They want to know the How? This is absolutely necessary in Physical Education since questioning clears doubts and clarifies issues in the minds of individuals.
SBA in public examinations is an issue of continuing concern. Despite this, the secondary and post-secondary examination systems of many countries are expanding the use of SBA. Nevertheless, the quality control issues that are often associated with the use of SBA cannot be ignored.
A number of boards, including the Caribbean Examinations Council CXChave put in place certain quality assurance measures to address these issues. This paper examines the benefits of SBA in a public examination, with specific reference to CXC, and the quality assurance measures taken to respond to some of the critical concerns of stakeholders.
It gives special attention to limitations that the teacher variable imposes on quality assurance and suggests ways of addressing these.
The SBA component does not mirror the external assessment measures. It seeks to explore the unique opportunity provided by this component to assess competencies that cannot be adequately or easily assessed using MC or essay tests.
Projects require students to produce something and often include preparation of reports or the making of a presentation. The advantages of SBA are, perhaps, well crystallised in its capacity to facilitate and promote authentic assessment. Authentic assessment focuses on the application of knowledge to real-life situations.
It requires students to apply what they know and to demonstrate the competencies needed for success in the real world.
CSEC History syllabus provides an option that requires students to undertake a History research project where they behave like a historian identify a suitable area of research, collect historical data from a number of sources, and prepare a report using writing conventions of historians.
The teacher assesses the achievement of each student on tasks that are specially selected or defined to respond to the interest and the environment of the student.
The extent to which the opportunity is provided, varies among subjects and public examination boards. CXC, in most of its subjects, provides for SBA to contribute 20 percent of the overall marks for the examination, thus providing the opportunity to individualise approximately 20 percent of the curriculum.
Exceptions to this proportion are made for subjects that are more practical or performance oriented, where the percentage for SBA may account for 30 to 60 percent, depending on the nature of the subject.
The Issue of Fairness The limitations in SBA are generally related to issues of fairness that may affect the validity and reliability of the scores awarded. Fairness is a central aspect of public examinations and any inherent unfairness in any aspect would be incongruous with the concept.
While public examinations have gained acceptance, generally, as valid, reliable and fair measures of student achievement, there is still much concern about the fairness or unfairness of the SBA component. CXC, like several other public examination boards, has instituted a number of quality assurance measures to: Quality Assurance Measures Quality assurance in SBA may be conceptualized as all the quality control mechanisms put in place by an examining board that provide confidence that the grades awarded for the SBA are in keeping with the required standards.
Quality assurance measures are important to treat with issues of fairness that can affect the reliability and validity of the marks or grades awarded to students for the SBA component of a public examination.
Like many other public examination boards, CXC uses moderation as the primary tool of quality control. The moderation procedures used by CXC involves procedures prior to, during, and after the assessment of students. Prior to initiating the SBA tasks, teachers and students are provided with guidance about what is expected.
This guidance is contained in the subject syllabus and represents an initial effort to achieve a common understanding of what is required. Further guidance is provided through mark schemes or scoring rubrics for the award of marks for SBA tasks.
The CXC syllabus guidance and scoring rubrics are developed by Panels of subject specialists. The use of pre-defined mark schemes or scoring rubrics, provides a more objective approach, leading to increased scorer-reliability Moskal, In addition to guidance in the subject syllabus and the scoring rubrics, CXC undertakes SBA workshops that seek to standardize or calibrate teachers who use the rubrics.
Workshops are conducted, periodically, using the expertise of both contracted subject matter specialists and CXC staff.Essential Principles of Business for CXC, Alan Whitcomb, Sybile Hamil Care and Education of Young Children - Report on a Study Tour to Denmark J'ai Dix Doigts - I Have Ten Fingers, Catherine Rigot.
The Learning Progression Framework for English Language. Primary & Secondary: Available on the Web only: Recommended Texts for the SBA Component .
CXC CSEC math 'mock' paper 2 exam. Here is a 'mock' paper 2 exam for the CXC CSEC math exam. It is hosted on scribd and uploaded by Abdullah Zakariyya who is a member here. He has invited our members and guests to view and use the math exam papers he has uploaded at scribd.
CXC 21/G/SYLL 13 42 i GUIDELINES FOR THE SCHOOL-BASED ASSESSMENT RATIONALE School-Based Assessment (SBA) is an integral part of student assessment in the course covered by this syllabus.
It is intended to assist students in acquiring certain knowledge, skills and attitudes that are critical to the subject. For this reason, many students want to learn how to become a nutrition teacher.
The health of children is becoming a big focus in The United States.
For this reason, many students want to learn how to become a nutrition teacher. with a specialization in physical education, where students encounter coursework involving nutrition. Secondary Annuals Past Papers Click here PHYSICAL EDUCATION. With regards to Levels and Tracks, Exam papers on the right-hand side are pitched at a higher level of difficulty.
Form 3: Form 4 (Track 2) Form 4 (Track 3) Form 5 (Track 2).