School – Based Assessment – Framework Associate Professor Christine Tom

Principles of SBA Workshop 1: Framework for data collection Key principles of School-Based Assessment Assessment – summative and formative Alignment Marking student work Moderation among teachers and schools Feedback to learners Use of data Professional Development of staff

Defining School- Based Assessment – (SBA) “An assessment administered in schools as part of the learning and teaching process, with students being assessed by their subject teacher” (HKEAA)

Framework Key evidence and stakeholders Policy writers Policy documents Policy writers Curriculum leaders Teachers Students Parents Educational experts

Framework Structure of framework Process Data collection strategy By whom ( data collector) Where When Notes This information will be presented in the Country Report.

Framework Process Desk analysis of documents – checklist of evidence + comments Interviews Teacher questionnaire

Framework Data collection examination of documents; evidence recorded on checklist – pp 6, 7,8 Interviews – oral and/or records of responses – Policy writers pp 9, 10 (15 mins per interview) Curriculum leaders Students pp 15 – 17 (20 – 25 mins per interview) Parents pp 18, 19, 20 (15 mins per interview) Educational experts pp21,22 (15 mins per interview)

Framework Data collection Teacher questionnaire - pp 11, 12, 13, 14 Online Alignment with Principles of SBA

Framework Who and How many: Policies – as many as available Policy writers - 4 to 6 ( hope to provide 30+ responses) Curriculum Leaders – 6 – one per school Teachers – 10+ per school ( if 30 +, data analysis can be reported back to the school) Students – 6 per category per school, 6 schools Parents – 5 per category per school, 6 schools Educational experts – 3 to 5 from various contexts

Framework Group discussion: What changes are required to make this framework a useable guide for the project in your country? One member of the group record and provide feedback to the audience.

Coffee Break

Principles of SBA. The data collection tools are based on the principles of SBA. When interviewing, you may need to ask probing questions related to each of the principles Let us share our understandings and focus on what we hope to achieve

Principles of SBA Assessment Marking of student work Moderation Feedback to learners Use of data Alignment Professional Development of staff

Assessment Summative assessment Assessment of learning Traditional V School-Based Assessment What are some of the features of Traditional summative tests? How does SBA differ?

Assessment Formative assessment: assessment in and for learning What are the features of formative assessment? How can evidence of student learning be recorded for formative assessment?

Assessment Assessment must be valid, clear and fair. Data from assessment can be used to audit the curriculum documents determine the quality of the curriculum determine the quality of teaching collect evidence of student learning adapt teaching report on student achievement and progress support arguments for more resources reform the school curriculum

Alignment CURRICULUM INTENT – the knowledge, skills, values , dispositions that should be taught and assessed ASSESSMENT & REPORTING - gathering evidence and evaluating what is learnt . Reporting learning achievements to the student as feedback; and to other stakeholders for a range of purposes PEDAGOGY – teaching and learning that makes sense of the curriculum and prepares students for success in the assessment tasks

Policy on SBA National Expectations for: Year level Learning areas (subjects) Strands Content descriptors Learning Objectives Achievement Standards or Learning Standards for each year level How well do these match your country’s policy on SBA?

Marking Students’ Work Alignment between: Curriculum intent – Standards that lead to the development of criteria Authentic assessment tasks Pedagogy Marking rubric Feedback Reporting student achievement against standards

Moderation Consistency of teacher judgment planning collaboratively common assessment tasks across the year level common criteria for marking marking rubric with agreed upon standards comparing samples of students work sharing understanding of curriculum content and standards expected What are the challenges to implementing moderation in your country?

Feedback to learners Feedback needs to be: timely focussed on improving the learning relevant to the curriculum and assessment tasks developmental so it helps students to improve both oral and written focused on helping the student to know what and how they need to improve

Feedback to learners Group discussion: Read the article: Seven Keys to Effective Feedback: Goal-referenced; Tangible and transparent; Actionable; User-friendly; Timely; Ongoing; and Consistent. Critique each of the seven feedback essentials ( pp2 - 4):What are the key messages?

Use of data Adapt teaching Meet the learning needs of all students (differentiated learning) Set goals – with, for and by students and teachers Aggregate all forms of data – SBA and Standardised Testing

Professional Development of staff Principles of SBA Alignment of curriculum, assessment and pedagogy Strategies for implementation of the SBA principles Ongoing support within and outside of the school

Principles of SBA Discuss: Additional? Remove? Clarity of explanations of the principles? Challenges for using in your country?

This project The Task ahead: Read and review the data gathering tools Discuss the appropriateness of the focus questions for each group of participants Adapt, adjust and provide feedback State the challenges for your country

Reflection What have you learnt from this workshop? What concerns do you have about the principles of SBA? How can I assist with any problems? Thank You.