school based assignment

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School Based Assessment Exemplars

The Department of Basic Education has pleasure in releasing subject exemplar booklets for School Based Assessment (SBA) to assist and guide teachers with the setting and development of standardised SBA tasks and assessment tools. The SBA booklets have been written by teams of subject specialists to assist teachers to adapt teaching and learning methods to improve learner performance and the quality and management of SBA.

The primary purpose of these SBA exemplar booklets is to improve the quality of teaching and assessment (both formal and informal) as well as the learner’s process of learning and understanding of the subject content. Assessment of and for learning is an ongoing process that develops from the interaction of teaching, learning and assessment. To improve learner performance, assessment needs to support and drive focused, effective teaching.

School Based Assessment forms an integral part of teaching and learning, its value as a yardstick of effective quality learning and teaching is firmly recognised. Through assessment, the needs of the learner are not only diagnosed for remediation, but it also assists to improve the quality of teaching and learning. The information provided through quality assessment is therefore valuable for teacher planning as part of improving learning outcomes.

Assessment tasks should be designed with care to cover the prescribed content and skills of the subject as well as include the correct range of cognitive demand and levels of difficulty. For fair assessment practice, the teacher must ensure that the learner understands the content and has been exposed to extensive informal assessment opportunities before doing a formal assessment activity.

The exemplar tasks contained in these booklets, developed to the best standard in the subject, are aimed to illustrate best practices in terms of setting formal and informal assessment. Teachers are encouraged to use the exemplar tasks as models to set their own formal and informal assessment activities.

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What is School-based Assessment (SBA)? How SBA is implemented in classroom

Related Papers

Nadia Saizul

Nur Syazwani II

School Based Assessment (SBA) has been carried out for a long time—but there are problems with how it has been done and new priorities that require changes. Traditionally, SBA has involved examinations and tests that mimic or mock public or school end-of-year examinations. Student performance on these kinds of SBA are usually reported as percentage scores or letter grades designed to reflect the same standards as would be applied by the examination authority in the formal, public examinations. Teachers were expected to comment on student performance in terms of effort, and likelihood of the student obtaining a pass or a high grade. It is generally assumed that public examinations (and the school-based mimics) evaluate students fairly and the consequences attached to the grades are merited and appropriate. And the consequences can be immense—high enough grades give entry to the next level of education and highly exceptional grades lead to prestigious financial, educational, and social rewards. SBA also determines the quality of schools and teachers. Hence, public examinations and school-based versions of these assessments had great importance to the school, the teachers, let alone the students and their families. Issues with SBA include: (1) little use of alternative forms of assessments (e.g., portfolios, performances, peer, or self); (2) much trickle down of high-stakes examinations into pre-examination school years. There are some advantages to this approach to SBA. Since the stakes are so high, students are usually motivated to make significant effort. There is usually systematic and extensive coverage of the syllabus content, ensuring students and teachers pay attention to those things. There is, in most countries, a strong social acceptance that examinations are accurate, lead to valid decisions as to who is good, and have positive social consequences (i.e., exams identify talent regardless of sex, social status, ethnicity, wealth, and so on). Furthermore, there is a strong conviction that examinations are relatively robust against corruption, collusion, and cheating. There is also potential to provide diagnostic analysis of which parts of the required curriculum have yet to be or are already mastered. This is only a potential benefit as very careful curriculum analysis and mapping of test content to the curriculum map and effective reporting of performance is required. However, for teachers in schools to take advantage of this approach requires that teachers have significant professional development so as to be able to replicate the highest standards in testing. However, ordinary classroom teachers rarely have the necessary skills, which are normally available to qualifications authorities and test development companies. Hence, instead of turning teachers into testing experts, we aimed to give teachers a computer-assisted tool that helped teachers fulfil better the task which they were employed for— pedagogically skilled delivery and facilitation of real learning in the real-time space of a classroom. In other words, we supported the teacher with computer assistance. Another significant limitation of tests and examinations is that they usually generate a total score (a percentage) and/or a rank-order score such as position in class (e.g., 1 st or last) or position relative to a norming sample (e.g., percentile or stanine). While these scores have some educational value, they do not lead to strong educational decision-making in the This is the pre-published version.

rohaya talib

School-Based Assessment is a new policy venture in the highly centralized education system of Malaysia. The traditional system of assessment no longer satisfies the educational and social needs of the third millennium. In the past few decades, many countries have made profound reforms in their assessment systems. Since then, there have been only a few studies that looked into the implementation of SBA in Malaysia. Therefore, this study is conducted to investigate the knowledge and practices of Malaysian primary school teachers who directly involved in the SBA implementation. This study is deemed timely and crucial as it could provide a relevant picture for scholars, practitioners and policy makers in relation to testing and assessment. Descriptive research design was employed to examine the level of knowledge and practices of 400 school teachers in Johor Bahru that has been selected randomly using the Teacher Assessment Knowledge and Practice Inventory (TAKPI). The data were validat...

Aidarwati Baidzawi

Noor Azreen Abd Aziz

Dr Nor Hasnida Md Ghazali

The school-based assessment system is a holistic assessment system conducted in school by subject teachers to assess the students' cognitive (intellect), affective (emotional and spiritual) and psychomotor (physical) aspects in line with Malaysia's National Philosophy of Education and the Standards-based School Curriculum. This study evaluated the implementation of SBA in Malaysian schools in the course of preparing a summative report on the effectiveness of the system. The model proposed examined the interrelationship between the evaluation dimensions (input, process and product). It was hypothesized that process would be positively associated with product, and input with both process and product. Although SBA is still in its infancy it is becoming increasingly important that it be evaluated considering its impact on students' achievement in an upper middle-income developing country like Malaysia. The study took nearly two years. A self-administered questionnaire was designed based on the Daniel Stufflebeam CIPP (context-input-process-product) evaluation format. The primary data were derived from a total of 776 primary and secondary school teachers who have been sampled using a stratified random sampling of schools. The results revealed a reasonable fit with the SBA evaluation model with an interrelationship between the three dimensions of evaluation (input, process and product). Theoretical, methodological and practical implications suggested the importance of the findings to different audiences.

Adlina Ariffin

Adlina Ariffin (PhD)

School-based Assessment (SBA) system or better known by its Malay acronym as PBS (Pentaksiran Berasaskan Sekolah), being part of the Malaysia educational reform, was officially introduced by the Ministry of Education in 2011 with the aim to improve the effectiveness of the system in evaluating students’ academic progress and personal development. Under the system, students’ learning outcomes will be evaluated based on their competencies and readiness and teachers are encouraged to use various evaluation methods such as question and answer sessions, quizzes, presentation, short writing, dramas, and role-playing (Dietel, Herman & Knuth, 1991; Davison, 2007). However, the system received many negative feedbacks and claimed to pose great pressures on the part of the teachers, students and their parents as well. This study aspires to investigate the issue of SBA based on evidences revealed by senior teachers from five secondary schools who were involved in the implementation of the system. The qualitative case study aimed at identifying some perceptions, expectations, challenges and suggestions to improve the implementation of the SBA. Respondents perceived that teachers had been imposed with additional workloads in terms of paper work on top of their teaching responsibilities. Furthermore, large class size and lack of supporting resources (e.g. internet facilities) had further aggravated their negative perceptions on the SBA system. Overall they strongly admitted that both students and teachers did not receive much benefit from the system. The findings indicate that to ensure the effectiveness of the system’s implementation, teachers must be equipped with sufficient and detailed information on the evaluation process for a specified students’ competency meant to be evaluated. In doing so, fears and negative attitudes among teachers on the SBA shall be allied. Besides that, a more effective mechanism needs to be developed to reduce the burden of teachers in preparing and completing documentation as required by the SBA, while issues such as heavy teaching hours and large class size be promptly addressed

Ahmad Sihes

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Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

Reflect On Your Assignment Design

Connect with the ctl.

Resources and References

Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014).

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to:

Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
Solve problem sets that have real world application;
Design projects that address a real world problem;
Engage in a community-partnered research project;
Create an exhibit, performance, or conference presentation ;
Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012).

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.

Examples from the Columbia University Classroom

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University.

E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing;
Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article .
Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.

Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.

Align the assignment with your course learning objectives

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98).

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it.

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010).

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education).

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ).

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning .

Communicate about the assignment

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions.

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use.

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment?

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students?

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] .

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students.

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback.

References

Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass.

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass.

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge.

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80.

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021.

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online.

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29.

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass.

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47.

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2).

Wondering how AI tools might play a role in your course assignments?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

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CSEC English School-Based Assessment (SBA) Outlined

Paper 031, School-Based Assessment – (SBA – 21% of Total Assessment)

One SBA will be required to complete both aspects of the English Syllabus: English A and English B.

A student who does English A only OR English B only OR English A and B will be required to submit ONLY one SBA. The SBA will be credited for both English A and B.

The SBA is expected to be done by each student working as an individual, and as a member of a small group approved by the teacher where:

1. individual refers to each student, who has responsibility for his/her own portfolio;

2. group refers to 4 – 5 students sharing a general topic, who work together to discuss and solve problems, explain ideas, learn from peers, improve oral skills, and practise social skills and leadership roles.

The marks assigned to a student will consist of: 1. his/her individual mark (Plan of Investigation, Oral Presentation, Reflection, Participation Measure);

2. the mark assigned to the group ( Quality of Group Behaviour, Written Report).

PORTFOLIO Each student will create a Portfolio on an issue/topic/theme/event selected by the students in the group and approved by the teacher. The issue/topic/theme/event will also be orally presented. The issue/topic/theme/event selected should allow for meaningful research and presentation.

The Portfolio should include the following:

1. PLAN OF INVESTIGATION:

An introduction to the issue/topic/theme/event (A satisfactory response should be no more than 100 words).

(a) Why did you choose this issue/topic/theme/event?

(b) What are the expected benefits to you as a student of English?

2. PARTICIPATION MEASURE – A measure of the candidate’s individual participation assessed by self and teacher.

3. INDICATORS OF GROUP ACTIVITY :

A minimum of THREE pieces of material, for example, print, audio, visual media must be collected and presented in the Portfolio and should address the issue/topic/theme/event selected.

One of the three pieces must be printed.

These pieces will form the basis for the process of enquiry and group work activities (cognitive, psychomotor, affective) in which students will become aware of and practise English language skills.

4. REFLECTION : THREE entries in which the student reflects on the issue/topic/ theme/ event selected should be completed.

In the first entry, the student must indicate how each piece of material helped to shape his or her thinking about the issue/topic/ theme/event.

The second entry should discuss the use of language in the material selected and the third entry should state how the process of doing the SBA helped the student to become a better person.

The reflection should be written in class under the teacher’s supervision.

5. WRITTEN REPORT:

A written report of the investigation should be a summary of the processes, procedures and outcomes of the research.

It should include the material collected, reasons for selection and analysis of the material.

A satisfactory report should be about 250-300 words in total.

6. ORAL PRESENTATION:

A personal response related to the issue/topic/ theme/ event should be delivered orally in 3 to 5 minutes.

The oral presentation should be delivered predominately in standard English and in a genre of the student’s choosing, for example, drama, poetry, prose, role play, speech, argument, or exposition.

The student should deliver a brief overview of the presentation including the genre chosen, the sources used and a comment on the kind of language used.

A brief plan of the Oral Presentation must be submitted in the Portfolio.

97 thoughts on “CSEC English School-Based Assessment (SBA) Outlined”

Hey I need help writing my sba I’m doing online class and the teacher stop come class since she tell us to do the sba, she gives we sample but that alone can’t get me to fully understand what its about.

Hi Demetri,

You can check out our SBA video lessons. This will help you to understand how to write the SBA. Here is the link: https://csecenglishmadeeasy.com/2022/02/how-to-write-the-csec-english-a-b-sba/ . You can also check out our YouTube for other lessons: https://www.youtube.com/channel/UCSgy4YqpiAwTzGSWbB7_K4g

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5 Reasons to Consider a School-Based Assignment

Have you been considering a school-based assignment for the upcoming school year? If you haven’t worked in a school setting before, there are a lot of factors to consider when deciding if it is your next career move. With several benefits to being a school-based clinician, we’ve written out a few for you to read through and keep in mind as you search for your next move.

Diverse Daily Responsibilities

School-based clinicians have busy schedules with diverse responsibilities, making every day different and exciting. One day you might meet with students individually, and another day you might help the school’s administrators develop activities and events to enhance student performance. You might also participate in community outreach programs outside school premises to learn more about the students’ home environments.

With the rotating to-do list, you will experience a new day with new challenges as opposed to falling into a rut.

Create a Safe Space

As a part of the student’s learning environment, you have the power to create a safe and welcoming space. Unfortunately, this might not be something the student feels everywhere, but you can make a difference in how they feel while in your care.

Take this opportunity as a chance to make a huge impact and feel the reward of a student being able to share openly and be fully themselves in the space you have created.

Flexible and autonomous schedule

When working as a school-based clinician, you get to work school hours. These tend to have earlier ends to the day and a nice long summer break.

This schedule is beneficial to so many clinicians that are back in school earning a new degree, juggling children of their own at home, or any other time obligation. Consider how working on a school schedule would alter your routine and the time it would free up for you to explore other passions while you research school-based positions.

You Get to Enhance Teaching Efficacy

School-based clinicians collaborate with teachers and other school-based professionals to help students achieve their educational goals, advancing their learning experience and creating a cohesive learning environment.

School-based professionals develop the students’ skills by creating plans for classroom sessions based on the evaluation of specific activities and techniques to determine each student’s behavior and learning abilities. Sharing this insight with the student’s teacher and other school professionals helps you and the entire system enhance the students’ learning experience.

Help Parents Help Their Children Reach Learning Milestones

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Hearing improvements that the parents are seeing is a rewarding feeling that will remind you how important and effective your work is.

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How to Use Project-Based Assessments (PBAs) in Education

by The Propello Crew on Nov 2, 2023 9:00:00 AM

Over the past several years, educators have increasingly adopted personalized, student-centered teaching practices to ensure they reach and engage a broad spectrum of learners. Yet, when evaluating students’ knowledge and grasp of new concepts, many schools still rely on traditional assessment methods like tests and quizzes. While these assessments have their place, they’re not always the best indicator of how well students understand materials or whether they can apply their new knowledge in a real-world context. Instead, it can be more beneficial (and enjoyable) for students to participate in project-based assessments: activities that require them to demonstrate their grasp of new information and skills in ways that promote further development and deep learning .

What are Project-Based Assessments?

Project-based assessments (PBAs) are the means through which teachers measure student knowledge gained via project-based learning (PBL) — a student-centered teaching approach that uses engaging, real-world applications and hands-on learning to help students build knowledge while strengthening critical thinking and problem-solving skills. In classrooms that use PBL, students often work together to answer curriculum-relevant questions and solve challenges, preparing them to become adept communicators and collaborators in their future lives and careers. Instead of end-of-unit tests, they are assessed through group or independent projects. For example, in a unit about environmental pollution, students might be asked to prepare and present a strategy for reducing pollutants in their community. Or, to learn about the Supreme Court, you might hold a mock hearing where students research and argue for or against one side of a historic case.

One of the best benefits of using PBAs is that you can vary the format depending on the subject, unit, skills involved, and learning objective. Examples of PBAs include:

Presentations
Labs and experiments
Physical crafts and creations
Written reports
Classroom debates or mock trials
Plays and performances
Journals, blogs, or photo logs
Videos or podcasts
Plans, strategies, or campaigns

How Do Project-Based Assessments Differ from Traditional Assessments?

In PBL, teachers act as guides, supporting students as they define problems and work to ideate and test solutions. Instead of lecturing, teachers ask probing questions that directly engage students , ignite their creativity and critical thinking, and frame challenges in the proper contexts. And instead of using traditional assessment methods like tests and quizzes, teachers assess student learning by evaluating their projects. However, it’s important to recognize that PBAs are different from the projects teachers sometimes assign students after covering curriculum material in a traditional way. Unlike those lighter projects, a project-based assessment is the primary means for covering a unit.

In other words, students learn the material by completing a project, which may involve multiple phases and span several weeks. Assessments may include a combination of group collaboration and independent work and can even cover numerous subjects or curriculum areas. For projects with multiple steps, teachers might assess students at the end of each phase and on the final product.

PBAs differ from tests and quizzes, which can fall short in deciphering between actual knowledge and rote memorization. Instead, they (PBAs) help students build knowledge and challenge them to apply their new knowledge in meaningful ways.

What Does the Research Say About Project-Based Assessments in Education?

While transitioning to PBL from traditional methods can take some getting used to, research shows it’s well worth the effort, boosting student engagement, critical thinking, and problem-solving skills. In a study of middle school students , 7th and 8th graders taught via PBL displayed higher academic achievement in math and reading than non-PBL peers. And a 2020 study found that PBL techniques improve student engagement by supporting knowledge and information sharing and discussion. Additionally, a study of vocational high school students found that PBL increased problem-solving abilities and learning motivation, while a 2019 study published in the International Journal of Learning, Teaching and Educational Research found multidisciplinary integrated PBL improved critical thinking and collaboration skills.

PBL can also make learning more fun for students, potentially reducing stress — particularly for those with test anxiety — while helping them excel academically. In a 2023 study where students’ exams were replaced with PBAs, students not only received higher marks but also reported a better learning experience.

Excelling with PBAs in Your Classroom

We know what you’re probably thinking. “This sounds great in theory, but how do I successfully introduce PBAs into my classroom(s)?”

Here are a few recommendations:

Don’t change too much too soon PBAs — and project-based learning in general — isn’t something you swap to overnight. Instead, it’s better to introduce the approach slowly, experiment with it, and tweak it over time. You might start by trying PBL for a unit on the solar system, switching out your usual lectures and end-unit test with a multi-week classroom project that covers the same standards. For example, Propello includes an earth/space science project in which students demonstrate their comprehension of geologic time, Earth’s history, and the formation of the solar system. The project also challenges students to use data collection and analysis to predict its future and build a 3D model.
Set clear parameters Define your scope. For example, how many weeks will the project take? How many priority standards will the project cover? What criteria or rubric will you use to evaluate students’ projects? In Propello, each project lists how many class periods it will take and approximately how long each session will require so you can plan accordingly. For example, a Propello life science PBA on mapping inheritance should span 4 to 5 class periods of 45 minutes each. By setting clear expectations, you and your students can get accustomed to the new pace and way of learning.
Make it your own Remember that PBAs won’t look the same for every classroom (or even every student) and will likely vary from year to year as you become more familiar with what works best. Fortunately, the flexible nature of project-based assessments makes it easy to build in modifications, learning accommodations , and differentiation. Some teachers even present students with a “menu” of projects so they can select the assessment that best aligns with their interests, skills, and how they learn.
Leverage supportive tools One of the biggest challenges associated with project-based assessments in education is that it can be labor-intensive for teachers. Projects are often more complicated to evaluate than a multiple-choice test, and developing fresh ideas for assessments and ensuring projects include modifications for different learners requires a lot of time and mental bandwidth. This is where technology can help. Propello was designed by educators to provide teachers with customizable and flexible lesson planning for active learning approaches like PBL. With built-in assessment options and embedded scaffolding, you’ll have all the support you need to succeed while conserving your energy.

Interested in leveraging PBAs in your classroom but not sure where to start? Sign up for a free Propello account to access hundreds of customized activities and projects.

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Implementing school-based assessment reforms to enhance student learning: a systematic review

Published: 18 October 2023
Volume 36 , pages 7–30, ( 2024 )

Cite this article

Cherry Zin Oo ORCID: orcid.org/0000-0002-3227-8010 1 ,
Dennis Alonzo ORCID: orcid.org/0000-0001-8900-497X 2 ,
Ria Asih ORCID: orcid.org/0000-0001-9144-3357 3 ,
Giovanni Pelobillo ORCID: orcid.org/0000-0002-8725-258X 4 ,
Rex Lim ORCID: orcid.org/0000-0002-2980-5342 5 ,
Nang Mo Hline San ORCID: orcid.org/0000-0003-1396-9147 6 &
Sue O’Neill ORCID: orcid.org/0000-0002-2616-4404 2

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Viewpoints on different assessment systems used in many educational bureaucracies are diverse and continually evolving. Schools are tasked with translating those reforms’ philosophies and principles into school-based assessment practices. However, it is unclear from research evidence what approach and factors best support the implementation of assessment reforms. To guide school leaders to design and implement school-based assessment reforms, there is a need to develop coherent knowledge of how school-based assessment reforms are implemented. We reviewed the literature on school-based assessment reforms using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. From a synthesis of the 28 articles included, we reported what approaches are used to implement assessment reforms and what factors influenced their implementation. Furthermore, we have proposed a framework that defines the political, cultural, structural, chronological, paradigmatic, and technological perspectives that need careful attention when implementing assessment reforms in schools.

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Oo, C.Z., Alonzo, D., Asih, R. et al. Implementing school-based assessment reforms to enhance student learning: a systematic review. Educ Asse Eval Acc 36 , 7–30 (2024). https://doi.org/10.1007/s11092-023-09420-7

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This page contains the latest Accounting Grade 11 SBA Tasks and Memos. Content on this page will help you in your exams, tests, sba, assignments, and research tasks. Accounting focuses on measuring performance, and processing and communicating financial information about economic sectors. This discipline ensures that principles such as ethical behaviour, transparency and accountability are adhered to. It deals with the logical, systematic and accurate selection and recording of financial information and transactions, as well as the compilation, analysis, interpretation and communication of financial statements and managerial reports for use by interested parties.

The subject encompasses accounting knowledge, skills and values that focus on the financial accounting, managerial accounting and auditing fields. These fields cover a broad spectrum of accounting concepts and skills to prepare learners for a variety of career opportunities.

Accounting Grade 11 is completed in 4 terms in a year: Term 1, Term 2, Term 3, and Term 4. It is done in all South African Provinces such as: Gauteng, Free State, Limpopo, North West, Mpumalanga, Western Cape, Northern Cape, Eastern Cape, and Kwazulu Natal. Accounting Grade 11 is done in English and Afrikaans languages, and consist of Paper 1 and Paper 2 Exams

Topics in the Accounting CAPS curriculum.

The following are the topics covered in Accounting Grade 11 which will guide you before exploring SBA Tasks and Memos.

Accounting concepts
GAAP principles
Bookkeeping
Accounting equation
Final accounts and financial statements
Salaries and wages
Value-Added Tax
Reconciliations
Cost accounting
Indigenous bookkeeping systems
Fixed assets
Internal control

List of Accounting Grade 11 SBA Tasks and Memos

PRESCRIBED ASSESSMENT CRITERIA AS PER CAPS INCLUDING PRACTICAL COMPONENTS / PATS

Task 1: Written report: 50 marks Weighting = 10 Task 2: Controlled test 1: 100 marks Weighting = 20

Task 3: Project: 50 marks Weighting = 20 Task 4: Mid-year exams: 200 marks Paper 1: 150 marks Paper 2: 150 marks Total: 300 marks Weighting = 20

Task 5: Case Study: 50 marks Weighting = 10 Task 6: Control Test 2: 100 marks Weighting = 20

Task 7: Year-end exam Paper 1: 150 marks Paper 2: 150 marks TOTAL: 300 marks

REVISED ASSESSMENT CRITERIA FOR 2020

Task 1: Written report: 50 marks Suggested weighting = 10 Task 2: Controlled test 1: 100 marks Suggested weighting = 20

Task 3: Assignment (100) Suggested weighting = 20 Task 4: NO Mid-year exams (-1

Task 5: Case Study: 100 marks Suggested weighting = 10 Task 6: NO Controlled test 2 (-1)

Task 7: Year-end Exam Paper 1: 150 marks Paper 2: 150 marks TOTAL: 300 marks

2021 Annual Teaching Plan: Accounting Grade 11

What is the purpose for accounting grade 11.

The reasons for learning Accounting Grade 11 in South Africa are the following:

record, analyse and interpret financial and other relevant data in order to make informed decisions;
present and/or communicate financial information effectively by using generally accepted accounting practice in line with current developments and legislation;
develop and demonstrate an understanding of fundamental accounting concepts;
relate skills, knowledge and values to real-world situations in order to ensure the balance between theory and practice, to enter the world of work and/or to move to higher education, and to encourage self-development;
organise and manage own finances and activities responsibly and effectively;
apply principles to solve problems in a judicious and systematic manner in familiar and unfamiliar situations, thus developing the ability to identify and solve problems in the context of the various fields of Accounting;
develop critical, logical, and analytical abilities and thought processes to enable learners to apply skills to current and new situations;
develop the following characteristics: – ethical behaviour – sound judgement – thoroughness – orderliness – accuracy – neatness;
deal confidently with the demands of an accounting occupation manually and/or electronically.

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Accounting Grade 11 Assignments and memos

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problem-based assignments solve real-world issues.

Thanks to its partnership with publisher Eye on Education, EducationWorld is pleased to present this blog post by Eye On Education's Senior Editor, Lauren Davis .

Last month, I blogged about the differences among problem-based, project-based, and inquiry-based learning . Let’s take a closer look at problem-based learning, where students work on investigating and resolving a real-world problem. I’ve spoken to a lot of teachers who want to try this method in the classroom but aren’t sure how to get started. Nancy Sulla to the rescue! In her book, Students Taking Charge: Inside the Learner-Active, Technology-Infused Classroom , she offers the following clear, step-by-step guidelines for creating problem-based assignments.

Start with the standards . Identify the content, skills and concepts you plan to cover in a specified unit of time, such as a three-week period.

Think application . Ask yourself, “When would someone use this knowledge in the real world? So what? Why?”

Think authenticity and relevancy . Students always want to know why they have to learn something. Authentic assignments show them why! Students are more motivated when they’re given work that is realistic and that reflects something they might actually have to do in the real world, beyond school doors. Here’s what inauthentic vs. authentic assignments look like:

Inauthentic : Create a model of an ecosystem and describe the lifecycle and food-chain relations to it. Authentic : A local building contractor is planning to bulldoze all of the trees in a nearby copse. These are some local groups appealing to save the trees. Your job is to identify one type of tree indigenous to the area and design a presentation to convince the contractor to spare the trees based on the impact it will have on the local ecosystem (Sulla, 23).

Think open-endedness . In other words, make sure your assignment has no one right answer. For example, if you are teaching topography of a certain area, you could have students create a salt-and-flour map. Students would have to do research and create a replica, and they might have fun doing so, but they’re really just regurgitating knowledge. Instead, "asking a student to determine where the next airport should be built is an open-ended problem that exists in the realms of both the known and unknown. Students research the area, including the location of existing airports. They must then propose a location for the next airport, and substantiate their decision. No one right answer exists, as the 'right answer' is yet unknown" (Sulla, 24).

Think product . Consider how students will present their solution to the problem. “Avoid thinking along the lines of a project, with ‘glue and glitter flying.’ A product could be a poem, a persuasive letter, a webpage, an annotated bibliography, or a series of graphs, as well as the more project-oriented posters, skits and multimedia presentations" (Sulla, 24).

Think content . Make sure you don’t let the bells and whistles of a multimedia presentation overwhelm the actual content. Yes, it’s important for students to present the content in an engaging way, but you don’t want students to spend so much time looking for a fun visual that they’re not really learning the heart of the material.

Here are some additional examples of problem-based learning assignments:

Science example : Some researchers think that we can use certain types of bacteria to clean up radioactive pollution in water. Not everyone agrees. Have students use the scientific method, evaluate data on bacteria, and decide how one bacteria or a combination of them would work effectively as microscopic radioactive pollution eaters. Then have students decide how to present their work (Sulla, 150).

Math example : Indoor ski slopes are gaining popularity. Have students explore existing indoor slopes and develop a plan for their own. They should use their knowledge of coordinate planes, slopes, lines and graphing linear equations. They should design three unique ski slopes for varying abilities, draw them on graph paper and include the corresponding linear equations.

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Back to School: Using AI to Create Writing Assignments Students Actually Want to Do

You may even have fun grading them.

Getting students excited about the work you have to grade later can be one of the more frustrating things about teaching , but when an assignment hits the right chord, it has the potential to inspire and impact not just the classroom, but the whole school and beyond.

Reconciling the curriculum and assignments with standards and learning objectives sometimes established out of a teacher's control can really sap the creative side of your brain.

Here's how artificial intelligence can help broaden your horizons when trying to create assignments that make a lasting impression and keep your classroom excited about learning. (And for more AI tips for the back-to-school season, check out CNET's guides on how to use AI to keep up with important dates and how to use Microsoft Copilot to create notes on pretty much anything.)

Since there will need to be a fair bit of refinement to create an assignment that is both fun to complete for students and fun to review and grade for educators, I've used ChatGPT , the AI chatbot that uses machine learning and large language models to generate conversational style answers to search queries, so that I could go back and forth brainstorming ideas.

Maintaining teacher and student sanity

My area of study is media and communications, so for this example I'm putting together an assignment on media literacy , or the ability to think and interact critically with everything from TikTok content to front-page news.

The goal is to create an assignment that's fun, collaborative and impactful for college students who interact heavily with digital media but might not be questioning what they're consuming.

The secondary goal was to create an assignment I won't hate myself for creating when it comes time to grade it.

On my first attempt, ChatGPT gave me a fully built-out assignment according to specific learning objectives around media literacy for college-level students, but it was about as fun as you'd think writing a 500-word essay on media literacy might be -- not fun at all.

Refine for fun, collaboration and focus

Since this assignment is in part about getting students to actually interact with media online in a way that's more impactful than just lurking or liking from the digital shadows, I refined the prompt to include using the student body in the assignment somehow and requested less emphasis on written analysis that will ultimately only be seen and evaluated by the teacher.

Here's what it came back with:

I was actually impressed -- not only did ChatGPT have students interacting with and analyzing media, but it also created a multi-layered assignment that gave students the opportunity to see firsthand the impact media literacy can make on a community as well as an individual.

This assignment would also be a darn sight more enjoyable to grade than 30 to 50 500-word analytical essays about whether the source of a Brat summer post on TikTok can be trusted.

Finally, ChatGPT offered submission requirements (like linking to the social media content used in completing the assignment and screenshots of the online interactions) and grading criteria for the assignment and even some examples of how the assignment might be executed.

Its example in particular about analyzing the role of political memes was timely and felt like a fresh take on an evolving reality of campaign media.

I personally would love to see videos from students collaborating on a discussion with their peers about their perception of Kamala HQ 's content and the presence of former President Donald Trump across social media.

And who knows -- maybe the students might actually enjoy it too.

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Kemerovo Oblast

DOI link for Kemerovo Oblast

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This chapter presents history, economic statistics, and federal government directories of Kemerovo Oblast. Kemerovo Oblast, known as the Kuzbass, is situated in southern central Russia. Krasnoyarsk Krai and Khakasiya lie to the east, Tomsk Oblast to the north, Novosibirsk Oblast to the west, and Altai Krai and the Republic of Altai to the south-west. Kemerovo was founded in 1918 and became the administrative centre of the Oblast upon its formation on 26 January 1943. The city is at the centre of Russia's principal coal mining area. In 2015 Kemerovo Oblast's gross regional product (GRP) amounted to 842,619m. roubles, equivalent to 309,637 roubles per head. The Oblast's main industrial centres are at Kemerovo, Novokuznetsk, Prokopyevsk, Kiselyovsk and Leninsk-Kuznetskii. Kemerovo Oblast's agriculture consists mainly of potato and grain production, animal husbandry and beekeeping. The sector employed 3.6% of the workforce and contributed 4.0% of GRP in 2015.

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How to cite ChatGPT

Use discount code STYLEBLOG15 for 15% off APA Style print products with free shipping in the United States.

We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

Parenthetical citation: (OpenAI, 2023)
Narrative citation: OpenAI (2023)

Let’s break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).

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School-based Assessment (SBA) was first proposed in the Reform Proposals for the Education System in Hong Kong, published in September 2000. According to the proposal, the modes, content and the assessment methods of public examinations should be reviewed (p. 44). A "core-competence" approach, similar to criterion-referencing, will be adopted.
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Task 3: Assignment (100) Suggested weighting = 20 Task 4: NO Mid-year exams (-1. TERM 3. Task 5: Case Study: 100 marks Suggested weighting = 10 Task 6: NO Controlled test 2 (-1) ... Importance of School-based Assessment (SBA) in South Africa. Related Posts Accounting Grade 12 Past Papers and Memos for 2021. 24 June 2021. 20,556 views.
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In her book, Students Taking Charge: Inside the Learner-Active, Technology-Infused Classroom, she offers the following clear, step-by-step guidelines for creating problem-based assignments. Start with the standards. Identify the content, skills and concepts you plan to cover in a specified unit of time, such as a three-week period.
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The Kuznetsk Basin (Russian: Кузнецкий угольный бассейн, Кузбасс; often abbreviated as Kuzbass or Kuzbas) in southwestern Siberia, Russia, is one of the largest coal mining areas in Russia, covering an area of around 10,000 square miles (26,000 km 2). [1] It lies in the Kuznetsk Depression between Tomsk and Novokuznetsk in the basin of the Tom River.
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Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software. The reference and in-text citations for ChatGPT are formatted as follows: OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model].
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