You are on page 1of 18

SCHOOL BASED ASSESSMENT: THE PERSPECTIVE OF THE ENGLISH TEACHER IN TEACHING AND LEARNING

BY SHIVA KHUMAAR NARAYANAN M20131000299

Learning Language

Teaching Language

School Based Assessment

School Based Assessment: The Perspective of the English Teacher

1. Teaching 2. Learning

1.School Based Assessment

PROBLEM STATEMENT

This study is to investigate English Language teachers perspective on the implementation of School Based Assessment in teaching and learning.

RESEARCH PURPOSE
Previous researches done focused on: I. The concerns of English Teachers on SBA in Malaysian context. II. The benefits of SBA in teaching Chinese Language for year 1 in Malaysian context. III. The teachers perception of SBA in the Nigerian context among secondary school students. This study focuses on the perspective of English Language teachers on the implementation of SBA in teaching and learning of the language.

KEYWORDS
School Based Assessment( SBA) I. Approach in evaluating students academic progress. II. Was introduced by Ministry of Education in stages starting from 2011. III. Implemented in line with Standard Based Primary School Curriculum

RESEARCH QUESTIONS
1) What are the English Language teachers perceptions towards the implementation of SBA in teaching and learning the language?

2) What are the teaching and learning techniques implemented by English Language teachers in SBA?.

3) What is the impact of SBA on teaching and learning approaches among students?.

LITERATURE REVIEW
According to (Davidson,2007,p.38) as assessment are conducted by students own teacher in the classroom, students are meant to play an active role in the assessment process. According to ( Black, et al.,2003;Organizational for Economic Co-operation and Development,2005) stated that students tend to take more responsibility for their learning and become more independent learners. According (Bullock, Bishop, Martin, & Reid, 2002). In other words, students enjoy the sense of ownership of their own work and the freedom they have in the assessment process.

LITERATURE REVIEW

According to (Black et als 2003 project), teachers start to see teaching as facilitating students learning, rather than simply as completing the curriculum.

THEORIES

1.

2.

3.

Cognitivism (Learning Theory) According Jean Piagets, Cognitive Development Theory stated that the ability to learn the a concept is related to a childs stage of intellectual development. Lev Vygotsky, in his book Thought and Language, the child is able to learn skills or aspects of a skills or accept of a skill that go beyond the childs actual maturational level. Jerome Bruner, in his book The Process of Education, believed that the goal of education is intellectual development.

THEORIES

1.

Multiple Intelligences ( Howard Gardener) Viewed intelligences as the capacity to solve problems or to fashion products that are valued in one or more cultural setting.

Seven kinds of intelligence would allow seven ways to teach, rather than one. And powerful constraints that exist in the mind can be mobilized to introduce a particular concept (or whole system of thinking) in a way that children are most likely to learn it and least likely to distort it. Paradoxically, constraints can be suggestive and ultimately freeing. (op. cit.)

THEORIES

1.

2.

Constructivism According to John Dewey, students learnt in an active intellectual learning environment. He believed education must engage with expand experience; those methods used to educate must provide for exploration, thinking, and reflection and the interaction with the environment is necessary. According to David A.Kold, he includes Concrete Experience as part of the learning process and requires a student to test the knowledge by acting upon the environment.

THEORIES
1.

2.

Herzbergs two-factor theory Intrinsic Motivation Motivation that is driven by an interest and enjoyment in the task itself Students who are intrinsically motivated are more likely to engage in the task in order to improve their skills. Extrinsic Motivation Refers to performance of an activity in order to attain an outcome Competition is in an extrinsic motivator because it encourages the performer to win and beat others, not simply to enjoy the intrinsic rewards of the activity.

PARTICIPANTS
1)English Language teachers Years of working experience: 3 or more 2)Students Year 1 Year 2 Year 3

DATA COLLECTION & ANALYSIS TECHNIQUES


Interview

Transcription Coding Thematic Analysis Field Notes Thematic Analysis Video recording

Data Sources

Observation

Document Analysis

Coding Thematic Analysis

TRUSTWORTHINESS
Credibility Strategies: 1) Triangulation 2) Member checks Dependability Strategies: 1) Use of videotape 2) Safe keeping data

Trustworthiness

Transferability Strategies: 1) Rich Descriptions

Confirmability Strategies: 1) Self-Reflections

ETHICAL CONSIDERATIONS

Seek permissions from participants 2) Consent from participants. 3) Confidentiality


1)

THANK YOU

You might also like