![school based assignment National Department of Basic Education](https://www.education.gov.za/Portals/0/dbeLogo2.png?ver=2015-12-02-121800-540)
- DBE Structure
- Contact the DBE
- Western Cape
- Northern Cape
- KwaZulu-Natal
- Eastern Cape
- Media Releases
- Basic Education Sector Insights
- Newsletter: Thuto
- Parliamentary Questions
- Newsletter: DG Provincial Engagements
- Call for Comments
- Government Notices
- Green Papers
- Regulations
- White Papers
- Publications
- Three Stream Model
- ABC Motsepe Schools Eisteddfod
- Funza Lushaka
- Health Promotion
- National School Nutrition Programme
- Quality Assurance and Skills Development
- Safety in Schools
- Sector Progress, Performance and Research
- Early Grade Reading Study
- Home Education
- South African Sign Language
- Physical Planning and Rural Schooling
- Psychosocial Support Services
- National Curriculum Statements Grades R-12
- National Curriculum Framework for Children from Birth to Four
- Curriculum Assessment Policy Statements (CAPS)
- LTSM National Catalogue
- Digital Content
- Mind the Gap Study Guides
- Graded Readers and Big Book HL
- IIAL Resources
- National Senior Certificate (NSC) Examinations
- National Circulars
- Annual National Assessments
- Senior Certificate
- Certification Services
- Parents and Guardians
- Education Districts
![](http://blog10.website/777/templates/cheerup2/res/banner1.gif)
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.
FET Language subjects
Title | ||
FET Non-language subjects
Title | ||
GET Subjects
Foundation phase subjects.
Title | ||
About Us Education in SA Contact Us Vacancies Provincial Offices Branches
Newsroom Media Releases Speeches Opinion Pieces Multimedia
Examinations Grade 12 Past Exam papers ANA Exemplars Matric Results
Curriculum Curriculum Assessment Policy Statements Practical Assessment Tasks School Based Assessment Mind the Gap Study Guides Learning and Teaching Support Materials
Research EMIS Research Protocols Schools Masterlist Data
Teacher Development Initial Teacher Education National Recruitment Database National Teaching Awards Register as an Educator
Information for... Certification Services Learners Teachers Parents and Guardians Principals Education Districts SGB's Researcher
National Office Address: 222 Struben Street, Pretoria Call Centre: 0800 202 933 | [email protected] Switchboard: 012 357 3000
Certification [email protected] 012 357 4511/3
Government Departments Provincial Departments of Education Government Services
Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .
Enter the email address you signed up with and we'll email you a reset link.
- We're Hiring!
- Help Center
![school based assignment paper cover thumbnail](https://0.academia-photos.com/attachment_thumbnails/50809498/mini_magick20180815-12914-14ogb8n.png?1534396443)
What is School-based Assessment (SBA)? How SBA is implemented in classroom
![school based assignment Profile image of siti najihah jamal](https://0.academia-photos.com/18580422/15167834/15859294/s65_siti_najihah.jamal.jpg)
Related Papers
Nadia Saizul
![school based assignment school based assignment](https://a.academia-assets.com/images/loswp/related-pdf-icon.png)
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
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 syste...
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
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.
RELATED PAPERS
Hariharan NKrishnasmy
Corey Williamson
Shaiffadzillah Omarali
Peter Rawlins
Mediterranean Journal of Social Sciences
Alias Masek
zamree zakaria , Norila Salleh
THE BULLETIN
Symbat Zykrina
Emon Raupan
David W Armstrong
DR. PRODHAN MAHBUB IBNA SERAJ
Life Science Journal
Sedigheh Abbasnasab Sardareh
Sharifah Khairol Musairah Syed Abdul Mutalib
Joey R . Cabigao, PhD
Educational Research for Policy and Practice
Kerry J Kennedy (甘國臻)
Assessment Policy SESLOAF
Alvi Unaeza
adella pratiwi
Outi Kyrö-Ämmälä
Triumph Hulbert
Robert Marzano
Language Teaching
Constant Leung
SOME SCHOOL ASSESSMENTS INSTRUMENTS THAT ARE USED AS A STRATEGY IN THE LEARNING PROCESS (Atena Editora)
Atena Editora
International Journal of Education, Psychology and Counseling
ROHAMEZAN ROHIM
RELATED TOPICS
- We're Hiring!
- Help Center
- Find new research papers in:
- Health Sciences
- Earth Sciences
- Cognitive Science
- Mathematics
- Computer Science
- Academia ©2024
- Columbia University in the City of New York
- Office of Teaching, Learning, and Innovation
- University Policies
- Columbia Online
- Academic Calendar
- Resources and Technology
- Instructional Technologies
- Teaching in All Modalities
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.
On this page:
Rethinking traditional tests, quizzes, and exams.
- Examples from the Columbia University Classroom
- Tips for Designing Assignments for Learning
Reflect On Your Assignment Design
Connect with the ctl.
- Resources and References
![title= school based assignment](https://ctl.columbia.edu/files/2021/08/iStock-949118068.jpg)
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.”
This website uses cookies to identify users, improve the user experience and requires cookies to work. By continuing to use this website, you consent to Columbia University's use of cookies and similar technologies, in accordance with the Columbia University Website Cookie Notice .
- Terms of Use
- Privacy Policy
- Disclosure Policy
- Refund and Returns Policy
- Events – with Search
- CSEC ENGLISH A & B SBA
- CSEC ENGLISH A EXAM OUTLINE 2018-2025
- CSEC English B 2023-2027 Texts, Poems, Short Stories
- CSEC English B Poems 2023-2027
- Password Reset
- [email protected]
![school based assignment](https://i0.wp.com/csecenglishmadeeasy.com/wp-content/uploads/2017/12/cropped-logo-1.png?fit=95%2C95&ssl=1)
CSEC English School-Based Assessment (SBA) Outlined
![school based assignment](https://i0.wp.com/csecenglishmadeeasy.com/wp-content/uploads/2016/07/Summary-3.png?fit=895%2C503&ssl=1)
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?
(c) How do you intend to collect relevant information on your issue/topic/theme/event and use this in your presentation?
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
http://csecenglishmadeeasy.blogspot.com/2016/10/a-breakdown-of-csec-english-sba.html This post should answer all your questions. ]]>
http://csecenglishmadeeasy.blogspot.com/2016/10/a-breakdown-of-csec-english-sba.html%5D%5D >
http://csecenglishmadeeasy.blogspot.com/2016/10/a-breakdown-of-csec-english-sba.html I how you find this helpful.]]>
I need help my topic is effects of teenage pregnancy on the family
Leave a Reply Cancel reply
Your email address will not be published. Required fields are marked *
Limited Time Only: Refer a friend and earn up to $2,000 – LEARN MORE
- Search Jobs
- Travel Nursing
- Local Nursing
- PRN Nursing
- Allied Health
- Refer a Friend
- Request Staff
- Our Solutions
- Pay & Benefits
- Employers (Staffing & Hiring)
- Credentialing
- HR, Payroll, and Benefits
- Workforce Portal
- About Gifted
- Your Recruiters
- Corporate Careers
Gifted Healthcare Blog
Stories, Resources, and Tips
![School Based Assignment School-Based Assignment](https://giftedhealthcare.com/wp-content/uploads/bb-plugin/cache/school-based-assisgnment-e1663073759768-300x200-square-6ed4d48e5f641305a1b47295f6f1a953-m4j6ge2apf83.jpeg)
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
While school-based professionals communicate actively with other professionals working with the student, clinicians also communicate with the parents to incorporate in-school lessons throughout their home life. You will be able to support the family, provide them with tools to enhance their child’s home environment and work together with the student’s best interest in mind.
Hearing improvements that the parents are seeing is a rewarding feeling that will remind you how important and effective your work is.
Work with Us on a School-Based Assignment
If a career in a school environment sounds right to you, connect with a recruiter and learn about opportunities with Gifted . We would love to work with you this school year!
Get Started With Gifted Healthcare Today
Gifted Healthcare Recruiters operate across the country for travel nursing, allied health, per diem nursing, and education-based job opportunities. Just choose the state you want to go to, apply, and we will take care of the rest.
Sign Up for Updates
![school based assignment The Joint Commission National Quality Approval](https://giftedhealthcare.com/wp-content/themes/bb-theme-child/assets/images/JCNQA-logo.png)
- Workforce Solutions
- LTAC Nurse Staffing Solutions
- Government Contracting
- Info Center
![Logo for Propello, an edtech company providing high-quality instructional materials and curriculum aligned to state and national standards Logo for Propello, an edtech company providing high-quality instructional materials and curriculum aligned to state and national standards](https://propello.com/hs-fs/hubfs/01%20PR_Main%20Logo_Full%20Color_RGB-1.png?width=200&height=47&name=01%20PR_Main%20Logo_Full%20Color_RGB-1.png)
- Overview + Features
- Propello Science 6-8
- Propello IB MYP Science
- Propello ELA 6-8
- Science Booster Packs
- Administrators
- Propello Press Blog
- Free Ebooks for Educators
- Education Uncharted Podcast
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.
- #scienceinstruction (15)
- #educationuncharted (11)
- #professionaldevelopment (9)
- #whypropello (9)
- #science (6)
- #curriculum (5)
- #differentiatedinstruction (4)
- #pedagogy (4)
- #learningscience (3)
- #lessonplan (3)
- #PropelloNews (2)
- #artificialintelligence (2)
- #edspace (2)
- #makingmeaning (2)
- #studentengagement (2)
- #cognitiveload (1)
- #quietquitting (1)
- #solareclipse (1)
- #standardsbasedgrading (1)
- #teacherappreciation (1)
- April 2024 (1)
- March 2024 (3)
- January 2024 (1)
- December 2023 (2)
- November 2023 (4)
- October 2023 (3)
- September 2023 (4)
- August 2023 (5)
- July 2023 (3)
- June 2023 (5)
- May 2023 (6)
- April 2023 (4)
- March 2023 (5)
- February 2023 (2)
- January 2023 (4)
- December 2022 (3)
- November 2022 (4)
- October 2022 (1)
- September 2022 (1)
- August 2022 (2)
Subscribe by email
Implementing school-based assessment reforms to enhance student learning: a systematic review
- Published: 18 October 2023
- Volume 36 , pages 7–30, ( 2024 )
![](http://blog10.website/777/templates/cheerup2/res/banner1.gif)
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
657 Accesses
1 Altmetric
Explore all metrics
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.
This is a preview of subscription content, log in via an institution to check access.
Access this article
Subscribe and save.
- Get 10 units per month
- Download Article/Chapter or eBook
- 1 Unit = 1 Article or 1 Chapter
- Cancel anytime
Price includes VAT (Russian Federation)
Instant access to the full article PDF.
Rent this article via DeepDyve
Institutional subscriptions
![school based assignment](https://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11092-023-09420-7/MediaObjects/11092_2023_9420_Fig1_HTML.png)
Similar content being viewed by others
Formative Assessment Policy and Its Enactment in the Philippines
Chinese EFL Students’ Response to an Assessment Policy Change
Curriculum and Policy Reform Impacts on Teachers’ Assessment Learning: A South African Perspective
Explore related subjects.
- Artificial Intelligence
Data availability
The manuscript has no associated data as this is a review paper.
Adie, L., Addison, B., & Lingard, B. (2021). Assessment and learning: An in-depth analysis of change in one school’s assessment culture. Oxford Review of Education, 47 (3), 404–422. https://doi.org/10.1080/03054985.2020.1850436
Article Google Scholar
Alonzo, D., Labad, V., Bejano, J., & Guerra, F. (2021a). The policy-driven dimensions of teacher beliefs about assessment. Australian Journal of Teacher Education, 46 (3), 36–52. https://doi.org/10.14221/ajte.2021v46n3.3
Alonzo, D., Leverett, J., & Obsioma, E. (2021b). Leading an assessment reform: Ensuring a whole-school approach for decision-making. Frontiers in Education , 6 . https://doi.org/10.3389/feduc.2021.631857
Arrafii, M. A. (2021). Assessment reform in Indonesia: Contextual barriers and opportunities for implementation. Asia Pacific Journal of Education , 1–16. https://doi.org/10.1080/02188791.2021.1898931
Assessment Reform Group. (2002). Assessment for learning: 10 principles . Nuffield Foundation. http://www.assessment-reform-group.org.uk . Accessed 5 Aug 2016
Bansilal, S. (2011). Assessment reform in South Africa: Opening up or closing spaces for teachers. Educational Studies in Mathematics, 78 (1), 91–107.
Birenbaum, M., DeLuca, C., Earl, L., Heritage, M., Klenowski, V., Looney, A., Smith, K., Timperley, H., Volante, L., & Wyatt-Smith, C. (2015). International trends in the implementation of assessment for learning: Implications for policy and practice. Policy Futures in Education, 13 (1), 117–140. https://doi.org/10.1177/1478210314566733
Birenbaum, M. (2016). Assessment culture versus testing culture: The impact on assessment for learning. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 275–292). Springer. https://doi.org/10.1007/978-3-319-39211-0_16
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80 (2), 139–148.
Google Scholar
Carless, D. (2005). Prospects for the implementation of assessment for learning. Assessment in Education: Principles, Policy and Practice, 12 (1), 39–54. https://doi.org/10.1080/0969594042000333904
Chetcuti, D., & Cutajar, C. (2014). Implementing peer assessment in a post-secondary (16–18) physics classroom. International Journal of Science Education, 36 (18), 3101–3124. https://doi.org/10.1080/09500693.2014.953621
Article ADS Google Scholar
Chirwa, G. W., & Naidoo, D. (2015). Continuous assessment in expressive arts in Malawian primary schools. The Independent Journal of Teaching and Learning, 10 (1), 127–140.
Choi, J. (2017). Understanding elementary teachers’ different responses to reform: The case of implementation of an assessment reform in South Korea. International Electronic Journal of Elementary Education, 9 (3), 581–598.
MathSciNet Google Scholar
Cimer, S. O. (2017). What makes a change unsuccessful through the eyes of teachers. International Education Studies, 11 (1), 81. https://doi.org/10.5539/ies.v11n1p81
Clement, J. (2014). Managing mandated educational change. School Leadership & Management, 34 (1), 39–51. https://doi.org/10.1080/13632434.2013.813460
Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58 , 438–481.
Duncan, C. R., & Noonan, B. (2007). Factors affecting teachers’ grading and assessment practices. Alberta Journal of Educational Research, 53 (1), 1–21.
East, M. (2015). Coming to terms with innovative high-stakes assessment practice: Teachers’ viewpoints on assessment reform. Language Testing, 32 (1), 101–120. https://doi.org/10.1177/0265532214544393
Article MathSciNet Google Scholar
Ennis, D. (2010). Contra assessment culture. Assessment Update, 22 (2), 1–15.
Farkas, M. G. (2013). Building and sustaining a culture of assessment: Best practices for change leadership. Reference Services Review, 41 (1), 13–31. https://doi.org/10.1108/00907321311300857
Fullan, M. (2002). Principals as leaders in a culture of change, educational leadership. http://www.michaelfullan.ca/Articles_02/03_02.htm
Gipps, C. (1994). Developments in educational assessment: What makes a good test? Assessment in Education: Principles, Policy & Practice, 1 (3), 283–292. https://doi.org/10.1080/0969594940010304
Hamp-Lyons, L. (1999). Implications of the “examination culture” for (English language) education in Hong Kong. In V. Crew, B. Vivien, & H. Joseph (Eds.), Exploring diversity in the lanuage curriculum (pp. 133–140). Hong Kong Institute of Education.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school . Columbia University.
Hargreaves, A., Earl, L., & Schmidt, M. (2002). Perspectives on alternative assessment reform. American Educational Research Journal, 39 (1), 69–95. https://doi.org/10.3102/00028312039001069
Harrison, C. J., Könings, K. D., Schuwirth, L. W. T., Wass, V., & Van der Vleuten, C. P. M. (2017). Changing the culture of assessment: The dominance of the summative assessment paradigm. BMC Medical Education, 17 (1), 1–14. https://doi.org/10.1186/s12909-017-0912-5
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analysis relating to achievement . Routledge.
Book Google Scholar
Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17 , 50–62. https://doi.org/10.1016/j.edurev.2015.12.002
Herman, J., Osmundson, E., Dai, Y., Ringstaff, C., & Timms, M. (2015). Investigating the dynamics of formative assessment: Relationships between teacher knowledge, assessment practice and learning. Assessment in Education: Principles, Policy & Practice, 22 (3), 344–367. https://doi.org/10.1080/0969594X.2015.1006521
Hopfenbeck, T. N., Flórez Petour, M. T., & Tolo, A. (2015). Balancing tensions in educational policy reforms: Large-scale implementation of assessment for learning in Norway. Assessment in Education: Principles, Policy and Practice, 22 (1), 44–60. https://doi.org/10.1080/0969594X.2014.996524
Iipinge, S. M., & Kasanda, C. D. (2013). Challenges associated with curriculum alignment, change and assessment reforms in Namibia. Assessment in Education: Principles, Policy and Practice, 20 (4), 424–441. https://doi.org/10.1080/0969594X.2013.839544
Jones, A., & Moreland, J. (2005). The importance of pedagogical content knowledge in assessment for learning practices: A case-study of a whole-school approach. Curriculum Journal, 16 (2), 193–206. https://doi.org/10.1080/09585170500136044
Jónsson, Í. R., & Geirsdóttir, G. (2020). “This school really teaches you to talk to your teachers”: Students’ experience of different assessment cultures in three Icelandic upper secondary schools. Assessment Matters , 14 , 63–88. http://repositorio.unan.edu.ni/2986/1/5624.pdf . Accessed 10 Oct 2021
Kleinsasser, A. M. (1995). Assessment culture and national testing. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 68 (4), 205–210. https://doi.org/10.1080/00098655.1995.9957233
Klenowski, V. (2009). Assessment for learning revisited: An Asia-Pacific perspective. Assessment in Education: Principles, Policy and Practice, 16 (3), 263–268. https://doi.org/10.1080/09695940903319646
Laveault, D., & Allal, L. (2016). Assessment for learning: Meeting the challenge of implementation . Springer. http://www.springer.com/series/13204 . Accessed 6 Feb 2019
Leung, C. Y., & Andrews, S. (2012). The mediating role of textbooks in high-stakes assessment reform. ELT Journal, 66 (3), 356–365. https://doi.org/10.1093/elt/ccs018
Miller, M. D., Linn, L. R., & Gronlund, N. (2013). Measurement and assessment in teaching (11th ed.). Pearson Edition.
Moher, D., Liberati, A., & Altman, D. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRIMSA statement. Annals of Internal Medicine , 151 (4). https://doi.org/10.1136/bmj.b2535
Olsen, B., & Buchanan, R. (2019). An investigation of teachers encouraged to reform grading practices in secondary schools. American Educational Research Journal, 56 (5), 2004–2039. https://doi.org/10.3102/0002831219841349
Oo, C. Z. (2020). Assessment for learning literacy and pre-service teacher education: Perspectives from Myanmar [PhD thesis, The University of New South Wales (UNSW)]. http://handle.unsw.edu.au/1959.4/65021 . Accessed 28 Apr 2021
Petour, M. T. F. (2015). Systems, ideologies and history: A three-dimensional absence in the study of assessment reform processes. Assessment in Education: Principles, Policy and Practice, 22 (1), 3–26. https://doi.org/10.1080/0969594X.2014.943153
Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.). Pearson Education Limited.
Prytula, M., Noonan, B., & Hellsten, L. (2013). Toward instructional leadership: Principals’ perceptions of largescale assessment in schools. Canadian Journal of Educational Administration and Policy, 140 , 1–30.
Sandvik, L. V. (2019). Mapping assessment for learning (AfL) communities in schools. Assessment Matters , 13 , 6–43. https://doi.org/10.18296/am.0037
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103 (April), 101602. https://doi.org/10.1016/j.ijer.2020.101602
Suurtamm, C., & Koch, M. J. (2014). Navigating dilemmas in transforming assessment practices: Experiences of mathematics teachers in Ontario, Canada. Educational Assessment, Evaluation and Accountability, 26 (3), 263–287. https://doi.org/10.1007/s11092-014-9195-0
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology , 45 . https://doi.org/10.1186/1471-2288-8-45
Tong, C. S., Lee, C., & Luo, G. (2020). Assessment reform in Hong Kong: Developing the HKDSE to align with the new academic structure. Assessment in Education: Principles, Policy and Practice, 27 (2), 232–248. https://doi.org/10.1080/0969594X.2020.1732866
Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assessment in Education, 14 (3), 283–294.
Towndrow, P. A. (2008). Critical reflective practice as a pivot in transforming science education: A report of teacher-researcher collaborative interactions in response to assessment reforms. International Journal of Science Education, 30 (7), 903–922. https://doi.org/10.1080/09500690701279014
Van den Heuvel-Panhuizen, M., Sangari, A. A., & Veldhuis, M. (2021). Teachers’ use of descriptive assessment in primary school mathematics education in Iran. Education Sciences, 11 (3), 1–23. https://doi.org/10.3390/educsci11030100
Van der Kleij, F. M., Vermeulen, J. A., Schildkamp, K., & Eggen, T. J. H. M. (2015). Integrating data-based decision making, assessment for learning, and diagnostic testing in formative assessment. Assessment in Education: Principles, Policy & Practice, 37–41.
Verhoeven, J. C., & Devos, G. (2005). School assessment policy and practice in Belgian secondary education with specific reference to vocational education and training. Assessment in Education: Principles, Policy and Practice, 12 (3), 255–274. https://doi.org/10.1080/09695940500337231
Walland, E., & Darlington, E. (2021). How do teachers respond to assessment reform? Exploring decision-making processes. Educational Research, 63 (1), 80–94. https://doi.org/10.1080/00131881.2020.1857653
Whitehead, D. (2007). Literacy assessment practices: Moving from standardised to ecologically valid assessments in secondary schools. Language and Education, 21 (5), 434–452. https://doi.org/10.2167/le801.0
Willis, J., McGraw, K., & Graham, L. (2019). Conditions that mediate teacher agency during assessment reform. English Teaching, 18 (2), 233–248. https://doi.org/10.1108/ETPC-11-2018-0108
Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy and Practice, 00 (00), 1–33. https://doi.org/10.1080/0969594X.2021.1884042
Yan, Z., & Brown, G. T. L. (2021). Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing. Studies in Educational Evaluation , 68 . https://doi.org/10.1016/j.stueduc.2021.100985
Yu, W.-M. (2015). Teacher leaders’ perceptions and practice of student assessment reform in Hong Kong: A case study. Planning and Changing, 46 (1/2), 175–192.
Download references
Author information
Authors and affiliations.
Department of Educational Psychology, Yangon University of Education, Yangon, Myanmar
Cherry Zin Oo
School of Education, University of New South Wales, Kensington, Australia
Dennis Alonzo & Sue O’Neill
Universitas Muhammadiyah Malang, Malang, Indonesia
University of Mindanao, Davao City, Philippines
Giovanni Pelobillo
Department of Education, Davao Division, Davao City, Philippines
Graduate School of Education and Human Development, Nagoya University, Nagoya, Japan
Nang Mo Hline San
You can also search for this author in PubMed Google Scholar
Contributions
Conceptualization: CZO, DA. Literature search: DA. Data analysis: CZO, RA, GP, RL, NMHS. Writing—original draft preparation: CZO, DA. Writing—review and editing: CZO, DA, SO.
Corresponding author
Correspondence to Cherry Zin Oo .
Ethics declarations
Competing interests.
The authors declare no competing interests.
Additional information
Publisher’s note.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
Reprints and permissions
About this article
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
Download citation
Received : 08 February 2023
Accepted : 03 October 2023
Published : 18 October 2023
Issue Date : February 2024
DOI : https://doi.org/10.1007/s11092-023-09420-7
Share this article
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
- School-based assessment reforms
- Factors influencing assessment reforms
- School assessment
- Teacher assessment
- Find a journal
- Publish with us
- Track your research
![school based assignment How and When Learners Portal](https://howandwhen.org/wp-content/uploads/2021/11/cropped-open-book.png)
Accounting Grade 11 SBA Tasks and Memos
![school based assignment Accounting 1](https://howandwhen.org/wp-content/uploads/2021/04/office-2717014_1280-770x400.jpg)
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.
Browse Accounting Courses to study after Matric in South Africa
Do you know that there are plenty of accounting Courses that you can study after you matric grade 12 in South Africa?
Accounting Grade 11 Assignments and memos
Importance of school-based assessment (sba) in south africa, related posts.
![school based assignment Accounting 1](https://howandwhen.org/wp-content/uploads/2021/04/money-4068357_1280-240x142.png)
Accounting Grade 12 Past Papers and Memos for 2021
![school based assignment Accounting 1](https://howandwhen.org/wp-content/uploads/2021/04/tax-739107_1280-240x142.jpg)
Accounting Grade 10 Assignments and memos
![school based assignment Accounting 1](https://howandwhen.org/wp-content/uploads/2021/04/coins-1523383_640-240x142.jpg)
Accounting Grade 10 Tests
![school based assignment Accounting 1](https://howandwhen.org/wp-content/uploads/2021/04/office-2717014_1280-240x142.jpg)
Accounting Grade 10 Study Guides
![school based assignment Accounting 1](https://howandwhen.org/wp-content/uploads/2021/04/calculator-1044172_1280-240x142.jpg)
Accounting Grade 10 Textbooks
Leave your thought here cancel reply.
Your email address will not be published. Required fields are marked *
Save my name, email, and website in this browser for the next time I comment.
Latest Posts
Hospitality Studies Grade 12 June Question Papers and Memos pdf Download
Visual arts grade 12 june 2023 question papers and memos pdf download, dramatic arts grade 12 june 2023 question papers and memos pdf download, setswana home language grade 12 june 2023 question papers and memos pdf download, tourism studies grade 12 june 2023 question papers and memos pdf download, electrical technology grade 12 june 2023 question papers and memos pdf download, engineering graphics and designs grade 12 june 2023 question papers and memos pdf download, english home language grade 12 june 2023 question papers and memos pdf download, civil technology grade 12 june 2023 question papers and memos pdf download, siswati home language grade 12 june 2023 question papers and memos pdf download.
More Learning Resources @ My Courses
- Availability
- Add to cart
- Description
- Additional information
- Custom attributes
- Custom fields
![school based assignment How and When Learners Portal](https://howandwhen.org/wp-content/uploads/2021/11/cropped-open-book.png)
- Grade 12 Learning Resources Study Notes and Previous Papers
- Grade 11 Learning Resources
- Grade 10 Learning Resources
- IGCSE Syllabus
- Latest Updates
Insert/edit link
Enter the destination URL
Or link to existing content
![school based assignment EW](https://www.educationworld.com/images/logo2.jpg)
- Featured Articles
- Report Card Comments
- Needs Improvement Comments
- Teacher's Lounge
- New Teachers
- Our Bloggers
- Article Library
- Featured Lessons
- Every-Day Edits
- Lesson Library
- Emergency Sub Plans
- Character Education
- Lesson of the Day
- 5-Minute Lessons
- Learning Games
- Lesson Planning
- Subjects Center
- Teaching Grammar
- Leadership Resources
- Parent Newsletter Resources
- Advice from School Leaders
- Programs, Strategies and Events
- Principal Toolbox
- Administrator's Desk
- Interview Questions
- Professional Learning Communities
- Teachers Observing Teachers
- Tech Lesson Plans
- Science, Math & Reading Games
- Tech in the Classroom
- Web Site Reviews
- Creating a WebQuest
- Digital Citizenship
- All Online PD Courses
- Child Development Courses
- Reading and Writing Courses
- Math & Science Courses
- Classroom Technology Courses
- A to Z Grant Writing Courses
- Spanish in the Classroom Course
- Classroom Management
- Responsive Classroom
- Dr. Ken Shore: Classroom Problem Solver
- Worksheet Library
- Highlights for Children
- Venn Diagram Templates
- Reading Games
- Word Search Puzzles
- Math Crossword Puzzles
- Geography A to Z
- Holidays & Special Days
- Internet Scavenger Hunts
- Student Certificates
Newsletter Sign Up
Prof. Development
- General Archive
- Have Some Fun
- Expert Interviews
- Math Corner
- New Teacher Advisor
- Strategies That Work
- Voice of Experience
- Improvement
- Lessons from Our Schools
- Whatever it Takes
- School Climate Archive
- Classroom Mgmt. Tips
- Behavior Management Tips
- Motivating Kids
- Fit to Be Taught
- Rural Education
- Urban Education
- Community Involvement
- Best Idea Ever
- Read About It
- Book Report Makeover
- Bulletin Board
- Parent Issues
- Goal Setting/Achieving
- Teacher Lifestyle Tips
- Classroom Problem Solver
- Strategy of the Week
- Teacher’s Lounge
- Grouping/Scheduling
- In a Sub’s Shoes
- SchoolDoodles
- Teach for America Diaries
- Teaming Up to Achieve
- Earth Science Demos
- Interdisciplinary
- Language Arts
- The Reading Room
- All Columnists...
- Dr. Fred Jones
- Emma McDonald
- Dr. Ken Shore
- School Issues: Glossary
- Top PD Features
- Books in Education
- Reader's Theater
- Reading Coach
- Teacher Feature
- School Improvement
- No Educator Left Behind
- Turnaround Tales
- School Climate
- Responsive Classroom Archive
- Community Context
- School Choice
- School to Work
- Problem Solving Archive
- Homework Hassles
- Teacher’s Lounge
- Virtual Workshop
- In a Sub’s Shoes
- Academic Subjects
- Readers’ Theater
- Math Mnemonics
- Math Cats Math Chat
- Prof. Dev. Columnists
Search form
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.
Education World ® Copyright © 2012 Education World
EW Lesson Plans
![school based assignment school based assignment](https://www.educationworld.com/images/student.png)
EW Professional Development
Ew worksheets.
![school based assignment school based assignment](https://www.educationworld.com/images/flyers.png)
IMAGES
COMMENTS
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 ...
4. The term School-Based Assessment should replace other terms used at various levels for internal assessment. 5. The use of portfolios, observations, learning journals, presentations, observations, peer evaluations and research assignments in the SBA should be endorsed and implemented. 6.
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.
1.4. Components of School-Based Assessment School-Based Assessment (SBA) is a holistic assessment which capable to evaluate students' cognitive aspects of affective, and psychomotor in line with the National Philosophy of Education (FPK) and the National Curriculum. This assessment was conducted in the primary and secondary schools.
THE REQUIREMENTS OF THE SCHOOL BASED ASSESSMENT Please Read Carefully The word limit for the Social Studies SBA is 1000 words. This word limit excludes the acknowledgement, content page and bibliography/reference and appendices. Research should be in double line spacing, font size 12, right margin 1.5 inches and left 1 inch. It is
Word count should not exceed 1000 for CSEC and 1500 for CAPE subjects. The term School-Based Assessment replaces other terms used at various levels for internal assessment. The use of portfolios, observations, learning journals, presentations, observations, peer evaluations and research assignments in the SBA should be endorsed and implemented.
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.
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.
Work with Us on a School-Based Assignment. If a career in a school environment sounds right to you, connect with a recruiter and learn about opportunities with Gifted. We would love to work with you this school year! Posts navigation. ← San Francisco Commuting Hacks Every Nurse Needs To Know.
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 ...
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 ...
School-based assessment provides opportunities for the teacher as assessor to assess skills which cannot be adequately assessed externally by means of written tests. Skills such as those linked to activities that require time for exploration, investigation and planning are best assessed internally (through SBA) by teachers. However, all teachers as
1. Fill the beaker up to the 300 ml mark with distilled water and place it on the tripod stand. 2. Using the retort stand, suspend the thermometer in the centre of the beaker [ensure the thermometer does not touch the bottom of the beaker]. Observe and record initial temperature of the water. 3.
The question provided based on effects of Child. Abuse 100% were in the support of Unwanted Pregnancy. as their best effect of Child Abuse. Joy and Prosperity. gained 10% of the votes. Based on the solutions of Child Abuse, 45% of the. residents believed that educating the Public was the. most reasonable solution for Child Abuse. However,
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.
Find Base School Assignment by Address. A student's base schools are based on the residence of the student. Please enter the street number and a few characters of the street name in the box below. When you see your address in the list, click it to view the assigned base schools. To find your magnet, early college, and application options visit ...
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.
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 ...
Agriculture science School Based Assignment Lettuce Production Name of student: Rashad Pompey Name of center: Wesley College Student number: Teacher: keshion Noel Name of project: lettuce production Location: Wesley College, Queen's Park, St.George, Grenada. Starting date: 4/10/19 Termination date: 3/12/19
Sample Clauses. School-based Assignments. In the case where there are two or more positions of equal hours in the same classification at a school and one of the positions becomes available, the vacant assignment will be offered on a seniority basis to qualified employees in that classification presently working at that school, prior to the ...
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.
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.
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].
See our radar map for Novokuznetsk, Kemerovo-Oblast-Kuzbass weather updates. Check for severe weather including wildfires and hurricanes, or just check to see when rain is due.
Flag Coat of arms. Kemerovo Oblast-Kuzbass (Russian: Ке́меровская о́бласть — Кузба́сс, romanized: Kemerovskaya oblast — Kuzbass, pronounced [ˈkʲemʲɪrəfskəjə ˈobləsʲtʲ kuzˈbɑs]), also known by its short names as Kemerovo Oblast (Russian: Ке́меровская о́бласть) and Kuzbass (Кузба́сс) after the Kuznetsk Basin, is a federal ...