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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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CXCSCHOOL BASED
ASSESSMENT