected one time. Data used to measure learning. Self and peer assessments. Reflections. Used by learners to further their own learning as they identify areas ofAssessment strength and weaknesses and set personal goals for improvement.as Learning Data source is learner generated. Data is analyzed by learners. Testing as learning.What is the CXC Assessment Policy?The CXC assessment policy is the overarching policy that guides decisions for theassessment of all subjects and programmes offered by the Council. Guided by this policyCXC ’s assessments are designed to be valid, fair and reliable. To improve the fidelity andefficiency of the assessments, a minimum of three papers and question types for assessingcandidates’ competence are utilized. It is expected that these papers will include the followingcompulsory assessment tasks:(a)a multiple-choice paper;(b)a constructed response or practical paper; and,2
(c)a School-Based Assessment (SBA) paper, and an alternate to the SBA (Paper 032)which requires the development and demonstration of the same skills assessed inthe SBA. This is presented graphically in Figure 1.In its assessment and curriculum policies, CXC has committed to enhancing the nexusbetween these components. This will be achieved by promoting the evidence-based design indeveloping assessments.The CXC Assessment ModelPaper 01(Multiple Choice)EXTERNALPaper 02(Extended ResponseQuestions/ StructuredQuestions)ASSESSMENTPaper 032INTERNALAlternative to SBA for studentsnot attached to an institutionPaper 031School-Based Assessment (SBA)Figure 1.What is the SBA?The SBA is the internal assessment component. It is a set of assessmenttasks/assignments/projects conducted in the school; carried out by the student followingguidelines provided by CXC and assessed by the teacher using criteria provided by CXC . Thescores awarded by the teacher are moderated by CXC . The SBA score contributes to thecandidate's overall examination grade. The percentage contributed by the SBA variesaccording to the subject. This information is outlined in each syllabus.3
Why the SBA?The SBA is an integral part of the assessment process. It is intended to assist students inacquiring certain knowledge, skills, and attitudes that are associated with the subject.The activities for the SBA are linked to the syllabus and should form part of the learningactivities that will enable the students to achieve the objectives of the syllabus.The SBA serves a number of important functions. The SBA:1.provides opportunities to gather data on student performance over time. Obtainingassessments data on student performance over an extended period of time anddeveloped by those who know the students best – their subject teachers,consequently it provides a more reliable assessment of each student;2.serves to motivate students by engaging them in meaningful authentic activities thatare relevant to them;3.aligns assessment with curriculum and instruction;4.provides students with multiple opportunities to demonstrate their competences;5.allows students to be active participants in the learning and assessment processes;6.gives credence and recognition to the teachers’ informed judgments about students’performance;7.allows teachers to be critical leaders in the assessment process;8.promotes positive teaching and learning experiences;9.reinforces curriculum aims for teachers, promote good teaching practices, guidesfuture planning and captures students’ performance for course duration;10.supports the development of twenty first century skills among learners such ascollaboration, creativity, critical thinking and communication;11.caters to the divergent needs of students; and,12.adds to the validity of the assessment outcome by facilitating a more comprehensivemeasurement of learning outcomes and by focusing classroom instruction on thedevelopment of critical skills.4
Please NoteThe SBA is designed to:1.be an integral part of the teaching learning process;2.test skills and abilities that cannot be adequately tested by externalassessment;3.be a continuous assessment activity and not a one-shot attempt;4.provide opportunities for teachers and students to individualize aspects ofthe syllabus;5.provide students with formative feedback as it is conducted over the courseof several months. This formative feedback should improve student learningas they work through aspects of the SBA task; and,6.allow the students to improve on initial attempts to develop the requisiteknowledge, skills and attitudes required to acquire the best possible score onthe activity.The SBA should focus on:1.the application of knowledge, skills and attitudes (for Science these willinclude observation, investigation and experimentation);2.opportunities for innovation and entrepreneurship (for TVET subjects theseinclude design and development); and,3.civic responsibility (for History these include researching and documenting).5
Advantages of the SBAThe SBA:1.provides an opportunity to individualize a part of the curriculum, thus making themadaptive to the abilities, interests, background and needs of the students;2.provides optional means for different students to achieve the same goals as well asto provide the opportunity for different students in different schools andcommunities to pursue their goals to differing degrees of attainment;3.facilitates feedback to the student at various stages of the experience. This helpsto build the self-confidence of students as they proceed with their studies;4.facilitates the development of the critical skills and abilities emphasized by thesubject and enhances the validity of the examination on which candidateperformance is reported;5.makes a significant and unique contribution to both the development of relevantskills and the assessing and rewarding of students for the development of thoseskills;6.caters to multiple intelligences as various teaching and learning strategies areutilized;7.provides students with skills needed to function in everyday life; and,8.provides multiple opportunities and multiple ways to develop and demonstrateknowledge, skills and attitudes.Disadvantages of the SBAThe SBA may present some challenges for students and teachers such as:1.feeling of constantly being assessed;2.feeling that every error counts;3.unavailability of required resources; and,4.being more time consuming – requires more preparation and planning.6
Changes to the SBA (The SBA Policy)In 2011, the Council made some changes to the administration of the SBA and developed apolicy that outlines the way forward for the conduct of SBAs.The following are the key components of the Policy that impact the implementation of theSBA.1.Group/ Team work for SBA should be encouraged and utilized where appropriate.2.Students doing more than one subject in a cognate group (for example, in Businessand the Sciences Investigative Project) should submit one SBA per cognate group.3.Each SBA across levels should be of consistent size. Word count should not exceed1000 for CSEC and 1500 for CAPE subjects.4.The term School-Based Assessment should replace other terms used at various levelsfor internal assessment.5.The use of portfolios, observations, learning journals, presentations, observations,peer evaluations and research assignments in the SBA should be endorsed andimplemented.6.A thematic approach should be employed in the development of SBAs.7.Students should be allowed to submit a single SBA for group projects and be awardeda common mark.8.Students are required to submit the SBA electronically.9.Effective September 2020, all CSEC Syllabuses including Human and Social Biologywill have a SBA component.7
Guidelines for Administering the SBADuring the course of study for the subject, students obtain marks for the competence theydevelop and demonstrate in undertaking their SBA assignments. These marks contribute tothe final marks and grades that are awarded to students for their performance in theexamination.The guidelines provided in the syllabuses for selecting appropriate tasks are intended to assistteachers and students in selecting assignments that are valid for the purpose of the SBA. Theguidelines provided for the assessment of these assignments are intended to assist teachers inawarding marks that are reliable estimates of the achievement of students in the School-BasedAssessment component of the course.The Council seeks to ensure that the School-Based Assessment scores are valid and reliableestimates of accomplishment. The guidelines provided in the syllabus are intended to assist indoing so.The Council also undertakes the moderation of a sample of the School-Based Assessmentassignments marked by each teacher.SBA and CVQ* AlignmentsThe School-Based Assessment component of the technical vocational syllabuses offered atCSEC and CAPE may comprise assignments which integrate units from the CVQ* Levels 1and 2 occupational standards. Candidates who successfully complete the CSEC and CAPE examinations will be awarded the requisite CSEC and CAPE qualifications. Whereapplicable, for the Units aligned to the SBA candidates may also be awarded a Statement ofCompetence with the list of Units for which they have attained competence.8
Transfer of SBA Grades Across Units and Across SubjectsCandidates may submit One SBA for two units in CAPE if the two units are completed in thesame year. Candidates who enter for Unit 1 or Unit 2, in different sittings, may reuse themoderated SBA score obtained in a previous sitting of either Unit within the preceding twoyears. The SBA score may be reused in either Unit, or in both Units, irrespective of the Unit inwhich it was first obtained. There are however, a few exceptions so candidates must beguided by the information in the syllabus. Candidates reusing SBA scores in this way mustregister as ‘Transfer’ candidates.Recommended Approaches to the SBA1.2.It is not intended that the tasks/assignments/projects/exercises used for the SBAshould be artificial and meaningless.(a)The SBA should therefore be something that is relevant to the students’ ownexperiences and drawn from topics/concepts that are meaningful to them.(b)Teachers should work with their students to set, conduct and mark a series ofassignments in keeping with the guidelines provided by CXC .(c)Students should be encouraged to work in small groups, not exceeding sixmembers, to complete SBA projects. (Note requirements in the specificsyllabus).(d)Where group work is the selected approach, teachers should monitor theprogress of the group and utilize strategies such as peer and self-assessmentsto ensure accountability of group members.The SBA should be completed as a continuous assessment activity (not as a one-shotassessment activity).(a)The SBA should be seamlessly integrated in the assessment of the subject andform a part of the students’ grade at the school level.(b)Encourage students to work on the SBA assignment in stages. Feedback shouldbe provided as necessary at every stage of the activity.(c)Allow students multiple opportunities to redo the SBA tasks and to submitdifferent drafts of the SBA for review.(d)On each draft, provide the student with feedback that will allow him/her toimprove on subsequent drafts. The final SBA product should be the students’best work.9
3.Where possible, schedule in-class time for students to work on their SBA. The SBAshould not be seen as a totally out of classroom activity.4.Teachers are expected to submit to the Council common group marks for SBAs that arecompleted in groups.5.Teachers are encouraged to incorporate the SBA activities in class activities. This mayinclude providing opportunities for presentations and feedback from teachers andpeers. This will help to build students’ confidence and improve their skills andcompetencies.Recommended Approaches to Group WorkGroups are teams established to collaborate in order to complete specific tasks whiledeveloping skills such as collaboration, cooperation and communication. In organizing forgroup wor
It is a set of assessment tasks/assignments/projects conducted in the school; carried out by the student following guidelines provided by CXC and assessed by the teacher using criteria provided by CXC . The scores awarded by the teacher are moderated by CXC . The SBA score contributes to the candidate's overall examination grade.
Assessment of School-Based Management Practices A Manual on the Republic of the Philippines Department of Education . DepED Memorandum vi I. Introduction 1 II. Purposes of SBM Assessment 2 III. Assessment Framework of SBM Practice 2 IV. School Based Management System 3 .File Size: 1MBPage Count: 74Explore furtherA Comprehensive Guide to School-Based Management (SBM .www.teacherph.comRevised School-Based Management - SlideSharewww.slideshare.netBest Practices on School-Based Management (SBM) - TeacherPHwww.teacherph.comDO 45, s. 2015 – Guidelines on School-Based Management .www.deped.gov.phLevels of Participation of the School Stakeholders to the .files.eric.ed.govRecommended to you b
assessment. In addition, several other educational assessment terms are defined: diagnostic assessment, curriculum-embedded assessment, universal screening assessment, and progress-monitoring assessment. I. FORMATIVE ASSESSMENT . The FAST SCASS definition of formative assessment developed in 2006 is “Formative assessment is a process used
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Assessment Guidelines a set of procedures for those involved in assessment which underpins assessment and which sets out the industry approach to valid, reliable, flexible and fair assessment. . assessment guidelines and could take the form of assessment exemplars or specific assessment tasks and instructions . checklist of practical .
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