A review of School-Based Assessment (SBA) practiced in countries like Hong Kong, Australia, Nigeria etc. Articles are from the Web of Science between 2007-2012.

1. PBGS 6114
SEMINAR IN ENGLISH LANGUAGE
EDUCATION
PUSHPA KANDASAMY
(PGP110002)
GWENDOLYN GAIL YONG
(PGP110031)

2. WASHBACK
STANDARD-BASED
CLASSROOM
ASSESSMENT
SCHOOL-BASED
ASSESSMENT TESTING
AND
ASSESSMENT
CLASSROOM-BASED CLASSROOM-LANGUAGE
ASSESSMENT ASSESSMENT/
LANGUAGE ASSESSMENT

3. ASSESSMENT
DIMENSION ASSESSMENT EVALUATION
Timing Formative Summative
Focus of measurement Process-oriented Product-oriented
Relation between objects Cooperative Competitive
of A/E
From: Apple, D.K. & Krumsieg. K. (1998). Process education teaching institute handbook.
Pacific Crest

4. SCHOOL-BASED ASSESSMENT
• range of assessment – oral or written (Williams, 1994).
• cumulative teacher judgement -students’ performance
(Yusuf, 1994).
• integrated into the classroom teaching and learning
process (Davison, 2005).
• conducted by students’ own teacher (Davison, 2007).
• SBA is an assessment administered in schools as part of
the learning and teaching process, with students being
assessed by their subject teachers.

5. STUDENTS’ & PARENTS’ PERCEPTIONS OF VALIDITY OF
PERCEPTION TOWARDS EDUCATION OFFICERS SCHOOL-BASED
SBA (ORAL/SPEAKING) CLASSROOM
(ORAL/SPEAKING) 2008 ASSESSMENT
2010 (SBCA)
2007
IMPACT OF SCHOOL-
BASED GROUP ORAL CHALLENGES FACED BY
ASSESSMENT ON SBA THE TEACHERS IN
STUDENTS WITH (2007-2012) IMPLEMENTING SBA
DIFFERENT 2010
PROFICIENCY LEVEL
2010
CHALLENGES CHALLENGES
AND CURRENT AND ISSUES
DEVELOPMENT OF LA
OF SBCA 2008
2011

6. PERCEPTION
• Cheng, L. (2010) conducted a study on students’ and parents’
perception towards SBA especially on oral/speaking skills. The
findings through a survey revealed a positive relationship between
students’ perception of SBA-related learning and their language
competence. The parents’ perception of SBA significantly and
positively predicted their support for their children’s SBA learning in
Hong Kong.
• Leonard, N. (2008), identified the perception of education officers
regarding introducing a school-based continuous assessment of
speaking and 2 opposing views were held by the officers on the
importance of speaking in English:
- (CD&E) & (SEOs) -English speaking is considered to be as important
as reading and writing.
- (ER&TD) - think that speaking in English was not that important.
(Botswana – South Africa)

7. IMPACT
• Gan, Z. (2010) carried out a study on the impact
of School-based Group Oral Assessment within
higher and lower scoring students in Hong Kong.
Higher scoring group – engaged constructively
with one another’s ideas. The lower-scoring
group, could interact but appeared to be more
structured due to pre-set prompts – restricting
students’ performance.
• Significant issue highlighted was – ‘risk’ – (pre-set
prompts/ task-topic related)

8. VALIDITY
• Llosa, L. (2007) conducted a study to validate
the effectiveness of the English Language
Development (ELD) classroom assessment in
preparation for the CELDT. The difference is
not significant. Both, classroom assessment
(formative) and CELDT (summative) is
consistent.

9. CHALLENGES & ISSUES
• Reyneke, M., Meyer, L., & Nel, C. (2010), through a
survey identified that the teachers received adequate
theoretical training while the practical implementation
remained a huge challenge. This is similar to the review
done by Llosa, L. (2011) on teacher’s professional
development in SBCA.
• Challenges- the significant ones:
lack of support (17.2% received)
teaching materials (<10%)

10. OVERVIEW OF THE CRITICAL READING
ON SBA
• Perception
- Students and parents (positive) but only 2/>400 secondary
schools were chosen.
- Further research: further investigation within other context
worldwide
• Impact
- Both higher and lower scoring students could interact in
group oral assessment though there are significant
differences in their presentation skills (positive).
- Further research: investigate the potential risk of a task-
topic related effect on students’ discourse and interaction.

11. • Validity
- The classroom assessment (formative) and
CELDT (summative) is consistent, thus valid.
- Further studies: further examine the relevance
of ‘standards’ to SBCA practices.
• Challenges & Issues
- Teachers are lack of practical knowledge.
- SBA is a burden!
- Further studies: Longitudinal research is
needed in this field.

12. SBA
ASSESSMENT OF
LEARNING
WITH
ASSESSMENT FOR
LEARNING