School-Based Assessment Framework Version 2.0 (The New Normal)

May, 2019

This school-based assessment framework is a localized and contextualized version of DepEd’s perspective of learning assessment anchored on Vygotsky’s Zone of Proximal Development (1978, as cited in DepEd Order 8, s. 2015). This localized/contextualized framework is a product of a series of internal and external stakeholders’ common interpretation and understanding on the importance and sanctity of a valid and reliable assessment in ensuring a culture of quality teaching and learning engagement at all times. The school upholds DepEd’s notion that classroom assessment is a joint process that involves both teachers and learners as an integral part of teaching-learning process. Moreover, the school recognizes the significant roles being played by parents at home and the community at large in assisting the learners to widen their thoughts and experiences to fully grasp the necessary skills they need as productive citizens of the 21st century. To make each teaching-learning episode appealing to the inquisitive minds of today’s learners, various forms of assessment must be given in the most appropriate time, thus gauging learners’ level of competencies not just as terminal evaluation but as well as helping learners in all parts of the teaching-learning engagement, from beginning to end.

Learning to open a communal space for a global conversation, collective production and discussion on those issues of high concern for Member States. It intends to support country efforts in mainstreaming challenging issues within the processes of curriculum renewal and development across different levels, settings and provisions of the education system. Initially, the focus areas of the In-Progress Reflections series encompass, among others,: (i) Early Childhood Care and Education (ECCE) as a foundation of holistic child development and learning; (ii) Reading and writing in early grades to support the development of essential competencies; (iii) Youth Culture and competencies for Youth in the early 21st century (covering formal, non-formal and informal education); (iv) ICT curricula and inclusive pedagogy contributing to relevant and effective learning outcomes; (v) STEM (Science, Technology, Engineering and Mathematics) curricula to foster sustainable development; (vi) Curriculum for Global Citizenship Education (peace, human rights, sustainable development, values, ethics, multiculturalism, etc.); (vii) Assessment to enhance and support learning opportunities and (viii) Inclusive education as an over guiding principle of education systems.

Diálogos sobre educación. Temas actuales en investigación educativa, 2023

This paper arose from a critical exercise about the role of evaluation in Colombia in the "new normality" after education was affected by the Covid-19 pandemic due to the losses that families experienced and the clashes with security forces in which the country was immersed. Faced with this reality to which teachers were not oblivious, this essay aims to unveil the original meaning of educational evaluation, highlighting the fact that it transcends all types of measurement or classification and rather welcomes the Other in his/ her ongoing improvement. For this purpose, we carried out a hermeneutic exercise on evaluation from the perspective of an experience lived in the virtual classroom after the pandemic. Elements to be considered emerge from this, such as trust in the other, reflection on classroom management itself, analysis of the context and a full relinquishment of control. We concluded that educational evaluation requires an effort not to repeat behaviors that repress and harm our students. Given the reality of our territories and historical period, evaluation must go back to the learning process and not to the moment in which an outcome is shown.

School Based Assessment (SBA) has been carried out for a long time—but there are problems with how it has been done and new priorities that require changes. Traditionally, SBA has involved examinations and tests that mimic or mock public or school end-of-year examinations. Student performance on these kinds of SBA are usually reported as percentage scores or letter grades designed to reflect the same standards as would be applied by the examination authority in the formal, public examinations. Teachers were expected to comment on student performance in terms of effort, and likelihood of the student obtaining a pass or a high grade. It is generally assumed that public examinations (and the school-based mimics) evaluate students fairly and the consequences attached to the grades are merited and appropriate. And the consequences can be immense—high enough grades give entry to the next level of education and highly exceptional grades lead to prestigious financial, educational, and social rewards. SBA also determines the quality of schools and teachers. Hence, public examinations and school-based versions of these assessments had great importance to the school, the teachers, let alone the students and their families. Issues with SBA include: (1) little use of alternative forms of assessments (e.g., portfolios, performances, peer, or self); (2) much trickle down of high-stakes examinations into pre-examination school years. There are some advantages to this approach to SBA. Since the stakes are so high, students are usually motivated to make significant effort. There is usually systematic and extensive coverage of the syllabus content, ensuring students and teachers pay attention to those things. There is, in most countries, a strong social acceptance that examinations are accurate, lead to valid decisions as to who is good, and have positive social consequences (i.e., exams identify talent regardless of sex, social status, ethnicity, wealth, and so on). Furthermore, there is a strong conviction that examinations are relatively robust against corruption, collusion, and cheating. There is also potential to provide diagnostic analysis of which parts of the required curriculum have yet to be or are already mastered. This is only a potential benefit as very careful curriculum analysis and mapping of test content to the curriculum map and effective reporting of performance is required. However, for teachers in schools to take advantage of this approach requires that teachers have significant professional development so as to be able to replicate the highest standards in testing. However, ordinary classroom teachers rarely have the necessary skills, which are normally available to qualifications authorities and test development companies. Hence, instead of turning teachers into testing experts, we aimed to give teachers a computer-assisted tool that helped teachers fulfil better the task which they were employed for— pedagogically skilled delivery and facilitation of real learning in the real-time space of a classroom. In other words, we supported the teacher with computer assistance. Another significant limitation of tests and examinations is that they usually generate a total score (a percentage) and/or a rank-order score such as position in class (e.g., 1 st or last) or position relative to a norming sample (e.g., percentile or stanine). While these scores have some educational value, they do not lead to strong educational decision-making in the This is the pre-published version.

UDEGBUNAM, D.O.M., 2013

School-Based Assessment is a new policy venture in the highly centralized education system of Malaysia. The traditional system of assessment no longer satisfies the educational and social needs of the third millennium. In the past few decades, many countries have made profound reforms in their assessment systems. Since then, there have been only a few studies that looked into the implementation of SBA in Malaysia. Therefore, this study is conducted to investigate the knowledge and practices of Malaysian primary school teachers who directly involved in the SBA implementation. This study is deemed timely and crucial as it could provide a relevant picture for scholars, practitioners and policy makers in relation to testing and assessment. Descriptive research design was employed to examine the level of knowledge and practices of 400 school teachers in Johor Bahru that has been selected randomly using the Teacher Assessment Knowledge and Practice Inventory (TAKPI). The data were validat...

Handbook of Research on Science Education, Volume II, 2000

School governing boards at local and state levels in many countries long had the obligation of establishing the curriculum -by law, as in the United States, or by embedded practice, as in England, or by some combination of the two, as in Australia and Germany. These boards discussed and decided the subjects that should be taught and, not infrequently, determined the specific topics within each one that should be included.

SOME SCHOOL ASSESSMENTS INSTRUMENTS THAT ARE USED AS A STRATEGY IN THE LEARNING PROCESS (Atena Editora), 2022

This article presents notes on school assessment and some suggestions for differentiated assessment instruments, as a strategy for the learning process, using technologies with research on websites, use of software or applications of graphics or games, in pairs or in groups, with consultation, with glue allowed and prepared previously, with internet research, report, produced and corrected by groups of students, evaluation in phases and others, emphasizing that the moment of evaluation is a continuation of learning and making a comparison of how the evaluation occurs nowadays in our classrooms, how it can be updated, continued, which allows the student to understand their level of evolution, monitor and actively participate, being subject to their learning process. The use of various instruments is necessary to identify how the student is learning, what he is learning about a certain content, which content must be resumed and how he can collaborate with his process of knowledge evolution and not just to fulfill a moment of political bureaucracy. - Pedagogical of the school environment. It must be a guide to innovate teaching practices, understanding the assessment of school learning as a basis to help students with learning difficulties and that it be a moment of self-assessment about the practice in the classroom. Using these various instruments, the evaluation will no longer be a moment of stress, an attempt to cheat, panic and become part of the teaching and learning process.

Asian Journal of Education and Social Studies

The world after COVID-19 is unlikely to return to the world as it was before. This crisis is alarming since it has several new, unfamiliar and unprecedented features for all areas and sectors. Historically, pandemics have forced humans to break with the past and imagine and create a new one. This one is no different. Now the world today must be more inclusive, resilient, flexible and sustainable. This paper argues that the pandemic has created a unique opportunity for educational changes that have been proposed before COVID-19 but were never fully understood or implemented mainly focusing on the ever-neglected part of learning and teaching, assessment. Now is the time to rethink what we understand from assessment, redesign how students are assessed and reflect on why we conduct assessments. The ultimate goal of the assessment should aim to prepare individuals to the real world and unexpected problems they will face now and in future. Therefore, the paper proposes that we need more p...

2015

Background: In School-Based Assessment (SBA), teachers have the autonomy to carry out formative and summative assessment.In a sense, teachers’ integrity and credibility is recognized and enhanced.Teachers are indeed suitable to continuously monitor their students’ performance in schools. SBA was officially introduced by the Ministry of Education Malaysia, and implemented in stages, in-line with the Standards based Primary School Curriculum, starting in the year 2011 as part of Malaysia’s educational reform.Literature has shown that teachers still have difficulty in accepting the changes made in the school assessment policy, they do not get sufficient information on SBA and as well as relevant trainings.Objective: This paper deals with the implementation of SBA in Malaysia and the issues related to its early years of implementation, which include teachers understanding of SBA and their readiness to implement SBA in their respective schools.This paper sets out to provide a glimpse of ...