Issues

There are several issues related to CAC and SBA

• How do we make these assessments authentic?

• How do we train teachers in assessment literacy?

• Can we trust teacher judgment?

• How frequent is academic cheating?

• Is there need for better moderation?

• What features will improve utility?

• Can or should reflection be assessed?

Richard Stiggins on Assessment Literacy

Brookhart on teacher judgment in summative assessment (US)

Externally moderated SBA in Queensland

Chris Davison on teacher judgment in large scale assessment (PowerPoint)

Gordon Stanley on public examinations and sba

There are several issues related to the overall assessment system (balanced, comprehensive, and coherent)

• Should we keep public examinations at 11+, 16+, and 18+?

• What is the level of washback resulting from high stakes examinations?

• What is the quality of written assessments used in high stakes examinations?

• What is the quality of classroom assessments in the system?

Some issues are specific to disciplines or particular assessments

• What is the quality of assessment in science, mathematics, technical-vocational subjects, VAPA?

• How can formative assessment  be used in mathematics/ELA

• Is the NCSE a viable assessment system?

• Data misuse in national tests

Some issues are related to theory

• Can formative and summative assesments be effectively combined?

• Should we focus on continuous or formative assessment?

• Can formative assessment be used in high stakes contexts?

De Lisle, J. (2016). Unravelling continuous assessment practice: Policy implications for teachers’ work and professional learning. Studies in Educational Evaluation, 50: 33-45. http://dx.doi.org/10.1016/j.stueduc.2016.06.004

De Lisle, J & McMillan-Solomon, S. (2015). Using multiple methods to investigate eleven year-olds’ experiences of preparing for a high-stakes public examination in Trinidad and Tobago. Education 3-13. International Journal of Primary, Elementary and Early Years Education. Online before Print  http://dx.doi.org/10.1080/03004279.2015.1095778 

De Lisle, J. (2015). The promise and reality of formative assessment practice in a continuous assessment scheme: the case of Trinidad and Tobago, Assessment in Education: Principles, Policy & Practice, 22(1), 79-103. doi: 10.1080/0969594X.2014.944086