Global Trends in School-Based Assessment: Implications for Effective Implementation in Sri Lanka

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.

School-Based Assessment, formative assessment, global educational reform, PRISMA-style approach

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