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Mainstreaming School Based Continuous Assessment in Zambian Education System
It is appreciated the world over that School-Based Continuous Assessment is appropriate to achieve meaningful measurement of learner performance. This is due to the recognition that SBCA is made up of a variety of assessment methods - both formal and informal. SBCA is used to inform the learning process through which learning outcomes are required. It takes place during the learning process when it is considered necessary. SBCA makes use of criterion referencing and provides information in context as feedback on how learners are changing.
The nature of SBCA means data on learner performance are generated continually and may contribute to Big Data saga. Teachers may have problems to determine which of the data are necessary to record and in what format. A bigger problems also is the number of players in the education systems of many third world countries who create a multiplicity of activities, majority of which are duplicative.
The paper analyses the implementation of School Based Continuous Assessment in the Zambian Education System. Paradoxically, many countries know the benefits of SBCA, how to implement and sustain it, but they are always beginning and never ending! Could the Big Data syndrome be the one to blame?
Big data is the description of the large volume of information that floods our business daily. It is not the amount of data that is important but what we do with the data. It is argued that Educators armed with data-driven insight can make a significant impact on education systems. They can make sure students are making adequate progress, and can implement a better system for evaluation and support of teachers.
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