School Based Assessment (SBA) Outline

One SBA is required for students who are going to sit the English A and B exams worth 45

marks. This SBA will be monitored and completed during in class sessions and any additional

classes as required by the supervising teacher. Individual sections will be given a date for

submission.

It will be done individually and in groups of 4-5 students, who share a general topic.

Each student will however need to create a portfolio that is based on an issue, topic, theme or

event. This portfolio will consist of six sections:

1.Plan of investigation

2.Participation measure

3.Indicators of group activity

4.Reflection

5.Written report

6.Oral presentation

Section 1- Plan of investigation

This is where an introduction of no more than 100 words is written and divided into the

following areas:

 Identifying and selecting, an issue, topic, theme or event

  Purpose of the issue, topic, theme or event- that is of what benefit it will be to

student.

 Significance of the issue, topic, theme or event.

 Intentions for the data collection.

Section 2- Participation measure

 Assessment of student’s participation is evaluated b y self and by teacher.

 Students will outline their schedule of activities for the group component of SBA.

A measurement of participation and work completed will be done through the use

of a rubric.

Section 3- indicators of group activity

Data to be presented using three methods- print, audio and visual media to be placed

in portfolio. This forms the inquiry and scope of the SBA.

Section 4- Reflection

Includes three entries in which the student reflects on the issue, topic, theme, event

selected.

Entry 1- student will indicate how each piece of data helped to shape his/ her thinking

about topic.

Entry 2- discuss the language in the data selected.

Entry 3- discuss how the process of doing the SBA helped the student to become a

better person.

Section 5- Written report 250-300 words

This is a summary of the processes, procedures and outcomes of the research. It will

include:
 The data collected

 Reasons for selection of data

 Analysis of the data

Section 6- Oral presentation

 A personal response related to topic/ theme/ issue/ event delivered

orally in 3-5 minutes.

 Delivered predominantly in standard English and in either of the

following genres: drama, poetry, prose, role play, speech, argument,

exposition.

 Student will deliver a brief overview of the presentation including the

genre chosen, the sources used and a comment on the kind of language

used in the data.

 A brief plan of the Oral presentation must be submitted in the

Portfolio.
English School Based Assessment Portfolio Layout and Guide

style :Type written and printed on a high quality printer. An additional copy is to be

placed on a flash drive.

Spacing: double line spacing. Single spacing permitted within long quotations,

appendix items and sub sections of Table of Contents.

Margins: 1” or 2.5 cm

Typeface: 12, Times New Roman throughout

Quotations: more than two lines set off from text in single spacing and indented 4

spaces in from left hand margin.

Pagination: title page not numbered in

the pages of text in Arabic numerals consecutively

all page numbers in exact consistent location at top right hand corner of page.

Each chapter on a new page

Appendices should follow sequence of Arabic numerals.

Arrangement:

Title page

Establishing ownership or work

Acknowledgements

Table of Contents

Text

Works cited page

Appendices

Works cited page: all sources acknowledged in MLA requirements

Appendices: numbered consecutively in Arabic numerals and be titled. List of

appendices to be included in table of contents.

 Selecting themes: these are just suggestions

1. Scamming 4. Religion 7. Crime and violence

2. Human Trafficking 5. Beauty 8. Sports among teens

3. Dancehall music 6. Female discrimination 9. Dreams

Creating subtitles

Scamming- how does scamming impact crime?

The effects of scamming on the victims

Beauty- the various perceptions of beauty.

How views of ideal beauty impacts on individual’s body image or physical beauty?

The presentation of beauty in literature.

Types of Artefacts/ Data

Print- newspaper report, magazine article, comic strip, poster

Video- movie, music video, documentary, news report

Audio- songs, radio interviews, interviews, new reports

Collecting Data

Document the following information about each artefact collected:

Date you retrieved it, source, writer/ photographer/ composer, title of material,

publication date.

Analyzing data

 Give a brief overview of each piece in 3-4 sentences.

  State how each one is related to your theme and your subtopic.

 How does each artifact influence your view of topic- how did data inspire you,

impact you or what it reminds you of.

 What did you learn or did it solidify what you already knew?

 Compare and contract how the various artefaCts present different viewpoints

on the topic.

Examining writer’s craft

Identify-word choice, literary devices, register, tone/ attitude and what purpose the piece was

created for.

Mark Scheme for SBA

Graphical representation of the English SBA process and timeline
 English School Based Assessment

Group Topic: SBA

Individual topic: Exploring the CSEC English Portfolio

Picture pertaining to your topic

Candidate Name: John Doe

Candidate Number: 1234567

Name of School: Marian Academy

Territory: Guyana

Date of Submission: 31 December, 2017

 Table of Contents

Acknowledgements i

Plan of Investigation ................................................................................................................... 13

Piece 1 ........................................................................................................................................... 15

Piece 2 ........................................................................................................................................... 16

Piece 3 ........................................................................................................................................... 17

The Reflections............................................................................................................................. 18

First entry- Thematic

Second entry- Language Skills
Third entry- Process

Oral Presentation (Plan)............................................................................................................. 22

Written Group Report ................................................................................................................. 25

Works Cited…………………………………………………………………………………10

Appendix ……………………………………………………………………………………..11

Title 1

Title 2

Title 3
Plan of Investigation: (State title for the investigation/inquiry/research/survey)

(a) Why did you choose this issue/topic/theme/event?

 CLEARLY STATE TITLE OF TOPIC

 GIVE INSIGHTFUL AND ORGINAL REASON FOR THIS RESEARCH

TOPIC

 STATE YOUR PERSONAL INTEREST IN IT OR AN EXPERIENCE YOU

HAD WITH THE TOPIC.

(b) What are the expected benefits to you as a student of English? They must be attainable.

 What skills were sharpened during your research? Research skills, writer’s

intentions, making inferences, use of diction

 Did it enhance your writing or speaking skills?

 Were you able to assess reliability of sources?- decipher bias or points of view

 Inform yourself about topical issues?

(c) How do you intend to collect relevant information on your issue/topic/theme/event and

use this in your presentation?

 Secondary research so all artifacts should be other people’s works.

 State the type or nature of the artifacts

 State the sources for example, the internet

 Indicate how the data will be used in the research in the reflection, the oral

presentation and the written report.

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(100 words)

Sample:

I have noticed that scamming has changed how people from different countries especially

Americans view Jamaicans. Based on my observations, I decided to select my individual topic:

“How scamming has impacted brand Jamaica?’ from the group theme “Scamming”.

I expect to develop a number of skills which will benefit me as a student of English from doing

this SBA SUCH AS being able to decipher a variety of materials, evaluate the credibility of

sources and build crucial research skills.

I intend to collect three stimuli about my topic from YouTube, newspaper articles and

documentaries where I will examine the type of register used, choice of words, tone and find

the main ideas of each artifact in order to get a better understanding of them.

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 Data presented using three methods- print, audio and visual media

Piece 1

Please note, this is just random text from Microsoft Office. Video provides a powerful

way to help you prove your point. When you click Online Video, you can paste in the embed

code for the video you want to add. You can also type a keyword to search online for the video

that best fits your document. To make your document look professionally produced, Word

provides header, footer, cover page, and text box designs that complement each other. For

example, you can add a matching cover page, header, and sidebar. Click Insert and then choose

the elements you want from the different galleries. Themes and styles also help keep your

document coordinated. When you click Design and choose a new Theme, the pictures, charts,

and SmartArt graphics change to match your new theme. When you apply styles, your headings

change to match the new theme. Save time in Word with new buttons that show up where you

need them.

To change the way a picture fits in your document, click it and a button for layout options

appears next to it. When you work on a table, click where you want to add a row or a column,

and then click the plus sign. Reading is easier, too, in the new Reading view. You can collapse

parts of the document and focus on the text you want. If you need to stop reading before you

reach the end, Word remembers where you left off - even on another device.

15
 Piece 2

Please note, this is just random text from Microsoft Office. When you click Online

Video, you can paste in the embed code for the video you want to add. You can also type a

keyword to search online for the video that best fits your document. To make your document

look professionally produced, Word provides header, footer, cover page, and text box designs

that complement each other. For example, you can add a matching cover page, header, and

sidebar.

Click Insert and then choose the elements you want from the different galleries. Themes and

styles also help keep your document coordinated. When you click Design and choose a new

Theme, the pictures, charts, and SmartArt graphics change to match your new theme. When you

apply styles, your headings change to match the new theme. Save time in Word with new buttons

that show up where you need them. To change the way a picture fits in your document, click it

and a button for layout options appears next to it. When you work on a table, click where you

want to add a row or a column, and then click the plus sign. Reading is easier, too, in the new

Readingview. You can collapse parts of the document and focus on the text you want. If you

need to stop reading before you reach the end, Word remembers where you left off - even on

another device.

16
Piece 3

17
 The Reflections

Date: 1/13/16

Entry 1

How did the stimuli affect your understanding of and reaction to theme? How has it impacted

you? What does it remind you of?

 How each piece of material helped me to shape my thinking about the

issue/topic/theme/event.

 How did you feel about the topic before engaging with the data sources?

 What impact was created after you read/ engaged with the sources?

 Writing guidelines: three paragraphs – one on thoughts before engaging with pieces (at

least 2 thoughts) and the other on how thoughts have changed (at least 2 changes- one

change per original thought mentioned in first paragraph OR 3 paragraphs (one for each

piece) in which you present before and after perceptions for each piece.

Sample

When I started this project, I had mixed feelings about black hair. I thought it was something

to be proud of; a badge of honour and rebellion and a true representation of black pride. I

also felt good when people called African Princess because of my natural hairstyles and head

ties. Therefore, I thought processing my hair was a betrayal of blackness. However, I

sometimes felt my processed hair made me look prettier and people would more often

complement me when I wore extensions and tell me I looked like a model. These compliments

also made me feel good. Consequently, I also had a hard time reconciling the joy I felt

wearing both my natural hair and my processed hair.

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After recording and viewing the pieces, I had less difficulty accepting both perceptions and

reactions. The blog post by Elle (2016) helped me understand that processing my natural hair

was a part of the assimilation process for Black women. That view was underscored by the

video of the students in Pretoria, who although they were in the mother of Blackness, Africa,

they were being forced to straighten their hair in order to fit in with institutional rules. These

pieces helped me understand that my struggle was not individual but universal. Additionally I

came to understand that assimilation was necessary and legitimate. In contrast, the bold and

proud response of Joan Andrea Hutchison made me realize I was more than my hair and God

loved me despite my hairstyle. In the end, if I chose to wear my hair natural or if I processed

it, I had a good reason for doing so. I did not have to wear my hair natural to embrace and

love my blackness; assimilation was a necessary evil and God loves me anyway.

(150 words)

Entry 2

Comment on language techniques used in one piece- word choice, figurative language,

emotional language, descriptive language, denotative and connotative language, levels of

formality, use of dialect and jargon. State how the language aids in your understanding of

the topic.

 Discussion on the use of language in the material selected- comment on techniques (word

choice, figurative language). Identify the techniques and comment on how these

techniques helped or hindered the delivery of the message/ information.

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  Writing guidelines: comment on at least two devices in each piece.

(150 words)

Formal or informal language?

Standard or non standard?

Which form of writing used- persuasive, expository, descriptive, narrative?

Writing tools- diction, statistics, imagery, literary devices

Tone/ mood of artifact and its appropriateness

Audience/ age writing is directed to

Gender to which writing is directed

Then discuss what effect each one has on the artifact

Sample

While watching the video on ‘The Effects of Scamming on Victims,’ I was overwhelmed by

different emotions. The video portrayed the family of a victim who was expressing how

scamming led their family member to suicide. Initially, I felt extremely ashamed because

Jamaica is my country and is branded as ‘scamming capital.’ It is quite disturbing to see these

happenings in my country. I was also empathetic towards the victims as they suffered a great

loss. Vulnerable and older people seem to be the target, as the video showed. The video also

showed the despair of both the families and the victims who are often left with nothing. This

video has inspired me to speak against scamming as it is wrong and can cause serious physical

and psychological damages to the victims and their families who are often left to pick up the

pieces. This video reminded me of the infamous Cash Plus scandal which affected hundreds of

Jamaicans in a negative way.

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The writer’s use of Language Techniques has helped me to greater analyse the piece thus

drawing conclusions as well. The use of formal language by the reporter and the Lottery

Scamming Task Force Police was easily understandable by the researcher. The use of the

term “Lottery Scamming” and providing a simple definition was quite effective in allowing

anyone without prior knowledge of the phenomena to understand what it is. In addition, I

could identify with victims who were interviewed as they utilized simple structured sentences

that appealed to the researcher’s emotion causing her to be sympathetic towards victims and

angry towards the ‘Scammers’. This video has helped me to really understand how the victims

are negatively affected by this gruesome act and feel the exact emotions they feel through the

tone of despair, disappointment and sadness utilized in the video.

The sub-theme ‘How Scamming Affects the Victims’ has reshaped my thoughts and intentions

about attractive activity of scamming. Having witnessed through the video how scamming has

resulted in a victim taking his own life because he realized that he was scammed out of his

life’s earnings, has truly touched me. As a result, I would not want anyone to feel so victimized

that they commit suicide. As a result, I would discourage persons around here who scam. On

the other hand, even though I am compelled I may not report to the authorities any incidents

of scamming as they cannot be trusted. In order not to lose her life, I will only speak to family

members and friends she is close to about discontinuing such activity.

Entry 3

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 Comment on how the processes of doing the English SBA on the selected theme has help

you to grow e.g. increased understanding, competence, awareness, changes in behavior,

attitude and world view.

How the process of doing the SBA helped the student to become a better person: development in

analytical or public speaking skills, writing, self confident, built self esteem, self efficiency

What are your experiences?-

Did you learn tolerance whilst working in groups?- working with others, taking responsibility

and leadership)

Become more critical in conducting research

Changes in behavior, attitude and world view

Develop confidence in knowledge of topic- increasing understanding, competence

Writing guideline: outline at least two personal improvements. Link each improvement to a

process required by the SBA.

(150 words)

Sample

Engaging in this SBA Process has helped me in many ways. In the first instance, it has allowed

me to understand that instead of living with my personal confusions, I can use the inquiry based

approach to learning to resolve them. I do not have to rely on my own understanding. This

approach can also be used when I do not fully understand topics in classes. Rather than remain

ignorant or confused in those areas, I could research on my own.

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The process has also helped me to organize and present my ideas to my peers. I usually shy away

from that because I was afraid of appearing stupid. However, engaging in repeated and

constructive peer and self assessment has helped me to more readily accept criticism of my work

and more critically asses my own work. It has also helped me to more readily accept that I am

not perfect. Therefore, my first or even my third attempt may not be the best, so I should not be

afraid to share my thoughts and be prepared to refine them.

Finally the process has helped me to work better with people. Working in a group was not

always easy, but having to do it helped me to accept and work with different personalities. I am

sure this is something I will have to do in the world of work, so I am thankful for the practice.

Oral Presentation (Plan)

The plan for the oral presentation rubric said it must be done in "note for: overview of the theme

and how it is to be used. Include sources and kind of language in them. State the following –

topic, genre, language devices to be used and why.

Presented in standard English in 3-5 minutes and in the following genres- drama, prose, poetry,

prose, role play, speech, argument, exposition. (creative response to topic).

Brief overview of the presentation- genre chosen, sources used plus a comment on the kind of

language used in the data. State the main idea and what aids you will use.

Original pieces – memorize by heart

Guidelines for your presentation:

1. Know your audience

2. Select an appropriate mode based on your audience

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 3. Select appropriate aids to assist you.

4. Practice before .

5. Present naturally and authentically- make eye contact.

Sample

The topic, Caribbean Education reform, is presented as a talk show where it discusses the

ideologies of the education system. The presentation basically portrays the opinions of a

student asked by the host and how to improve the quality of the Caribbean education as a tool

of freedom from poverty. The journey of researching this topic is shown by the questions asked

by the host and the tactful answers given by the student. It is open for interpretation, for it

gives a broad, holistic view of the social issues that cause students to step down from school in

the Caribbean. A little insight of the education is seen by the comment made in the Twitter and

how the student gives elaborative description of how a school should be. In conclusion, the

student made it clear that education can only be successfully implemented by students giving

the time of personal space.

OR

TOPIC: My Hair Journey

Genre: Poetry

Sources: Elle 2016, Hutchison 2010

Language used: rhyme, rhythm, humour to make message more acceptable; repetition and

intonation to make less monotonous and more memorable.

Main idea; hair is acceptable in any texture.

Aids: different types of weave.

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 Group Written Report

Approximately (250-300 words): a summary of the processes, procedures and outcomes of the

research. It should include:

- The material collected

- Reasons for selection

- Analysis of the material

This is a report on the research process. This also states the outcome of the research. You

identify which three pieces of material were chosen and give a clear description of tasks and

procedures.

You can answer these questions in your written report.

*What steps have you taken to get your work done?

*How did you collect the data?

*Are you happy with the pieces you have done?

*Are you happy working as a group?

*Did you learn individually or as a group?

*Did you meet as a group?

*Do you think the group was effective working together?

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Sample

Skin bleaching has become a major issue in the society over the years. As a group, we were

interested in different aspects of the theme. As such, we researched a number of artifacts that

dealt with the topic of Skin Bleaching. Finding artefacts for this theme was relatively easy

because there have been a number of articles, reports, songs and documentaries done based

on the topic. While researching the topic, we had a couple of instances where we exchanged

artifacts at group meeting as we tried to help each other to select suitable artifacts for each

other. From the fifteen artifacts in our group, we met and selected three artifacts that we felt

best captured our group theme. The artifacts that were selected are: ‘The Dangers of Skin

Bleaching’ by Sam West, ‘Clean Skin’ by Savage and ‘Skin Bleaching in Jamaica’ an All

Angles news feature. We selected these artifacts because we were all able to understand that

bleaching was extremely dangerous from West (2015) newspaper article; however, the

remaining two artifacts explain why persons bleach their skin despite the dangers. We come to

realize from Savage (2017) and All Angles (2014) that persons think they are more appealing,

beautiful or have a financial edge in the work place when they bleach. This edge was what

they thought helped them to be successful. The group faced challenges (working co-

operatively & meeting) but we learnt to work together (edit each other’s work & assigned

roles) to understand our theme.

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WORKS CITED OR USED IN COMPILATION OF THIS SBA GUIDE:

Atkins, F. “About the SBA”. 2016. www.bulbsoup.com/207 . Web. Sept 21, 2017.

Banton, Z.Y. CSEC English SBA Student Guide and Workbook. Montego Bay: Banton, 2017.

Print

Blair, Sherice. The English SBA Outline. Kingston: Hodder, 2017. Print

Caribbean Examinations Council. CSEC Notes for English Teachers and Students. Kingston:

CXC, 2017. Print.

Williams- Mc Bean, Clavia. SBA in English- A Guide and Workbook for Students. Clarendon:

Williams-Mc Bean, 2017. Print.

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