School-based Assessment (SBA). = S hould B e A bandoned ? S chools/ S tudents B ecome A nnoyed. or S hould continue to B e A pplied. The answer lies in. HOW we prepare our students HOW we support our students. Strategies to support students in CMI schools to cope with SBA.
=Should Be Abandoned ?
Schools/Students Become Annoyed
Should continue to Be Applied
1. Select texts for SBA
2. Develop SBA tasks and plan assessment schedule
3. Coordinate and standardise the assessment process
5. Coordinate the reporting of marks
Taken from HKEAA (2006). SBA Assessment Handbook 2008
6. Help to integrate the ideas of SBA into the curriculum (both junior forms and the HKCEE classes)
-Our English lessons
Two periods are assigned to the NET for preparing students for the assessments (mainly Group Interaction)
(Practice IP + GI; Real assessment: GI only)
Practice: Weekly Newspaper Cutting assignment
C) Simplified version of the rubrics for peer assessment (attachment) – headings only
D) Checklists (what to look at when reading a story (attachment)
-How we conduct SBA
A) Appreciating the text
- Can human beings live with organisms from other planets?
Mock: If you had no friends or family to celebrate Christmas with you, what would you do? What would you do to change yourself so that your friends and family are happy to be with you?
2) ‘In Hong Kong, a lot of people live like Scrooge. They always think of money but never spend time on other things like family, friends etc. If you had the power, what would you do at Christmas to help those people understand the real meaning of Christmas?’
If your parents want you to take up jobs like lawyer, doctor or accountant, which you don’t like when you finish education, how would you persuade/ask them to let you choose your own career?
(NET’s lessons, pre-SBA practice, SBA etc)
(Reading logbooks, Ss set questions, class conference etc)
(pre-SBA practice; Ss’ own practice)
(practice, peer-feedback, class conference)
SBA coordinator’s duties
Thank you very much!
initially just as the students begin class work on SBA (late October-early November), at a mid-year point (Early-mid April) and at a final stage after their formal SBA assessment for Form Four (May/June 2008).
Main research focus question:
RQ1. Can the conditions and context of SBA
assessment enhance oral language
*Language development defined as
To what extent does social interaction in SBA group discussions enhance students’ spoken language development?
RQ3. Difference in language ability
To what extent does self/peer evaluation of language needs lead to improvement in language use?
SBA (HKEAA, 2007)
Short term goals ‘may’ include-
2 short segments - Ss in self-selected SBA groups
What themes/ patterns are evident?
Is there any evidence of change/improvement in Ss language use?
(2nd semi-structured interview- 21/04/08)
May 9, 2008
“When students assess their own or peer’s language, they are really engaging in Assessment for Learning” (Black & Wiliam; 1998).
RQ1. What are the perceptions of teachers and students towards self- and peer-assessments?
RQ2: To what extent do self-and peer-assessments help students with their awareness of communication strategies?
“It’s worth it!!!”