13 TH SAAEA CONFERENCE

1. 13TH SAAEA CONFERENCE GABORONE, BOTSWANA 2019

2. Adoption of Portfolio Dev, Invoking SBA Objectives of this study To reflect on the need for Portfolio Dev under CBC To define Portfolio composition Advocate for SBA interfacing external examination Call for more effective quality assurance measures under SBA

3. Competence Based Curriculum P. Sahlberg, 2009. • Curriculum is not a technical document • Serves as a guideline for school improvement • Should be perceived as a process model

4. Competence Based Curriculum Helen and Ernest, 2016. • Rwanda had to shift from content to CBC • From Knowledge acquisition to Knowledge creation and application Darling and Hammond, 2012. • There is a growing recognition of potential of CB-education • Focus more on developing capabilities/competencies

5. Multiple Pathways • ‘Equity’ should be at the heart of any curriculum Dev. • This increases the number of youth gaining skills and credentials • Jacobson, 2009. Relying on one established educational route is inherently limited. • E. Weistein, 2009. Multiple Pathways leads to a variety of high-quality postsecondary options.

6. School Based Assessment O.E.C.D, 2009. • Schools lay the foundation for many social, economic and education outcomes. • Schools are expected to reach out for every student potential • Schools are increasingly judged based on: 1. Learning outcomes 2. Ability to apply knowledge and skills by students 3. Ability to inculcate soft skills to learners.

7. Summative and Formative Assessment Birenbaum et al, 2006. Testing culture and Assessment culture are both significant. • Testing culture focusses more on the end results • They are summative in nature • Administered as assessment of learning. • Administered before or after major events eg University entry tests (Becker, 2010)

8. Summative and Formative Assessment • Formative assessment has a view of improving teaching and learning. • Focusses on assessment for learning and assessment as learning. • Emphasis is on what students can do as opposed to what they know. (Lachat, 1999).

9. Objectives of SBA Kapambwe, 2010. • To improve the quality of teaching and learning • Establishing a regular system of managing performance marks • All aspects of education and training are taken into account • SBA provide platform for learners to demonstrate knowledge.

10. SB Assessment Tools K. Kisano and S. Byabato, 2014.

11. Methodology • This is a qualitative desktop study. • Materials such as reports, working papers, journal articles, policies, strategic documents from ministries of education and country reports were thoroughly reviewed. International publications also contributed immensely. • Those that addressed SBA/CBA/CBC generally were chosen. • The review involved Content analysis of all the documents to check for themes about SBA programs which have been proven to bring positive impact on learners performance

12. FINDINGS • Assessment is not an end by itself • Summative and Formative cultures both significant • A growing recognition for Competence-based Curriculum • SBA lay platform for learning soft skills • Effective quality assurance measures improve SBA

13. Status Quo

14. Recommendations • Both Summative and Formative marks should contribute to final grade in all subjects. • ALL subjects should have a SB assessment component. • Decentralise examination/assessment authority for purposes of standardisation and quality assurance. • Engage independent qualified assessors for various pathways • Proposition for a BGCSE Portfolio: 1. School based tests; one centrally set by BEC in form 4. 2. Group class exercises 3. A project.

15. Statement of Limitation • Study does not have primary data • Needs action research to solidify the actual situation on the ground. • More study needed to formulate the best practices for assessing competencies.

16. Thank you……………… • Re a leboga