School-based Assessment Research Articles

Teachers’ Perspective of School-Based Assessment in a Primary School in Subang

Teachers’ Perspective of School-Based Assessment in a Primary School in Subang

IB DP(Diploma Programme) 점수 체계와 외국 대학에서의 IB 점수 활용에 대한 이해

This paper aims to examine the cases of university admission utilizing the International Baccalaureate Diploma Programme (IB DP) scores as interest in the introduction of IB into the Korean public education system is growing. Furthermore, as mentioned in the introduction of the study, this research was conducted to demonstrate that, regardless of its relevance to domestic university admissions, the IB requires sufficient contextual consideration in the process leading to outcomes, unlike the immediate results it shows. It appears that there is a lack of understanding and prior research regarding its system. It is meaningful in providing an understanding of the ways in which diploma scores can be utilized for university admission. To achieve this, this paper explained the composition and calculation method of the IB scores, as well as the types of IB scores used for university admission, including school-based assessment, final IB scores, and predicted IB scores. Additionally, it attempted to provide fundamental information on the methods of utilizing IB scores. The examples used in the study introduced the methods by which universities in the UK, Hong Kong, and Canada utilize the predicted IB scores or IB exam scores. Specifically, this was suggested by aligning the two conditions of conditional offer and confirmed offer This study is expected to serve as a basic resource for university admission, as it is inseparable from IB, just like high school-university linkage. The study aims to contribute as a reference for multi-faceted reviews of IB, especially at a time when the first domestic IB graduates are being produced in South Korea.

Development of a self-assessment instrument to evaluate the competency of home science teachers in classroom assessment

The problem and the aim of the study. Classroom Assessment (CA) is as part of School-Based Assessment (SBA), which reflects students' achievement in mastering Learning Standards. However, the issue of teacher competency is a significant concern in CA to ensure quality CA implementation. It is important for subject teachers to engage in self-evaluation and lifelong learning to enhance their assessment skills. While selfassessment is crucial for Home Science teachers, there is currently no standardized instrument available for this purpose. This study aims to develop a self-assessment instrument to evaluate the competency of Home Science Teachers in classroom assessment. Research methods. This study utilizes qualitative and quantitative research methods. Qualitative research method is employed during need analysis and requirement analysis phase for self-assessment instrument development using semi-structured interviews with three experts in Home Science. With these data, the self-assessment instrument, in form of a questionnaire, is designed and developed. After the instrument development is completed, expert validation is obtained using qualitative and quantitative approach, namely using semi-structured interview with three experts and questionnaire respectively. A 10-likert scale questionnaire is distributed to the same experts to obtain the percentage of expert agreement to determine content validity of the developed instrument. Results. The achievement of expert validity of each item in the developed instrument indicates the appropriateness of all items contained in the instrument, where 20.5% of the items obtained over 80% agreement score and 79.5% of the items obtained over 90% agreement score. The overall agreement among experts achieves 90.6%, which is above the acceptable level of agreement. Hence, the result indicates that the instrument is appropriate for Home Science teachers to evaluate their competency in classroom assessment. Conclusion. In conclusion, a self-assessment instrument to evaluate the competency of Home Science Teachers in classroom assessment has been developed. With this instrument, Home Science teachers can execute their self-assessment and hence can identify their training needs in classroom assessment. As a result, competent teachers will be able to execute classroom assessment effectively and support one of United Nation’s SDG namely quality education.

Examining the Predictive Capacity of School-based Assessment on Students' Mathematics Performance in Large-scale Examinations

This study underscores the importance of school-based assessment (SBA) in predicting students' mathematics performance in the Basic Education Certificate Examination (BECE) in Ghana. The study was conducted using 150 mathematics teachers from public junior high schools in Ghana's Central Region, the research employed a quantitative approach, using surveys to gather data on internal examination scores, SBA practices, teaching experience, and gender. Regression analysis revealed a strong predictive relationship between internal exam scores and BECE performance (R² = 0.663, B = 0.374, SE = 0.006, t = 67.24, p < .000), while ANOVA showed significant variations in SBA practices based on teaching experience (F (3, 146) = 6.99, p < 0.05). However, t-tests indicated no significant gender differences in SBA practices among teachers (t (148) = 1.100, p = 0.273). These findings highlight the critical role of internal assessments and teaching experience in enhancing educational outcomes and suggest that educational policies should support effective SBA practices and professional development for teachers. Based on these findings, it is recommended to enhance formative assessment practices by focusing on continuous and comprehensive internal assessments, provide ongoing professional development for teachers to improve their skills in implementing SBA, and allocate adequate resources for mathematics education to support effective teaching and learning environments.

Extensiveness of School-Based Assessment Techniques Employed by English Subject Teachers to Improve Students' Language Proficiency in Public Secondary Schools in Manyoni District, Tanzania

The study aimed to investigate the Extensiveness of School-Based Assessment Techniques Employed by English Subject Teachers to Improve Students' Language Proficiency in Public Secondary Schools in Manyoni district, Tanzania. The research was guided by the Constructivist Theory, which emphasizes active learning and knowledge construction. The study employed a convergent design under a mixed methods approach. The target population consisted of 3,098 Form 1 to Form 4 students, 38 English teachers and 19 school heads. Sampling techniques employed in this study include purposive (expert and total population) and stratified random sampling techniques to select 161 respondents. Data collection instruments were validated by MWECAU research experts in the field of education. A pilot study was conducted in two public secondary schools. The reliability of questionnaires for Likert-type items was estimated using Cronbach's Alpha Coefficient whereby r= 0.839 for teachers and r=0.889 for students, while that of qualitative was established through peer debriefing and triangulation. Quantitative data were collected through questionnaires, while qualitative data were collected through an interview guide and a document analysis guide. Descriptive statistics were analyzed quantitatively using SPSS version 22. Qualitative data was analyzed thematically. The study adhered to ethical considerations throughout the research process. The study found that vocabulary quizzes/tests were more widely used and valued by teachers compared to grammar quizzes/tests. The study concluded that vocabulary quizzes/tests were more widely used and valued by teachers compared to grammar quizzes/tests. The study recommended that teachers should employ a variety of assessment techniques, including vocabulary quizzes, grammar quizzes, reading comprehension tests, listening comprehension tests, and oral presentations.

The washback of the abolition of the national examination in Indonesia

The National Examination (NE) is abolished in 2021, marking the beginning of a new educational evaluation paradigm in Indonesia. The regulation considers some reasons: the suitability of the test, the development of teaching methods, and the enhancement of the quality of national education. Under the abolition of NE, the regulation constitutes the establishment of School-Based Assessment (SBA), conducted by the teachers in the forms of portfolios, assignments, tests, and/or other assessments following the regulation from each school. Therefore, the present research aims at investigating English teachers' perception towards the abolition of NE and the washback of the abolition of NE on the teaching plan of English language learning in the aspect of classroom instructional behaviours and the content of the curriculum. The sequential mixed-methods research (MMR) works with quantitative and qualitative data from 51 respondents in an online questionnaire and four teachers participated in a semi-structured interview. It was then found that the establishment of SBA replacing NE obtains positive responses from the teachers as it is perceived more reliable with objectives of the English curriculum, which attempts to elevate students' high order thinking skills. The abolition of NE triggers the teachers to vary their teaching methods and techniques by using more communicative approaches; however, the change in assessment does not influence teachers' domination in classroom activities and talking activity. The teachers highly emphasize the use of previous exam papers in the preparation of SBA. In addition, the teachers remain highly prioritizing students' success in SBA, which retains exam papers, as the level of students' language proficiency is relatively low. Referring to the findings, the related parties can measure the washback of the abolition of NE for further improvement in the language assessment.

Opportunities and Challenges of School Based Assessment during COVID 19 Pandemic in Lusaka Urban Secondary Schools.

This study explored the opportunities and challenges faced by learners, teachers and head teachers with respect to School-Based Assessment (SBA) during the COVID 19 pandemic. Worldwide, learning institutions experienced the lock down due to COVID -19. Theoretically, the study was guided by Jean Piaget constructivism learning theory anchored on the idea that knowledge is constructed by the learner’s mental activities. The Argument is that children construct their new understandings and knowledge through experience and social discourse, integrating new information with what they already know. Methodologically, the study employed a case study design because it provided an in-depth exploration of a contemporary, real-life COVID 19 phenomenon in its context. The study comprised 50 pupils, 22 female teachers, 28 male teachers and two head teachers. Data were collected using questionnaires, interviews and focus group discussions. The study established that respondents were aware of the SBA programme. The experiences of the implementation of SBA show that due to the past influences of the traditional objective-based assessment, some teachers found it difficult to change to the outcomes-based assessment. Of concern during the COVID 19 period was that of absenteeism on the part of learners with most of them being apathetic towards SBA. The study alludes to the fact that inadequate teachers and lack of requisite resources to implement the SBA programme compounded the problem further which should have been examined to solve the problem next time it reoccurs in urban schools of Lusaka district. The study recommended that the Ministry of Education (MoE), Curriculum Development Centre (CDC) and Examinations Council of Zambia (ECZ) should provide teachers with more training opportunities to receive professional development in handling SBA in schools and that Head teachers and teachers should ensure that pupils are responsible for their own learning. In addition, teachers should provide adequate feedback to learners, indicating their strengths and weaknesses as a measure of improving learning.

An Analysis of the Competency-Based Assessment Process in Mathematics Education at the Senior Secondary Level in Sri Lanka

Background: Sri Lanka has a long history of having an examination-based education system that caters to three main examinations conducted nationally. After over a decade, the country has yet to achieve its objective of the competency-based education system introduced in 2007. Sri Lanka practices an eight-year curriculum cycle reform, which is presently overdue. The current study analyses the existing situation of the competency-based assessment process, which will provide information from the classroom level. The research will address three questions: 1. What assessment methods are used? 2. What are the challenges teachers face in the application? 3. What types of training and support are given by the authorities for applying CBE-based mathematics assessments at the senior secondary level? Methods: The study employed a quantitative approach, using a stratified random sampling method. A questionnaire was used to collect data from 276 mathematics teachers who teach grades ten and eleven in the Western Province. Results: The results revealed that the challenges were a lack of support facilities and resources, long working hours, overcrowded classrooms, and a low understanding of CBE concepts among teachers. Paper-and-pencil tests and questioning are the most common evaluation methods used in classrooms. Conclusion: It is recommended that the Department of Education, with the help of the school authorities, monitor the assessment process and provide adequate training for the teachers to integrate assessment with classroom activities, and provide necessary resources. A school-based assessment method must be integrated with the end-of-term examination, giving it equal weight.

Construct Validity of the Constructed Response Test Tasks in School-Based Assessment

This study aimed to examine the constructed response (CR) test tasks in school-based assessment with a focus on construct validity. To this end, the researcher collected 771 CR test items from the midterm and final exam papers of the 2021 academic year from 37 high schools across the country. Three Korean raters participated in analyzing the characteristics of the test tasks based on the modified Bachman and Palmer’s test method facet, and several corpus analysis tools including WordSmith 8.0, Range, LCA, L2SCA and readability calculators were applied. The result of the analysis clearly demonstrates a gap between the practice and the published guidelines of introducing CR test tasks. The analysis of the task characteristics showed that the CR test is mainly intended to assess students’ reading skills rather than writing skills, largely through short answer or completion form of the CR test tasks. The corpus analysis of the language input showed that lexical difficulty, diversity, and complexity, syntactic complexity, and textual difficulty varied depending on three source types: the textbook, the NCSAT (mock CSAT) and others. The findings of the study can give several pedagogical implications in regard to the CR test tasks in school-based assessments.

Classroom-Based Assessment System to Improve the Quality of Learning in Malaysia and Indonesia

Malaysia and Indonesia have introduced their educational systems and are developing human resources using learning evaluation systems. Based on the issues raised, this study aims to portray the learning assessment in primary schools in Indonesia and Malaysia in accordance with the educational program utilized in both countries and the impediments experienced in carrying out classroom-based evaluation in schools. This studyused the research literature survey technique to gather information on a research topic fromnews, official government documents, etc. The analysis was conducted using a compilation of data from several references related to the assessment of primary school learning in Merdeka curricula, or other documents relevant to this study. The results of this study revelead that the assessment used in primaryschools in Indonesia refers to Minister of Education and Culture Regulation No. 21 of 2022, namely formative assessment and summative assessment. The Merdeka curriculum aimsat create a positive, high-quality learning atmosphere in Indonesia. Education system in Malaysia implements the concept of school-based assessment (SBA) in line with the implementation of Lower School Standard Curriculum, known as Primary School Curriculum. The ability to develop classroom-based assessments, the creativity of teachers in designing assessments, and knowledge literacy issues are all barriers to implementing classroom-based assessments in both countries.

Teacher learning and collaboration in a life sciences cluster in South Africa

There is increasing focus on collaborative teacher learning in South Africa. In the Mpumalanga province, the Department of Education uses cluster meetings as a model of teacher development. Clusters are groups of teachers from different schools who teach the same subject. In this article we focus on the learning activities that took place in 1 cluster of life sciences teachers during 2016 and 2017. Data were generated by observing 6 cluster meetings (at provincial, district and circuit level), and by interviewing 11 members of the cluster and 2 departmental officials. Wenger’s concepts of mutual engagement, shared repertoire and joint enterprise were used to analyse the data. The findings show that the professional learning activities that took place in the cluster meetings were mostly directed at improving the Grade 12 learners’ results. The subject advisors, rather than the teachers, initiated the learning activities. The routines and resources used also focused on improving learner results. We thus argue that a managerial discourse of professionalism underpins the cluster model of professional development, primarily providing strategies intended to improve the pass rate of the Grade 12 learners and to monitor school-based assessment, rather than supporting collaborative professional learning.

Continuous professional development: Assessing teachers' experiences with the cascading training model

Continuous professional development (CPD) is integral in educational reform; developing and enhancing teachers’ pedagogical skills and knowledge. In Malaysia, the cascade training model is often preferred for CPD programmes in public secondary schools. This may be due to cost effectiveness and reach, where many teachers can be trained in a short timeframe. Critics of the cascade model of training tend however, point to a risk of knowledge being diluted as it is transferred from the trainers to the attendees and then to teachers in schools. This paper focuses on documenting the experiences of Malaysian secondary school English teachers attending school-based assessment (SBA) CPD training courses using the cascade training model. Adopting a qualitative research approach, through the use of in-depth semi-structured interviews, data was collected from 14 English teachers from 14 public secondary schools. The findings indicate that there were mixed experiences of teachers attending cascade training programs and that of subsequent trainings that were conducted by attendees of the programmes. These experiences were affected largely by the quality of the training programme (i.e. design of program curriculum and materials), trainer quality, participants selected, and follow up support afforded to participants. This paper culminates with recommendations for further CPD improvements.

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

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

Washback Effect of School-Based Assessment (SBA) on Malaysia Secondary School Students’ English Language Learning

Washback Effect of School-Based Assessment (SBA) on Malaysia Secondary School Students’ English Language Learning

Документация для оценки школьной системы и профессионального развития учителей: Совместное исследование университета и школы в Италии

The continuous professional development of the teacher (CDP) has long been considered a prerequisite for the career and also for economic progress. CDP must be compared to standards which also make it possible to construct validation systems for the teachers’ skills in progress. The issue of teaching professionalism emerges also in the Italian legislative debate. We outline the research “The continuous professional development of the teacher: from the Improvement Plan to the appraisal”, conducted with a group of 33 schools in Southern Italy, the University of Bari and Unione Cattolica Italiana Insegnanti Medi (UCIIM, teachers’ association). The research project investigated the documentation of practices (connected with school’s self-evaluation, teacher evaluation and appraisal procedures) to improve the quality of teaching and to develop teacher professionalism. Three phases of research training occurred: a) The first phase involved a specific document analysis of “Rav” and “PdM” (acronyms for Self-Assessment Report - Rapporto di Auto-Valutazione - and Improvement Plan – Piano di Miglioramento). These documents were presented to the teaching staff and served as the primary materials for self-evaluation and decision-making. b) In the second phase, referred to as "professional development," the skills audit and standards were introduced and collaboratively developed with the teachers. These documents formed the foundation of a teacher's professional development program. c) The third phase was dedicated to "merit appraisal." It focused on selecting and analyzing the best appraisal sheets, which were considered the primary documents for assessing merit and promoting teachers. The school staff involved over 300 people, including teachers and principals. The results of the study underlined: the impact of the documentary practices introduced by school evaluation system on professional development; the importance of university-school collaboration supporting school-based assessment and teachers' professional development, shifting from a top-down orientation to more teacher self-regulating initiatives; the methodological-educational choice of principals as teachers’ tutors.

Impact of Socio-Demographic Variables of Basic Level Teachers’ School-Based Assessment Practices in Jasikan Municipality, Ghana

This study investigated whether socioeconomic variables influence teachers' practices in the School-Based Assessment (SBA) and their associated challenges. A quantitative research approach using the descriptive and cross-sectional design was employed and 273 teachers were sampled using the stratified random sampling in the Jasikan Municipality of the Oti Region of Ghana. Data was collected through a questionnaire and analyzed through the independent sample t-test and One-way ANOVA. The results showed no significant difference in SBA practices, roles and challenges among teachers based on gender, age, educational qualification, years of teaching experience and class level. Based on these findings, it is recommended that the Ghana Education Service should provide the necessary logistics, such as SBA record books to support teachers' implementation of the policy. Additionally, teachers should be motivated through incentives, promotions and praises to continue playing their key roles effectively as facilitators of the SBA.

Assessment Literacy: Changing Cultures, Enculturing Change in Hong Kong

Abstract Teacher assessment literacy has gained significant attention in recent years due to its critical role in learning and teaching. Various theoretical and empirical conceptualizations of this construct have been emerging with more recent emphasis on building teachers’ knowledge and skills. The aim is to make highly contextualized, fair, consistent and trustworthy assessment decisions to inform learning and teaching to effectively support both student and teacher learning. This article explores changes in secondary English language teachers’ assessment literacy following the introduction of school-based assessment for learning as part of high stakes secondary school assessment reform in Hong Kong. Drawing on teacher questionnaires completed by almost 4,500 teachers who undertook a common professional development course conducted over the first six years of assessment reform (2005 – 2011), this paper explores the impact of professional development on teachers’ assessment literacy. Despite Hong Kong’s deeply ingrained competitive examination-oriented culture, an analysis of the quantitative and qualitative data from pre- and post-program evaluations demonstrate signs of positive change in teacher attitudes, confidence and practices, in particular in using assessment criteria, designing and implementing appropriate assessment tasks, involving learners more actively in the assessment process, making trustworthy assessment decisions and providing effective feedback and feed-forward to students to improve student learning. The findings of the study suggest that changes in assessment culture are possible, provided teachers are well supported. The implications for assessment reform and for the development of teacher assessment literacy more generally are also discussed.

Analysis of Missing Data in Progressed Learners: The Use of Multiple Imputation Methods

The issue of missing data raises concerns in all statistical and educational research. In this study, we focus on missing data in school-based assessment data generated by progressed high school learners (those who did not meet the promotional requirements for their current grades but were allowed to move to the next grade because of policy stipulations). There are a number of approaches available for handling missing data in statistical literature. Multiple imputation is an approach statisticians often recommend for dealing with missing data. We analysed a longitudinal dataset composed of progressed high school learners with missing data points, imputing the missing values with multiple imputation by chained equations and Amelia II. The missing data points in our dataset were due to learners not submitting their tasks, which then impacted negatively on their results. We found a higher proportion of missing values in mathematics/mathematical literacy, science and accounting. Our results showed that progressed learners struggle more with these subjects where knowledge develops cumulatively, and that their gaps in prior knowledge probably hinder them in understanding new concepts. Thus, the policy on progression of learners brings challenges to the already strained educational system and requires a more specialised system of support.

The Efficacy of Students‟ Knowledge Construction Process in Computer-Supported Collaborative Learning (CSCL) Environment: A Malaysian View

The present educational system must be digitalised in light of the growth of communication technology and the current confined lifestyle caused by the pandemic’s expansion. However, efforts to digitise education usually encounter two major issues: first, the applications developed are more likely to emphasise the qualities of graphics and animations; second, the multimedia presentation highlighted in the application is a stereotype that causes users to become bored. Thus, the purpose of this research was to look into the effects of Computer Supported Collaborative Learning (CSCL) as a medium for knowledge construction in the School Based Assessment (SBA) environment using the Collaborative Portfolio Assessment (CPA) learning system. The sample comprised 61 students from two Malaysian secondary schools partaking in the History teaching and learning (T&L) process utilising the CPA learning system. The value of Sig. (p-value) was 0.000, less than 0.05, based on the results of the pre and post-test evaluations for both groups of students. In essence, there is a substantial difference in the average test scores of the children before and after the intervention. According to the data, all selected students received an average grade of 80% or better on their 13 task question marks, indicating a good grade on the task questions. Finally, all students interviewed believed that the CPA learning system helped with their studies, especially in learning more about the History subject through quizzes, group projects, and discussion sessions.

Intestinal Parasitic Infection Among Rural Schoolchildren in Taiz, Yemen: School-based Assessment of The Prevalence and Associated Risk Factors.

Yemen is an underdeveloped country plagued by poverty, disease, and social conflicts. Furthermore, most of the population lives in rural areas and is vulnerable to intestinal parasite infections (IPI). School-based cross-sectional studies were conducted between 1 February and 31 March 2019 among schoolchildren in rural communities in the Sabir Almawadim and Almawasit districts of Taiz, southwest Yemen. A structured questionnaire collected information regarding sociodemographic characteristics and risk factors. Wet mount and formol-ether concentration techniques were used to detect and identify intestinal parasites in stool specimens. The stool specimens were collected from each study participant using a clean, leak-proof, and adequately labeled stool cup. Statistical analysis of the data was performed using SPSS version 20. Of the 478 students screened for intestinal parasites, 245 (51.26 %) had at least one parasite. The prevalence of protozoa was higher than helminths (30.3 % versus 20.9 %, respectively). The percentages of single, double, and triple infections were 37.4 %, 4.4 %, and 1.7 %, respectively. Giardia lamblia was the most prevalent pathogen (15.5 %), followed by E. hisrolyrica/dispar (14.9 %), Schistosoma mansoni (13.3 %), Ascaris lumbricoides (3.8 %), Trichuris trichiura (2.9 %), and Enterobius vermicularis (1.3 %). Multivariate analysis confirmed that practicing unwashed hands before eating, open field defecation, unwashed fruits and vegetables, and dirty unclipped fingernails were the most significant predictors of high risk of IPIs (p <0.05). Regarding Schistosoma mansoni, multivariate analysis identified the behaviors of practicing swimming in the river/ponds and practicing open defecation, especially near water sources, as independent risk factors for Schistosoma mansoni infection among schoolchildren. The current study showed that rural areas in Taiz were significantly infected with IPIs, showing that IPIs remains a significant public health problem in low-income communities. Consequently, prevention efforts should focus on treating and deworming schoolchildren regularly, promoting health education in rural schools, conducting personal hygiene inspections for students, and ensuring that schools have sanitary facilities.