Wednesday, 18 December 2013


Instrument is used to assess the students' level. In developing an instrument, we need to :

  • Determine what to measure through review of relevant theory and existing measures
  • Develop item pool
  • Choose question and response formats
  • Obtain expert feedback on item pool
  • Collect data from test sample
  • Evaluate items statistically

HERE, we include the instructions on how to come up with a good instrument based on respective student's level.

Instrument must be constructed based on the Dokument Standard Prestasi, so that we can cope with the respective band to assess the student's understanding on certain topic that supposed to be covered in the syllabus; for example for Form 2 student.

Click HERE to download the DSP for all the respective form.

Wednesday, 11 December 2013


The rationales laid down by the SBA Consultancy Team (2005) for implementing SBA are as follows:
  • to continuously assess students in a pressure-free environment;
  • to reduce reliance on ‘one-off’ public oral examination;
  • to improve the reliability of oral English assessment;
  • to reflect the standard and ability of students;
  • to foster teaching and learning;
  • to promote students’ leisure reading and listening;
  • to reinforce learners’ autonomy and independent learning;
  • to facilitate “learning how to learn” by carrying out peer reviews and writing after a model in the assessment tasks and trainings;
  • to inform prospective employers and universities the level of students; and
  • to make Hong Kong’s examination system in line with the international model so that ‘assessment for learning’ is achieved;[3] and
  • to empower teachers to make part of the assessment mechanism (p. 50) (LPATE, 2005).[4]

SBA as Transformation In Educational Assessment

 These are the preview of the presentation of 'SBA as Transformation in Educational Assessment'

Click here for the full pdf version.

Saturday, 30 November 2013

Introduction to SBA

School-based assessment (SBA) is an assessment which is embedded in the teaching and learning process. It has a number of important characteristics which distinguish it from other forms of assessment:
  • It involves the teacher from the beginning to the end: from planning the assessment program, to identifying and/or developing appropriate assessment tasks right through to making the assessment judgments.
  • It allows for the collection of a number of samples of student performance over a period of time.
  • It can be adapted and modified by the teacher to match the teaching and learning goals of the particular class and students being assessed.
  • It is carried out in ordinary classrooms.
  • It is conducted by the students' own teacher.
  • It involves students more actively in the assessment process, especially if self and/or peer assessment is used in conjunction with teacher assessment.
  • It allows the teacher to give immediate and constructive feedback to students.
  • It stimulates continuous evaluation and adjustment of the teaching and learning programme.
  • It complements other forms of assessment, including external examinations.
In many educational systems, such as those of Australia, Canada, the UK and Finland, SBA is used extensively or exclusively to provide information about student achievement. In Hong Kong, SBA has been a part of the public examinations system since 1978, when it was first introduced into the HKALE AL examination for Chemistry so that there could be an assessment of laboratory work. By 2006, school based assessment had been implemented in 13 'A' Level subjects and 13 Certificate of Education subjects, including English language. SBA became a core component of the Hong Kong Certificate of Education Examination (HKCEE) in English Language in 2005-07, and was then revised and extended for the Hong Kong Diploma of Secondary Education (HKDSE). SBA will be progressively incorporated into all 24 subjects.