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

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