School Based Assessment Program in Sri Lanka: An Overview

This year, I am posted as Teaching-Learning Methodologies Specialist cum Team Leader of the Secondary Education Modernization Project II: Package 2 (Curriculum Development) of the Ministry of Education of Sri Lanka from January to July, 2009. This project is funded by Asian Development Bank.

The SEMPII has  3 packages. Package 1 focuses on Educational Planning and Management, Package 2 on Curriculum Development, and Package 3 is on Information and Communication Technology. In package 2, the major activities include development of capacity building in teaching-learning methodologies and development of resources and use, science instruction, technology/technical instruction, library development, and student and instructional evaluation.

On January 12-13, 2009, the consultants of all packages were gathered for a Project Orientation held at the National Education Institute (NIE), Meepe Campus. Among the topics presented was the School-Based Assessment Programme of Sri Lanka. As Educational Assessment Practitioner, I am summarizing some of the points presented by Dr. G.L.S. Nanayakkara based on the materials distributed during the orientation.

What is School-based Assessment or SBA?

-  An asessment carried out in schools by pupils' own teachers, with the prime purpose of improving pupils' learning.

- SBA should be formative and diagnostic

- Overall aim of SBA is to improve the quality of learning, teaching and assessment.

Why is SBA superior than one-shot written examinations?

High Validity - in many subjects some objectives cannot be assessed though a single written test alone, during a short period (e.g., subjects involving practical skills). Subject objectives can be readily assessed through SBA.

High Reliability - over a period of about 2 years, a teacher is able to assess a pupil several times using a variety of modalities. The average of such assessment is more reliable.

Evolution of SBA in Sri Lanka

1986 - Department of Examinations initiated Continuous Assessment Scheme to serve a component of the GCE (O/L) Exams. It had been abandoned in 1989.

1994 - NIE initiated a Classroom Based Assessment Program for Grades 6-9. Piloted in NWP and lated extended to 100 schools. Revised and changed as SBA. A training program on SBA was also launched during the year.

1999 - Revised SBA Programme was implemented at national level in Grade 6 and 9, under the Education Reform Programme.

2001 - Department of Examinations did further revision and implemented the revised SBA program to GCE (O/L) Grades, with SEMP assistance.

2003 - Department of Examinations extended the implementation of SBA Program to GCE (A/L) Grades.

Inclusion of SBA Grades in the certificated commenced in 2002 for GCE (O/L) and 2005 for GCE (A/L).

What are the key characteristics of the current SBA Program?

• extraordinary simplicity
• teacher-friendliness
• openness and transparency of assessment practices
• amenable to continuous external monitoring.
• promotes the use of diverse assessment modalities
• encourages competency-oriented teaching-learning
• not being burdensome to teachers and students
• use of definitive number of criteria ( n=5) and definitive number of marks per criterion (n=4)
• use a simple 10-point scoring rubric

What are the identified strengths of the SBA Program?

• implemented satisfactorily in the majority of schools
• popularity is growing among teachers and pupils
• teachers pay more attention to plan assessment tasks than before
• pupils pay more attention to skills development, due to high recognition given for skills in SBA
• assessment results are used to give immediate feedback to pupils

What are the recent developments relating to SBA?

• A program to improve school term tests was pilot tested and arrangements are being made to include selected term tests marks to SBA marks (one per term)
• SBA mark sheets submitted by schools are checked by a special panel of Subject Directors at the zonal level, before the mark sheets are forwarded to the Department of Examinations.
• Discussions on integrating SBA marks and external examination marks in order to award a single grade for Aesthetic subjects of the GCE (O/L) are in progress.
• A tele-drama with 15 episodes for awareness creation.

Some future needs.....

• Developing suitable mechanisms to moderate raw SBA marks prior to integrating with external exams marks.
• Extending integration of SBA marks and external exams marks for more subjects.
• Training the National Testing and Examinations Service officers on SBA moderation practices.
• Re-establishing Zonal Monitoring Panels.
• Marking SBA Grades acceptable to the employer, community, and general public.