School-Based Assessment and Evaluation
Domain 3 tests whether you can assess continuously, fairly and defensibly. SBA is not extra tests; it is planned evidence of learning gathered through assignments, practicals, projects and observations and recorded in the student profile.
Core rules
- Share criteria before the task; use simple rubrics with observable descriptors.
- Assess knowledge, skills and attitudes, not only recall.
- Record evidence promptly and keep marks secure.
- Moderate within the school so different teachers apply the same standard.
- Use SBA results to reteach; do not use them only for ranking.
Worked example
A Grade 10 class completes a group project on water conservation. The teacher gives a rubric with four criteria: accuracy, use of evidence, teamwork and presentation. Each is scored 1 to 4. A group scores 3, 4, 2, 3. The teacher does not average blindly: teamwork 2 triggers a follow-up observation, because the mark must reflect each student's contribution. The final SBA record shows the criterion scores and a short comment. Reasoning: averaging hides the weakness; evidence must be specific; the follow-up supports learning and makes the mark defensible if challenged.
Traps
- Marking only the product and ignoring process.
- Giving full marks for effort without evidence.
- Changing marks after the record is signed.
- Using one test as the whole SBA record.
- Letting group marks override individual accountability.