Introduction to School-based Assessment
Differences between SBA and External Exams
Some people are concerned that school-based assessment is neither as reliable nor as fair as traditional end-of-course examinations, which are set and marked by external assessors, but in fact SBA has a number of advantages over external examinations. This is why SBA has been incorporated into the assessment of all subjects in the Hong Kong Diploma of Secondary Education.
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Table 1 below summarises some of the advantages of SBA compared with external examinations.
Table 1: Advantages of SBA compared with External Examinations
Point |
Characteristics of SBA | Characteristics of Exams |
|---|---|---|
Scope |
Extends the range and diversity of assessment collection opportunities, task types and assessors | Narrower range of assessment opportunities: less diverse assessment; one exam per year |
Authenticity |
Authenticity is the degree to which assessment materials and conditions are able to simulate the natural use of oral langauge. Assessments more likely to be realistic | Removes assessment from teaching and learning; stressful conditions may lead to students not demonstrating real capacities |
Validity |
Improves validity through assessing factors that cannot be included in public exam settings | Limits validity by limiting scope of assessment |
Reliability |
Improves reliability by having more than one assessment by a teacher who is familiar with the student; allows for multiple opportunities for assessor reflection / standardisation | Examiners' judgments can be affected by various factors (task difficulty, topic, interest level, tiredness); little opportunity for assessor reflection / review |
Fairness |
Fairness is achieved by following commonly–agreed guidelines, processes, outcomes and standards | Fairness can only be achieved by treating everyone the same, i.e. setting the same task at the same time for all students |
Feedback |
Students can receive constructive feedback immediately after the assessment has finished, hence improving learning | Feedback is usually a grade at the end of the course |
Positive washback (beneficial influence on teaching and learning) |
Ongoing assessment encourages students to work consistently; and provides important data for evaluation of teaching and assessment practices in general | Examination is summative, and does not directly serve teaching-related purposes; effects on teaching and learning may be negative; may encourage teaching to the test and a focus on exam technique, rather than outcomes |
Teacher and student empowerment |
Teachers and students become part of the assessment process; collaboration and sharing of expertise take place within and across schools | Teachers play little role in assessment of their students and have no opportunity to share their expertise or knowledge of their students. Students have no control over what will be assessed |
Professional development |
Builds teacher assessment skills, which can be transferred to other areas of the curriculum | Teachers have little or no feedback on how to improve as teachers |
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