Using school-based assessments to advance the integration of sustainable development competences by capitalising on the practice of teaching to the test

Examining the diversity of scientific methods in college entrance chemistry examinations in China

“…From the perspective of the relationship between teaching and examination, although the idea of 'teaching to the test' is inappropriate and has been criticized in recent years (Copp, 2018), in reality, under the pressure of summative assessments, many teachers perceive 'teaching to the test' as a moral duty since the stakes are high for students who do not pass such exams (Salloum and BouJaoude, 2019). According to Williams-McBean (2022), internationally, there is evidence that the format and content of high-stakes, standardized, summative assessments have pervaded and wielded influence on the content taught, as well as the teaching and assessment methodologies used in the classroom. This situation may be more pronounced in China because of the local examination culture (Gu, 2004).…”

Impact of Socio-Demographic Variables of Basic Level Teachers’ School-Based Assessment Practices in Jasikan Municipality, Ghana

“…Furthermore, it includes performances and pieces to be done in school and out of school, setting, visual arts pieces, reports after laboratory experiments, portfolio, teachermade test and oral examinations are used. Examination councils requires that candidates complete the SBA and they still continue to devise ways and means of more effectively assessing candidates via SBAs (Williams-McBean, 2022).…”

“…School-Based Assessment is one of assessment procedures that teachers can use to improve learning (Lee et al, 2018). School-Based Assessment is a formative assessment procedure that is embedded in the teaching and learning process to provide standardization to the practice of internal schoolbased assessment in all schools and to provide a reduced assessment task for each of the primary school subjects and other assessment tasks (Williams-McBean, 2022). This is to establish consistent and uniform procedures, criteria and measures to ensure that assessments are fair, reliable and comparable across different contexts, settings and individuals.…”