1. School – Based Assessment – Framework
Associate Professor Christine Tom

2. 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

3. 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)

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

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

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

7. 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)

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

9. Framework Who and How many: Policies – as many as available
Policy writers - 4 to 6 ( hope to provide 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

10. 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.

11. Coffee Break

12. 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

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

14. 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?

15. 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?

16. 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

17. 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

18. 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?

19. 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

20. 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?

21. 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

22. 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?

23. 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

24. 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

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

26. 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

27. 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.