Issues On School Based Assessment

ISSUES ON SCHOOL BASED ASSESSMENT
•BY:
•KHAIRUL ANWAR BIN REDUAN
•NURUL MAHFUZAH
•NUR FARZANA
WHAT IS SCHOOL BASED
ASSESSMENT
•It is a holistic assessment which assesses
the cognitive, affective, and
psychomotor domains encompassing
intellectual, emotional, spiritual and
physical aspects.
CHARACTERISTICS OF
SCHOOL BASED
ASSESSMENT
• The assessment should be appropriate to what is being assessed.
• The assessment should enable the learner to demonstrate positive

achievement and reflect the learner’s strengths.
• The criteria for successful performance shouls be clear to all concerned.
• The assessment should be appropriate to all persons being assessed.
• The style of assessment should blend with the learning pattern so it

contributes to it.
Holistic
Integrated
Balance
Robust
Standard referenced Assessment
COMPONENTS OF SCHOOL BASED
ASSESSMENT
ISSUES OF SCHOOL
BASED ASSESSMENT
• SBA SYSTEM IS VERY TIME CONSUMING FOR TEACHERS TOGETHER
WITH THE STUDENTS
Reason:
• Repeat another similar assessment activity to assess.
• Spend extra time to participate in the assessment.

ALTERNATIVE
SOLUTIONS
• TEACHER CAN MODIFIED THE ASSESSMENT ACCORDING TO THE
HABITS AND BEHAVIOUS OF THE STUDENTS
• Different types of assessment in different classes.
• Help weaker students to get at least band 1 in assessment.

RELIABILITY AND COMPARABILITY OF THE RESULT
• According to Broadfoot (1995) state that, in a high stakes

environment in which to a very significant extent, test results
determined life chances, it was inevitable that there should be an
overwhelming emphasis on reliability so that the assessment might
seem to operate fairly and consistently.
• At the same time, however, less importance has been given to the
issue of validity: The question of validity – whether the test does
measure what it is intended to measure – has arguably been
subordinated to the overwhelming need for comparability of results.
ALTERNATIVE
SOLUTIONS
According to Raffan (2001) the keys to improving reliability and meeting
the other challenges in a summative school-based assessment are
probably:
• Providing teachers with sufficient, appropriate advice in booklets,

videos and training meetings and assessor networks.
• Giving sufficient time and attention to moderation procedures.

MANAGEMENT
• There were indications that the teachers were uncertain about the
role they needed to play in SBA.
• At this juncture, it is obvious that in-service trainings are much

needed in order to address this urgency
Reason:
• As claimed by Ferguson-Patrick (2009, p. 2), “Most staff development

and school improvement activities continue to leave teachers’
knowledge and skills essentially untouched”.
• The teachers’ knowledge and skills in implementing SBA is still quite

poor despite of the guidelines and objectives provided by the
ministry.
ALTERNATIVE
SOLUTIONS
• More hands-on sessions, such as workshops and open discussions on
the challenges and issues in implementing the assessment, need to be
carried out.
• Feedback gathered from the teachers as well as the students should

be able to provide relevant information to the ministry with their
attempt to decide on the necessary changes and modifications to the
existing assessment’s policies and guidelines.
• It is worth noting that the teachers involved in the study of issues in

SBA also indicate their concerns in terms of the management of the
assessment.
• The worry that the teachers have on their collaboration with their
students and colleagues.
Reason:
• The teachers indicate a need for their students to understand the
students’ role in SBA.
• coordination with other teachers implementing the assessment is

necessary but not as efficiently practiced.
ALTERNATIVE
SOLUTIONS
• Possible trainings should be conducted focusing on the time
management, students’ exposure to the assessment and techniques
or strategies on how teacher collaboration can be done will be
helpful.
• Trainings which were to be provided could be focused on minimizing

the teachers’ intense concern at Stage 5.
• The teachers strongly felt that the current assessment needed

relevant revision and modification
• Feedback from the students be taken into consideration and relevant
modifications be necessary to suit the students’ learning experiences.
• Opens up for opportunities for further research.
• More in-depth investigation which focuses on the student feedback

on SBA and the students’ learning experiences are deemed necessary.
THANK YOU!

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ISSUES ON SCHOOL BASED ASSESSMENT

• The assessment should enable the learner to demonstrate positive

• The criteria for successful performance shouls be clear to all concerned.

• The assessment should be appropriate to all persons being assessed.

• The style of assessment should blend with the learning pattern so it

• Spend extra time to participate in the assessment.

• Different types of assessment in different classes.

• Help weaker students to get at least band 1 in assessment.

• According to Broadfoot (1995) state that, in a high stakes

• Providing teachers with sufficient, appropriate advice in booklets,

• Giving sufficient time and attention to moderation procedures.

• At this juncture, it is obvious that in-service trainings are much

• As claimed by Ferguson-Patrick (2009, p. 2), “Most staff development

• The teachers’ knowledge and skills in implementing SBA is still quite

• Feedback gathered from the teachers as well as the students should

• It is worth noting that the teachers involved in the study of issues in

• coordination with other teachers implementing the assessment is

• Trainings which were to be provided could be focused on minimizing

• The teachers strongly felt that the current assessment needed

• Opens up for opportunities for further research.

• More in-depth investigation which focuses on the student feedback

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