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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Teachers’ Role in School-Based Assessment as Part of Public Examinations
Author(s)
Corey Williamson
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DOI:10.17265/2161-6248/2017.06.005
Affiliation(s)
University of West Indies (UWI), Mona, Jamaica
ABSTRACT
The purpose of this paper
is to first understand the concept of school-based assessment (SBA) as part of public
examinations. The paper explores and discusses mainly the issues and concerns
that are related to teachers’ role in the use of SBA in public examinations. As
to what presently is the case in the Caribbean region, SBAs are conducted based
on the requirement of the different subject areas. SBA may be treated as a
continuous process, seeing to the assessment of a one or more selected tasks
over a significant part of the two years of work associated with a Caribbean
Secondary Education Certificate (CSEC) subject or the year of study associated
with a Caribbean Advanced Proficiency Examination (CAPE) unit. While the most critical implementer of SBA would be the
teachers, there have been many
debates about teachers’ role in the implementation and the assignment of SBA
scores to students in public examinations. There are concerns that the SBA
implementation procedures may not be perfectly in line with public examinations
model across the world. There is also the issue of fairness in the SBA
processes. SBA scores generated for students are often come into questions and
in most instances, the root of the concerns are with the role of the teachers
involved in the SBA process.
KEYWORDS
school-based assessment (SBA), public examination, Caribbean Examination Council (CXC)
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