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Presenters: Dr James Halliday (Discussant), Dr Charles

Mayenga,Ms Cyndra Ramsundar, Dr Nordia Weekes and

Mrs Dianne MedfordCaribbean Examinations Council

Transforming Assessment and Evaluation:

Potential impact of revised school-based

assessment policy guidelines

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OVERVIEW

Section IIntroduction - CXC Programmes

Section IIFeatures of SBA and the SBA Classroom

Section III Improved SBA Model and Revised Policy

Likely Impact

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Established 1972 by

participating governments

Operates from two

offices

Serves 19 countries in the

Caribbean including three Dutch-speaking

territories CXC

BARBADOS (exam

development and

administration)

JAMAICA (syllabus

development)

For more information, visit www.cxc.org

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CXC

Programmes

CPEA® Caribbean Primary Exit Examination

CCSLC® Caribbean Certificate

of Secondary Level Competence

CVQ Caribbean Vocational

Qualification

CSEC® Caribbean Secondary Education Certificate

CAPE®Caribbean Advanced

Proficiency Examination

Examinations in the Caribbean

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An assessment of the literacies required by all pupils exiting the primary school system

- Language- Science

Quality measures, common across territories

A secondary level qualification

CPEA® CCSLC ®

- Mathematics- Civics

Prepares candidates for further study or entry-level employment.

English and Mathematics

- Other CCSLC subjects

Three optional subjects

- CSEC Subjects Grades I to IV

- TVET Level 1 Programmes

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CVQ

Competency based training, assessment and certification

Demonstration of competence in attaining occupational standards (to be

approved by CARICOM)

Qualification framework of five levels, Levels 1-5, spanning apprentice to

professional

Schools usually offer Levels 1-2

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CSEC

• Assessment for students in secondary schools (usually 4th and 5th forms) and private institutions

In 2014• 35 subjects• 142 884 candidates • 603 383 subject entries

• CAPE

• Assessment for students in post- secondary (usually 6th form) schools and private institutions

In 2014• 60 Units in 31 subjects• 29 379 candidates• 115 814 Unit entries

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Power of Assessment

Drives and motivates learning

Inextricably bound with

curriculum and pedagogy

Influences what is taught

to students; how what is

taught is taught; how

what is taught is

identified and organized

as curriculum content of

most worth

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• Communicate beyond the written/spoken word

• Work, collaborate and provide complementary skills within teams

• Identify, access, select and use information to apply to real life problems

• Engage in decision making, critical thinking and problem solving

• Monitor one’s own performance and use feedback to raise level of performance

Focus students’

abilities to:

Assessment for Learning

(Broomes, 2003 Assessment Reform Group, 2002)

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Students who were trained in self assessment

performed significantly better in CXC public

examinations. (McDonald and Boud, 2003)

Peer feedback, community involvement, hands-on

experience, self reflection, and self assessment were

important elements of assessment.

(Hargreaves, 2007)

Important Elements of Assessment

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Bennett 2011

“In primary and secondary education,

formative assessment is, without doubt, in vogue. It has become a common

theme at educational conferences, a standard offering in test-company

catalogues, the subject of government tenders and

a focus for in-service training.”

School-Based Assessment

Candidate’s Final Grade100%

External Assessment

Paper 01Short Answer

or MC30%

External Assessment

Paper 02Essay or Practical

40%-50%

School Based Assessment

Paper 03SBA

20%-60%

CAPE and CSEC Assessment Scheme

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CXC SBA FrameworkEngages:

unique perspective of the classroom teacher

teacher’s intimate knowledge of students and their environment.

the inextricable link and dialectical relationship among assessment, pedagogy and curriculum

Creating the Connections

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Assessment

Teaching

Curriculum

Student Learning

Creating the Connections

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Area of Interest

Feedback

Autonomous Learning

• Meet local needs and resources• Satisfies aspirations of students• Satisfies syllabus requirements

• Student bridges gap between current• and desired performance• Teacher modifies delivery strategy to• enhance learning

• Metacognitive skills• Lifelong learning• Acquire authentic subject-related skills• Peer and Self Assessment

• Meets local needs and resources• Satisfies aspirations of students• Satisfies syllabus requirements

• Student bridges gap between current and desired performance• Teacher modifies delivery strategy to enhance learning

• Metacognitive skills• Lifelong learning• Acquire authentic subject-related skills• Peer and Self Assessment

CXC SBA Fundamentals

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SECTION II

Features of SBA and the SBA Classroom

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Features of SBA

Allows for continuous assessment of students Students can improve

skills and deepen knowledge in an area

of the syllabus of particular interest

Employs variety of modes to reinforce

concepts

Caters to different

learning styles

Teachers can contribute to

students’ assessment

Students can improve skills and deepen

knowledge in an area of the syllabus of particular interest

Students can engage in a meaningful activity that will contribute to

their development

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Features of SBA

Critical component of examination Guidelines

/criteria contained in all syllabuses

Mark schemes assist teachers in assessing work

Marking criteria ensure

standardised assessmentGuidance from

teachers required

throughout

Input from parents,

community, peers

Group/Team work is

encouraged

Work reflects candidate’s own effort

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Conduct experiments - Sciences

Report on field trips - Geography

Undertake research projects - History

Make oral presentations - Com Studies

Develop business plans - Business Subjects

Create portfolios of original work - Technical Subjects

Common SBA Activities

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• Early start to SBA is critical

• Established timelines/deadlines for submission of drafts is imperative

The SBA Classroom

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• Written and oral feedback is necessary to raise level of performance- formative assessment

The SBA Classroom

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• Requirements of task/assignment

• Criteria for marking – marking rubric

• Positive beliefs and attitudes

The SBA Classroom

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TEACHER AS MANAGER

Advises students on the nature, task, scope and

depth of the assignment

Monitors students’ progress, providing

feedback and suggesting ways for improvement

Advises students on the availability of

resource materials

Approves assignment to be undertaken by

students

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TEACHER AS MANAGER

Marks the assignment submitted by the

candidate

Keeps a record of students’ marks and

sample of assignments

Establishes authenticity of

work submitted by students

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TEACHER AS ASSESSOR

Awards the students the marks that are consistent with the

standard of work demonstrated in his or her assignments and

according to syllabus guidelines

Marks the assignments submitted by all the

students.

Applies the marking rubric (based on the

syllabus requirements) fairly and consistently over assignments and

over time.

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CXC ensures adherence to a common standard and consistency and reliability by:

Ensuring compliance with syllabus guidelines

the use of moderation procedures

Providing feedback reports for teachers on the moderation results

Maintaining Standards

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Moderation Process

the assignments for SBA adhere to

syllabus guidelines and requirements

the required CXC standard is achieved

For ensuring that:

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Moderation Process

the reliability and validity of SBA scores

in a high-stakes examination

environment is enhanced.

the various centres and teachers within

and across territories satisfy a common standard

For ensuring that:

CXC Trained Moderator Provides Feedback Regarding the Strengths and Weaknesses of the SBA Sample

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The quality of the marks awarded

(Consistency/fairness/severity/leniency

Syllabus Compliance

Content

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Moderation by Re-marking a Sample

SBA assignments from a sample of five candidates are re-marked by CXC-trained moderator.

Assignments for candidates with scores from specified points along the distribution of teacher scores for class are selected.

Moderator re-marks sample from five candidates.

Teacher scores and moderator scores are used with a least squares linear regression model to produce moderated scores for the class.

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SECTION III

Improved SBA ModelRevised PolicyLikely Impact

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SBA transfer within cognitive groups at

CSEC Level – Sciences, English A and B,

Business

SBA transfers across within and across units

of some subjects at CAPE Level.

Improved

SBA Model

CSEC Music

CSEC Home Ec

CSEC Ind Tech

CAPE PE & Sport

CSEC Single Sciences

CSEC Ag Science

On-Site Moderation

CSEC• Biology• Chemistry• Physics• Car. History• POA• POB• TD

CCSLC

• All

CAPE

• None

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Random Sampling

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Skills are assessed rather than content so, SBA scores are transferable across and within units for:

CAPE – Transfer SBA Scores

History

Management of Business

Law

Geography

Economics

Literatures in English

Sociology

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Transferrable across Units of some subjects if at one sitting

Transferrable within the same Unit for ALL CAPE subjects and across Units for some subjects

SBA Scores for CAPE subjects are transferrable up to a maximum of two years of first sitting

SBA Options

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Revisions to SBA Policy

Group/ Team work at SBA should be encouraged and utilized where appropriate.

Students doing more than one subject in a cognate group (for example, Business) should submit one SBA per cognate group.

Each SBA across levels should be of consistent size. Word count should not exceed 1000 for CSEC and 1500 for CAPE subjects.

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Revisions to SBA Policy

The use of portfolios, observations, learning journals, presentations, observations, peer evaluations and research assignments in the SBA should be endorsed and implemented.

A thematic approach should be employed in the development of SBAs.

Mathematics and English would have an SBA component from the next revision of the syllabus.

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Revisions to SBA Policy

Students should be allowed to submit SBAs electronically.

The term School-Based Assessment should replace other terms used at various levels for internal assessment.

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SBA 2015 and Beyond

Common SBA in CSEC English A and English B from 2018

SBA in CSEC Mathematics from 2018

Common SBA in CSEC Business subjects - POA, POB and Economics from 2018

Onsite moderation in CSEC Science subjects

Option of single SBA for some CAPE subjects when both units are written at the same sitting

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SBA 2015 and Beyond

Random sampling in seven CSEC Subjects;

Transfer of SBA scores across:

CSEC Science subjects – Biology, Chemistry, Physics (Project only)

CSEC English A and English B

Units of some CAPE subjects

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Electronic Submission of SBA

School-Based AssessmentCurrently:

• Online Registration System (ORS)• Submission of teacher scores• Submission of Order of Merit• Selection of sample to be re-marked

2016 and Beyond:• Submission of samples

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Potential Impact – Pedagogy/Instruction

Opportunities for exposure to novel situations to stimulate learning

Encourage student-centred classrooms, promote team work and peer feedback

Develop communication skills

Develop metacognitive skills

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Potential Impact – Managing the SBA Classroom

Levelling the ‘playing field’ – all subjects with an SBA component

Planning lesson ahead

Demand on time

Developing timelines

Keeping up-to-date records

Promoting peer interaction and accountability

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Potential Impact – Examination Performance

Holistic assessment of student – Continuous and integrative

Opportunities for students to improve performance

Opportunity to focus on area of interest

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Focusing on an Area of Interest

Funeral and Bereavement:

Developing Statement of the Problem

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Focusing on an Area of Interest

Funeral and Bereavement:

Developing aims of the study

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Focusing on an Area of Interest

Funeral and Bereavement:

Group work

Defining Roles/Duties

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Focusing on an Area of Interest

Funeral and Bereavement:

Integration of Subject Areas

A thematic approach

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Focusing on an Area of Interest

Funeral and Bereavement:

Presenting the report

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Focusing on an Area of Interest

Funeral and Bereavement:

Reviewing and moderating the report

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Focusing on an Area of InterestDisaster Preparedness

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CPEA Project vs City Planning Project

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Bibliography

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Bibliography Cont’d

Weekes, N.E. (2012). Moderating the SBA Component of Examinations Administered by The Caribbean Examinations Council: Impact of sample Size and Student Perception of SPA Practices on Student SBA Scores. Cave Hill, Barbados: University of the West Indies Press.

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A P P E N D I C E S

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Participating Countries

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• Saba

• St Maarten

• Suriname

Dutch-speaking Countries

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35 CSEC SUBJECTS

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• Economics• Electronic Document Preparation and

Management• Office Administration• Principles of Accounts• Principles of Business• Information Technology – General• Clothing and Textiles• Food and Nutrition• Home Economics Management• Technical Drawing• Building Technology (Woods)• Building Technology (Construction)• Electrical and Electronic Technology• Mechanical Engineering Technology• Visual Arts• Theatre Arts• Music• Physical Education and Sport

• Caribbean History• English A• English B• Geography• Religious Education• Social Studies

• French• Spanish

• Biology• Chemistry• Human and Social Biology• Agricultural Science SA• Agricultural Science DA• Integrated Science • Physics• Additional Mathematics• Mathematics

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31 CAPE SUBJECTS

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• Caribbean Studies• Communication Studies

• Law*• History*• Sociology*• Geography*

• Spanish • French

• Literatures in English*

• Accounting • Economics*• Management of

Business*

• Pure Mathematics• Applied Mathematics• Chemistry• Physics• Biology

• Environmental Science• Agricultural Science• Computer Science

• Information Technology• Electrical and Electronic

Technology• Digital Media• Animation and Gaming

• Art and Design• Performing Arts

• Food and Nutrition• Geometrical and Mechanical

Engineering Drawing

• Physical Education and Sport• Tourism• Entrepreneurship

* Option to transfer SBA scores across Units

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CSEC English

A single SBA (the SAME SBA) will be required to complete either or both components of the English Syllabus written at the same sitting: English A only, or English B only, or English A and B

Emphasis on team work, communication skills

Required to do oral presentation, keep a journal

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Connect with CXC

www.cxc.org

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CXCSCHOOL BASED

ASSESSMENT