PBGS 6114 SEMINAR IN ENGLISH LANGUAGE

EDUCATION

PUSHPA KANDASAMY (PGP110002)

GWENDOLYN GAIL YONG (PGP110031)

SCHOOL-BASED ASSESSMENT

WASHBACK

CLASSROOM-BASED ASSESSMENT

CLASSROOM-LANGUAGE ASSESSMENT/

LANGUAGE ASSESSMENT

STANDARD-BASED CLASSROOM ASSESSMENT

TESTING AND

ASSESSMENT

ASSESSMENT

From: Apple, D.K. & Krumsieg. K. (1998). Process education teaching institute handbook. Pacific Crest

DIMENSION ASSESSMENT EVALUATION

Timing Formative Summative

Focus of measurement Process-oriented Product-oriented

Relation between objects of A/E

Cooperative Competitive

SCHOOL-BASED ASSESSMENT• range of assessment – oral or written (Williams, 1994).

• cumulative teacher judgement -students’ performance (Yusuf, 1994).

• integrated into the classroom teaching and learning process (Davison, 2005).

• conducted by students’ own teacher (Davison, 2007).

• SBA is an assessment administered in schools as part of the learning and teaching process, with students being assessed by their subject teachers.

STUDENTS’ & PARENTS’ PERCEPTION TOWARDS

SBA(ORAL/SPEAKING)

2010

PERCEPTIONS OF EDUCATION OFFICERS

(ORAL/SPEAKING)2008

IMPACT OF SCHOOL-BASED GROUP ORAL

ASSESSMENT ON STUDENTS WITH

DIFFERENT PROFICIENCY LEVEL

2010

VALIDITY OF SCHOOL-BASED

CLASSROOM ASSESSMENT

(SBCA)2007

CHALLENGES FACED BY THE TEACHERS IN

IMPLEMENTING SBA2010

SBA (2007-2012)

CHALLENGES AND CURRENT DEVELOPMENT

OF SBCA2011

CHALLENGES AND ISSUES

OF LA2008

PERCEPTION• Cheng, L. (2010) conducted a study on students’ and parents’ perception

towards SBA especially on oral/speaking skills. The findings through a survey revealed a positive relationship between students’ perception of SBA-related learning and their language competence. The parents’ perception of SBA significantly and positively predicted their support for their children’s SBA learning in Hong Kong.

• Leonard, N. (2008), identified the perception of education officers regarding introducing a school-based continuous assessment of speaking and 2 opposing views were held by the officers on the importance of speaking in English:

- (CD&E) & (SEOs) -English speaking is considered to be as important as reading and writing.

- (ER&TD) - think that speaking in English was not that important. (Botswana – South Africa)

IMPACT

• Gan, Z. (2010) carried out a study on the impact of School-based Group Oral Assessment within higher and lower scoring students in Hong Kong. Higher scoring group – engaged constructively with one another’s ideas. The lower-scoring group, could interact but appeared to be more structured due to pre-set prompts – restricting students’ performance.

• Significant issue highlighted was – ‘risk’ – (pre-set prompts/ task-topic related)

VALIDITY

• Llosa, L. (2007) conducted a study to validate the effectiveness of the English Language Development (ELD) classroom assessment in preparation for the CELDT. The difference is not significant. Both, classroom assessment (formative) and CELDT (summative) is consistent.

CHALLENGES & ISSUES

• Reyneke, M., Meyer, L., & Nel, C. (2010), through a survey identified that the teachers received adequate theoretical training while the practical implementation remained a huge challenge. This is similar to the review done by Llosa, L. (2011) on teacher’s professional development in SBCA.

• Challenges- the significant ones: lack of support (17.2% received)

teaching materials (<10%)

OVERVIEW OF THE CRITICAL READING ON SBA

• Perception- Students and parents (positive) but only 2/>400 secondary

schools were chosen.- Further research: further investigation within other context

worldwide

• Impact- Both higher and lower scoring students could interact in group

oral assessment though there are significant differences in their presentation skills (positive).

- Further research: investigate the potential risk of a task-topic related effect on students’ discourse and interaction.

• Validity- The classroom assessment (formative) and

CELDT (summative) is consistent, thus valid.- Further studies: further examine the relevance

of ‘standards’ to SBCA practices.

• Challenges & Issues- Teachers are lack of practical knowledge.- SBA is a burden! - Further studies: Longitudinal research is

needed in this field.

SBAASSESSMENT OF

LEARNING WITH

ASSESSMENT FOR LEARNING