INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI November 2025| Special Issue on
Global Trends in School-Based Assessment: Implications for Effective
Implementation in Sri Lanka
E.M.Y. Sachith1, R.D.C. Niroshinie2
1Lecturer, Department of Planning & Evaluation, National Institute of Education, Sri Lanka
2Senior Lecturer, Department of Educational Psychology, Faculty of Education, University of Colombo,
Sri Lanka
Received: 20 November 2025; Accepted: 25 November 2025; Published: 01 December 2025
ABSTRACT
This systematic review summarizes evidence on implementation, philosophical underpinnings, methodologies,
and challenges of School Based Assessment (SBA) conducted in 12 countries including Finland, Canada, New
Zealand, Hong Kong, Singapore, South Africa, the Caribbean, Australia, Malaysia, China, the United States, and
Sri Lanka. Based on policy documents, empirical research, and academic publications, the review reveals that
SBA has become a major international reform strategy that will empower student-centered learning, formative
assessment, and holistic evaluation. The analysis divides SBA models based on the underlying philosophical
orientations and shows that most of the Western systems are mostly constructivist and with learner-centered
models, and most of Asian systems are standardized, centrally regulated models. Although the structures differ,
SBA is largely known to support deep learning, intrinsic motivation, and meaningful engagement of learners. In
the examined settings, multiple common obstacles limit efficacious implementation, such as the overload of
workload on teachers, lack of assessment literacy, insufficient professional development, and ongoing issues
with reliability and consistency. The comparison of 48 publications guided by PRISMA indicates the similarities
in cross-national aspects as well as significant regional variations, which provides a strong foundation of
evidence in the future of policy and practice. The review finds that permanent capacity-building of teachers,
systematic moderation of teachers, and harmonious policy alignment are critical in ensuring equitable and
effective implementation of SBA to maximize its role in fostering student-centered learning and quality
education.
Keywords: School-Based Assessment, formative assessment, global educational reform, PRISMA-style
approach, philosophical foundations, methodologies, and challenges
INTRODUCTION
School-Based Assessment (SBA) is an innovative and flexible method for evaluating students in schools,
allowing for actual, formative, and ongoing assessments that align with students' learning and curricular goals.
SBA has emerged as a significant strategy to modernize education and develop 21st-century skills like critical
thinking, creativity, and teamwork. However, the implementation of SBA varies across different areas due to
differences in educational policy, socio-cultural context, and teacher training. This comprehensive research aims
to identify best practices, impediments, and possibilities related to SBA adoption, focusing on experiences from
twelve different countries. SBA is a formative and performance-orientated alternative to traditional high-stakes
examinations, developed to align assessment with real-world skills and learning objectives for the 21st century.
It emphasizes continuous evaluation, authenticity, and student agency in the learning process. The study aims to
investigate the influence of various educational philosophies and system structures on SBA practices, identify
universal obstacles, and suggest policy solutions on a global scale. SBA encourages authentic, continuous, and
relevant examination processes, but many poor countries, such as Sri Lanka, face significant obstacles in
realizing its promise. Despite countries with high incomes, such as Finland, Canada, and Australia, incorporating
SBA into their national assessment policies, Sri Lanka faces significant challenges in implementing it.
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