Assessment for Learning around the World What Would it Mean to Be Internationally Competitive?

Darling‐Hammond, Linda; McCloskey, L.

doi:10.1177/003172170809000407

Cited by 46 publications

(25 citation statements)

References 6 publications

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“…Darling-Hammond and McCloskey (2008) explained that SBA was a policy-supported practice that had increased in a number of educational systems around the world, including those of Australia, Bangladesh, New Zealand, Canada, the United Kingdom, Finland, Africa, Bangladesh, Northern Ireland, Hong Kong, etc.. In Bangladesh, for example, teachers have the freedom to choose the topic from the syllabus and design the class test, class work, practical work, assignment, homework, or oral presentation.…”

Section: Sba In Other Countriesmentioning

confidence: 99%

Teachers’ Role in School-Based Assessment as Part of Public Examinations

Williamson¹

2017

UCER-B

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The purpose of this paper is to first understand the concept of school-based assessment (SBA) as part of public examinations. The paper explores and discusses mainly the issues and concerns that are related to teachers' role in the use of SBA in public examinations. As to what presently is the case in the Caribbean region, SBAs are conducted based on the requirement of the different subject areas. SBA may be treated as a continuous process, seeing to the assessment of a one or more selected tasks over a significant part of the two years of work associated with a Caribbean Secondary Education Certificate (CSEC) subject or the year of study associated with a Caribbean Advanced Proficiency Examination (CAPE) unit. While the most critical implementer of SBA would be the teachers, there have been many debates about teachers' role in the implementation and the assignment of SBA scores to students in public examinations. There are concerns that the SBA implementation procedures may not be perfectly in line with public examinations model across the world. There is also the issue of fairness in the SBA processes. SBA scores generated for students are often come into questions and in most instances, the root of the concerns are with the role of the teachers involved in the SBA process.

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Section: Sba In Other Countriesmentioning

confidence: 99%

Teachers’ Role in School-Based Assessment as Part of Public Examinations

Williamson¹

2017

UCER-B

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“…While SBA has existed in Western educational systems such as Australia, New Zealand and Canada much longer than in Asia, external testing still dominates the curricula in most world countries (Darling-Hammond & McCloskey, 2008;Long, 2006;Mak & Lee, 2014;McCollow, 2006). Reyneke (2016) suggests that the reason for this dominance lay in the traditional practice of setting standards to evaluate performance and ensuring reliability and validity.…”

Section: Nature Of Sbamentioning

confidence: 99%

“…Like Western education systems, the move to SBA reflected a paradigm shift from Assessment of Learning (AoL) to Assessment for Learning (AfL) (Brookhart, 2007;Darling-Hammond & McCloskey, 2008). Traditionally, AoL is used in tests and exams to report the final or overall achievement of students (Vlachou, 2015) while the purpose of AfL is to enhance both teaching and learning (Black, Harrison & Lee, 2003;Earl, 2012;Heritage, 2013;Wiliam, 2011).…”

mentioning

confidence: 99%

Changing Trainee Teachers’ Perceptions of School-Based Assessment in Malaysia: an Exploratory Study

Smith¹,

Ahmadun²

2017

LEiA

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School-based assessment, while quite established in many Western countries, is still relatively new in the Asian education context. Consequently, operational problems such as time constraints, lack of teacher skills and inadequate computer management systems have hampered implementation efforts. While studies have been conducted which examined these issues, few if any have examined how trainee teachers feel. The following paper addresses this issue through an exploratory study on 25 first year bachelor of education students from a Malaysian Institute of Teacher Education. Findings showed that the majority of students were more positive towards a student-centred and formative learning approach after the students had experienced a teaching unit based on formative assessment principles. The findings also indicated that cultural influence may play a considerable part in the success or otherwise of school-based assessment endeavours. Results of this study may serve as a useful starting point for researchers interested in more classroom-based explorations of school-based assessment in Asia.

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“…Furthermore, SBA which focuses more on formative assessment rather than summative has been conducted in countries like Australia, New Zealand, Hong Kong, Finland, United Kingdom, USA, Canada, Africa, Sweden, Scandinavia and Singapore (Assessment Support Material, 2001). Australia has implemented SBA in the late 1960s (Mercurio, 2008) while Finland and Sweden had it in the early 1970s (Darling-Hammond and McCloskey, 2008). Malaysia has taken an astonishing decision when SBA has been formally implemented in all the government schools since 2011, with the Year one students becoming the first batch of students to undergo the SBA enactment.…”

mentioning

confidence: 99%

Confirmatory Factor Analysis of the School-Based Assessment Evaluation among Teachers

Ghazali¹,

Norazilawati²,

Hamzah³

et al. 2016

MJSS

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The school-based assessment (SBA) system is a holistic assessment system that is conducted in schools by subject teachers in assessing the students cognitive (intellect), affective (emotional and spiritual) and psychomotor (physical) ('attitude', 'understanding', 'skills', 'challenges', 'moderation' and 'monitoring') and product measurement model was validated with two factors ('students' attitude' and 'students' motivation'). This study provides support for using a valid instrument in evaluating the implementation of SBA in schools. Furthermore, CFA procedures used supported the conceptual framework set out earlier. Thus, it presents clearly the importance of evaluation of any system to follow all the dimensions outlined in the evaluation model by Stufflebeam.

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Assessment for Learning around the World What Would it Mean to Be Internationally Competitive?

Cited by 46 publications

References 6 publications

Teachers’ Role in School-Based Assessment as Part of Public Examinations

Teachers’ Role in School-Based Assessment as Part of Public Examinations

Changing Trainee Teachers’ Perceptions of School-Based Assessment in Malaysia: an Exploratory Study

Confirmatory Factor Analysis of the School-Based Assessment Evaluation among Teachers

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