This applied dissertation explored how 11th-grade students perceived the English A and B school-based assessment (SBA) and whether their portfolio experience impacted their sense of self-efficacy. Significant research has been conducted on the SBA exploring its benefits, impact, and relevance as well as the challenges and concerns encountered with implementation in various disciplines. Most of the research, however, has focused on teacher perspectives with minimal research exploring student perspectives and the assessment’s impact on them socially and academically. This qualitative research study adopted an ethnographic approach with a realistic design to conduct this inquiry. This method was used because the inquiry focused on the documentation and interpretation of students’ beliefs and experiences with the SBA within a school culture. The inquiry also entailed exploring whether their self-efficacy was in any way impacted by the experience. This research may prove to further our understanding of the utility and challenges facing students completing their English SBAs, informing the Ministry of Education, Education Officers, principals, and policy makers. Considering the findings, the research has several limitations in which several recommendations have been made to address these limitations along with suggestions for future research.
| Date of Award | Jan 1 2024 |
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| Original language | English |
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| Supervisor | Derek Mann (Supervisor) & Barbara Christina (Advisor) |
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