School-Based

Assessment

Definition
Roles
How to implement
Pros & Cons
Issues

Education in Malaysia is an on-going effort towards further

developing the potential of individuals in a holistic and integrated
manner so as to produce individuals who are intellectually,
spiritually, emotionally, and physically balanced and harmonious,
based on a firm belief in and devotion to God. Such an effort is
designed to produce Malaysian citizens who are knowledgeable and
competent, who possess high moral standards, and who are
responsible and capable of achieving a high level of personal well
being, as well as being able to contribute to the betterment of the
family, the society and the nation at large (NPE, 2011).

Definition

An assessment conducted in schools and is

designed, planned, administered, score and
reported along with the standards and criteria
by the subject teachers as instructed by the
relevant external authority (Ong, 2010).

Involves assessment of academic and non

academic field
Teachers autonomy (formative or summative)

Roles

Provide teachers with information on:

teaching effectiveness decision-making
Help pupils to:
acquire generic competencies (analysing
problems and problem-solving)
encourage learning & maintain standards
assess pupils areas of performance
enhance pupils lifelong learning and selfevaluation skills
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How to implement in school

presentation, group discussion, pair work

activities, essays, observations as well as test.

It involves the teacher from the beginning to the

end: from planning the assessment programme,
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.
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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.
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How can schools plan for SBA

Implementation

Conduct SBA as an integral part of teaching and

learning and not treat it as an add-on
Set up schools own assessment plan, specify the no
of assessment activities to be conducted for individual
subjects
Coordinate the conduct of the SBA across subjects so
that students work will not be concentrated into one or
two critical months
Incorporate SBA as a part of schools internal
assessment program and replace some of the current
assessment activities, e.g. assignments, tests etc