English A

School Based Assessment Workshop

Presenter: Ms Y. Daley
Date: November 23, 2022
Let’s Talk

 What do you know about the SBA?

 What should you include?
 How far are you in the process?
 What are some of the challenges that
you face?
 Layout of the Portfolio
 Cover Page
 Acknowledgement (Optional)
 Plan of Investigation
 Artefact 1
 Artefact 2
 Artefact 3
 Reflection One
 Reflection Two
 Reflection Three
 Written Report
 Plan of Oral Presentation
 References
Layout of the Portfolio
 The cover page should have the following information which may be
accompanied by a photograph relating to your topic: your name, your candidate
number (if you do not know this yet, that is ok. It can be added when you do), the
subject, your groups topic, your individual topic, the centre number (100053),
your teacher’s name and date (2023).

 Use font style ‘Times New Roman’ size 12.

 You should have a typed copy of your SBA that can be emailed to your teacher on
request.
 Elements of the SBA
Table Adopted from CESC SBA Student Guide and Workbook by Z Y Banton

Component of the English How Each Component is Marks Allotted

SBA Presented and Assessed
Plan of Investigation Individual 5 Marks
Written Piece
Participation Measure Individual 5 Marks
Orally Assessed
Quality of Group Activity Group 10 Marks
Orally Assessed
Written Report Group 10 Marks
Written Piece
Reflection Individual 5 Marks
Written Piece
Oral Presentation Individual 10 Marks
Orally Assessed
Total 45 Marks
 Plan of Investigation

 Your plan of investigation introduces your topic. It should be one paragraph that includes
the relevant information to maximize your grade. Do not exceed 100 words.
 Think about including:
 your topic;
 at least one ‘insightful and original’ reason for choosing your topic;
 at least two expected benefits to you as an English student;
 type/nature and source of each artefact you intend to use;
 a brief explanation of at least three English language skills that will be used.
 Plan of Investigation
Read the following and state if it is an effective piece.

The topic for my portfolio is “The Impact of Female Pop Artiste on

the Self Esteem of Teenage Girls. This is of interest to me because as a
fan of pop music, I cannot help but wonder if teenage girls self-esteem
is affected by pop artiste. The pieces of material I intend to use are a
news article a recorded interview and a drawing or pictorial
representation of my topic. This research will benefit me linguistically.
 Plan of Investigation
Read the following and state if it is an effective piece.
My English School Based Assessment focused on the topic “I am not my Hair”, which was
derived from my groups theme “Black Hair”. Because of my feelings of self-worth associated with
my hair and how others view it, I chose this topic to find out how our sense of identity is shaped by
our hair. To complete this portfolio, I will collect and analyse information from a poem, a news
article and a YouTube video discussing black hair. Through journaling, comparing tones and cross
referencing source with my peers, it is my hope that this process will improve my understanding of
language and the techniques which can be used for a range of reflective purposes. I hope to improve
my analytical skills as I will try to select artefacts relevant to my topic as well as to increase my
vocabulary by learning the new words that I will encounter in my reading.
 Rating Scale Final Final
Areas
0 1 2 3 Score
No reason and
Reason given
title given or Original and
Reason for choosing is vague or Appropriate
obscure reason insightful
(a) the topic and selection weak; with reason and title /3
with reason and
of title appropriate given
inappropriate title given
title given
title

Benefits are
Benefits Benefits are
clearly
Expected benefits to given are not clearly
No benefits expressed, but
(b) you as a student of clearly stated, expressed, /3
given they are not all
English few are sound and
sound, most are
attainable attainable
attainable

Material to be
Material to be
collected stated
collected
(type or nature
stated (type
Material to be of material)
or nature of
collected not Various sources /2
material)
stated for possible
Limited list
material
of sources
(Internet etc…)
given
given
Proposal for collection
(c)
and use of material Use of the Use of the
Use of the
English English
English
Language Language skills
Language
skills outlined clearly outlined
skills to be
and an and clear /2
used in
attempt made indication of
analysing the
to indicate how they will
material not
how they will be used
stated
be used. provided.

/10
 The Artefacts

The three artefacts should clearly provide information on your

specific topic. Your artefact may be poem, article, picture, song, video
or cartoon strip. The key thing to note is that it should be providing
information on your specific topic not the group’s topic. If for
example, your group’s topic is ‘Child Abuse’ and your specific topic is
‘The Effects of Child Abuse’ then the artefacts should be discussing/
focussing on the effects of child abuse.
 Reflection 1

 Reflection 1 records how each of the three stimuli affected your

understanding of and reaction to your specific topic.
 In the first paragraph, write your thoughts on your topic before you
started researching.
 The second paragraph should discuss what each artefact say about
the topic and how your thoughts have changed.
 Try not to exceed 150 words
 Reflection 2
 Reflection 2 comments on the language techniques used, for example, figurative
language, emotional language, descriptive language, denotative and connotative
language, levels of formality, use of dialect and jargons.
 When you discuss the use of language found in your artefacts you will comment
on the techniques (word choice, figurative language) used by the writer to
communicate his/her message.
The discussion should include:
(a) identification and examples of the language devices; and
(b) comments on how these techniques helped/hindered the
delivery of the message (information).
The following table has a list of language devices. Familiarize yourself with those you don’t know so
you may be able to identify them in your artefacts.
 

Alliteration Ellipsis Pathetic Fallacy Sarcasm In the pictures you

Allusion Flashback Personification Simile can look for the use
of
Analogy Form Proverbs Story Telling colour;
Assonance Humour Pun Symbolism facial expression
Bold Hyperbole Punctuation Testimonials and
Capitalisation Imagery Register Tone labelling.
 
Code Irony Repetition Use of Authority
Comparison Italics Rhetorical Use of Evidence
Contrast Metaphor question Use of Statistics
Emotional Appeal Mood Rhyme  

Onomatopoeia Rhythm
 
 Reflection 3

 This reflection is personal. You are expected to do a little introspection and talk about how
the process helped you to become a better person.
 Think about your personal improvement and link them to a process required by the process
of the SBA.
 You may comment on improvement in analytical, writing or public speaking skills.
 You may comment on improvements in self-esteem, self-confidence and self-efficacy.
 This should be the last thing you do so you can include the experience from doing the oral
presentation.
The assessment of this component will be based on the following:
Theme factors – critical knowledge related to theme, how material shaped thinking
Language factors – analysis of language, good organization.
Process factors – personal value, benefits clearly identified
Reflection on topic/issue/ theme, use of language, process and its effects
Descriptors Marks Final
Score
Candidate produces an excellent reflection comprising THREE entries which 5 marks /5
• discusses how the THREE pieces of material have affected the candidate’s thinking about the issue
• examines the use of language in the three pieces
• discusses the process and its effect on the candidate

Candidate produces a very good reflection which 4 marks /4

• integrates the treatment of the issue in the three pieces
• provides a very good examination of the use of language
• discusses the process and its effect
Candidate produces a good reflection which 3 marks /3
• addresses the treatment of the issue in the three pieces
• provides a good examination of the use of language
• gives little discussion of the process and its effects
Candidate produces a limited reflection which 2 mark /2
• provides a limited treatment of the issue in the three pieces
• attempts to provide an examination of the use of language with limited success
• gives very little or no discussion of the process and its effect
Candidate produces a weak reflection which 1 mark /1
• mentions the issue
• very weak examination of the use of language OR none provided
• no discussion of the process and its effect.
 
5 marks /5
 The Written Report
 This should be written as a group. This is the only written piece that each member of the
group will have in common. The word limit is 250-300 words.
 This should be a summary of the process, procedures and outcomes of the research.
 As a group, you can select two/three focus questions based on your group’s topic.
 Your first paragraph may reflect the process of working together and state your two/three
focus questions.
 Your second and third paragraph would focus on the answers to your focus questions. Use
artefacts that you have collected as the source for response to your focus questions.
 Facets of Task
1 2
  Does not meet the required
  number of pieces
   
  Stimuli chosen are of little
1. Content relevance or a weak attempt is
made to force relevance
 
Only one or two tasks
attempted
1. Evidence of Weak response to the tasks;
investigation (focus, summary, analysis)
Issues are not clearly identified
Inadequate evidence of
research
  The report:
  Good control of basic
  grammar, vocabulary and
1. Language use and mechanics. Competent
vocabulary sentence structure but lacking
in maturity of expression.
Rating Scale
The required number of stimuli
has been selected but some of
the issues are only implied.
 
Some tasks are noted but
generally there seems to be
inadequacy, and lack of clarity.
 
The report indicates an
understanding of task but
execution is insufficient
Analysis focuses on some of the
key issues
Good evidence of research
Good handling of
documentation with the
occasional error.
The report:
Very good control of language
(grammar and vocabulary) –
errors do not suggest lack of
capacity.
3 4
Contexts in/from which the stimuli Contexts in/from which the stimuli
are chosen are explicitly given. are chosen are explicitly given.
   
There is evidence of the procedures There is evidence of the procedures
used in selecting the three stimuli used in selecting the three stimuli
   
Some of the issues associated with Issues raised (in the stimuli) are
the stimuli are not clearly stated clearly defined and fully explored
(more information needed)  
  All relevant tasks (processes,
There is indication of the tasks to procedures) which should have
be done but some aspects are left been/are to be performed by group
out members and described in the
reporting are noted and defined.
Excellent response to the tasks  
(focus, summary, analysis)
Analysis focuses on the key issues
Findings of discussions and
research of the relevance to the
stimulus material are clearly stated
All sources of the various stimuli
are acknowledged and documented
Any comments on the stimuli,
apart from students’ original
comments, are appropriately
acknowledged and documented
The report:  
Excellent use of Standard English
in the appropriate tone and register.
The vocabulary shows excellent
knowledge of and interaction with
the issue and context.
 Oral Presentation
 Your oral presentation should:
be based on your individual topic;
be your personal/original response to your topic;
be 3-5 minutes long;
be in standard English;
You may use appropriate aids to improve your presentation (props, costumes,
pictures, PowerPoint, etc.)
Remember it’s a presentation for your grade. Be creative.
 Layout of Oral Presentation Plan

 Topic:
 Genre: (poetry, prose, drama)
 Sources:
 Language Used:
 Main Idea:
 Aids:
 Rating Scale
Facets of Tasks
0 1 2 3 4
1. Fluency of jerky, halting choppy fragmentary awkward but Intelligible; clear;  
delivery long pauses acceptable intonation; smooth; well-paced
continuous; natural flow

2. Structure, connections with Connections with Limited Coherent; Clear organization

Comprehensibility, topic/issue unclear; topic/issue unclear; comprehension Key issues well of ideas;
and development of incomprehensible; Very incoherent in lacks elaboration; developed Sustained
topic key issues not parts; Slightly incoherent in Well expressed in treatment of
depicted; Utterance incorrect parts; many topic/theme/issues
style of presentation Somewhat limited; parts; very effective ;
does not always aid style Style very
in effective and
depicting the key impactful in
issues. communicating

3. Language use and lacks basic words; Ideas limited to Adequate style of Accurate use of  
vocabulary lack specificity; inadequate words and presentation grammar
very many errors in jargon Basic sentences are Effective use of
words and sentences Lacks specificity used; grammar
Limited range of Control of basic and vocabulary;
grammar grammatical structures; High degree of
Reliance on practical fluency;
expressions; Rich vocabulary
 B. SCORING RUBRIC FOR INDIVIDUAL PARTICIPATION
 
Name of Student: ___________________
 
Date: _______________________
 
The total mark for Individual Participation will be 5 marks based on the responses obtained from
the sessions conducted by the teacher.
 
Final
Questions for students  
Score
Do/Did you know what you are/were expected to do to work well in a team? /1  
Are you able to focus on what is taking place in your group? /1  
How do /did you feel in the group? I feel self-confidence, self-esteem and self-efficacy. /1  
Do/Did you know how to manage how you behave in the group? /1  
Do /Did you manage your tasks on time and thoroughly? /1  
Total score /5  
 C. SCORING RUBRIC FOR QUALITY OF WITHIN – GROUP ACTIVITIES

Name of Group: ___________________________________

Date: _______________________

Rating Scale
Facets of Task
Final
0 1 2 3 Score
Plan of work not known The plan of work All members have
by all group members exists and most group seen, read and
1 Communication members have seen, discussed the plan of /2
read and discussed it work

 
No awareness of what Some awareness of Members seek out
members of the group are what members of the and are aware of
2 Collaboration doing group are doing what all members of /2
the group are doing

 
Group members show no Group members Group members Group members
evidence of reflecting on engaged in reflection engaged in engaged in
their work on work at the end of reflection on work at reflection on work
3 Reflection* some of the activities the end of most of at the end of all of /3
or sessions the activities or the activities or
sessions sessions
There is obvious Members attempt to Members are Members respect
misunderstanding among resolve issues and actively creating and appreciate each
members. Group unable problems to ensure a interaction with each other; and show
to resolve problems comfortable other and displaying empathy to all
4 Interaction /3
relationship among trust and respect members
group members

Total marks for Quality of Within-Group Activities = 10 marks

Total Score 9/10

 Reference (APA Format)
 Last name, First Initial. (year of publication). Title of Artefact/Document.
Place of Publication: Name of Publishing House.
Example:
Williams-McBean, C. (2017). School Based Assessment in English-A guide
and workbook for students. Jamaica: Kingston Graphics Limited.

 Last name, First Initial. (year of publication). Title of Artefact/Document.

Retrieved from [paste url]
Example:
Michaels, D. (2021). Type 2 Diabetes Causes and Risk Factors. Retrieved
from https://www.webmd.com/diabetes/diabetes-causes
 Questions and Comments

PS. The rubric can be found in the CXC English A syllabus. The samples used in this
presentation were taken from School Based Assessment in English-A guide
and workbook for students written by Mrs Williams McBean.