@ GUIDELINES FOR THE CONDUCT OF THE SCHOOL-BASED ASSESSMENT IN HUMAN AND SOCIAL BIOLOGY School-Based Assessment (SBA) is an integral part of student assessment in the course covered by this syllabus. It Is Intended to assist students in acquiring certain knowledge, skills and attitudes that are associated with the subject. The activities for the School-Based Assessment should form part of the learning activities to enable the student to achieve the objectives of the syllabus. Group work is encouraged. During this course of study, students obtain marks for the competencies they develop and demonstrate in undertaking their SBA assignments. These marks contribute to the final marks and {grades that are awarded to students for their performance in the examination. The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in the selection of assignments that are valid for the purpose of School-Based Assessment. The guidelines provided for the assessment of these assignments are intended to assist teachers in awarding marks that are reliable estimates of the achievement of students in ‘the School-Based Assessment componentof the course. In order to ensure that the scores awarded by the teachers are consistent with the Caribbean Examinations Council's standards, the Council Undertakes the moderation of a sample of the SBA assignments marked by each teacher. School-Based Assessment provides an opportunity to individualise a part of the curriculum to meet the needs of students. It facilitates feedback to the student at various stages of the experience. This helps to build the self-confidence of students as they proceed with their studies. The SBA also facilitates the development of critical skils and abilities and enhances the validity of the examination scores on which candidate performance is reported. School-Based Assessment, ‘therefore, makes a significant and unique contribution to both the development of relevant skills and the testing and rewarding of students for the development of those stills. The guidelines provided in this syllabus are intended to assist students and teachers in undertaking the SBA, RESEARCH PROJECT ‘The School-Based Assessment component of the Human and Social Biology Syllabus is a single guided research project for school candidates. Candidates will be required to conduct research in their schoo! or community on a current health- related or environmental issue and its socio-economic impacts in their territory. They will be expected to-collect data, analyse and interpret the data and provide recommendations. In the research project, students should: 1. provide a background/overview of the current health-related or environmental issue; 2. provide a statement of the issue to be investigated in an appropriate form - an observation or question; 3. state the objective of the research; 4, describe the methodology and instruments used to collect dato; XC35/6/SYLL 20 345. present the data obtained using at least two appropriate forms, 6 analyse and interpret the data with reference to the issue; 7. state relevant conclusions based on findings; & make recommendations (at least two) based on the findings; 9. provide personal reflections on completion of the project; and, 10. present the report in an appropriate format including a cover page, table of contents, bibliography and oppendices. SBA REQUIREMENTS Every candidate who enters for the CSEC® Human and Social Biology examination must submit report Con a project. Students may work individually or in groups to gather data. Each candidate must be identified on the report. The report should not exceed 1,000 words, excluding bibliography, charts, graphs, tables, pictures, references and appendices. Wherever a report exceeds the maximum length for the project by more than 150 words, the teacher must impose a penalty of 10 per cent of the score achieved on the project. On the report, the teacher should clearly indicate the original score ~ that is, the score before the deduction is made ~ the marks which are to be deducted, and the final score awarded after the deduction has been made. Only the final score is to be indicated on the record sheets which are submitted to CXC* electronically via the SBA data capture module on the Online Registration System (ORS) on the Council's website. FORMAT OF THE REPORT A student’s report should be presented electronically and should comprise the following components in the order prescribed below: 1. Cover Page including the candidates’ number, name of subject and date of submission Table of Contents 3. Introduction = Background or overview of the current health-related or environmental problem = Statement of the problem — Research Objective 4. Methodology - data collection procedures and instrumentation, limitations of research 5. Presentation of Data 6. Analysis and Interpretation of Data 7. Conclusion 8 Recommendations 9 Reflection 10. Bibliography 11, Appendices XC35/6/SYLL 20 35MARK SCHEME FOR SCHOOL-BASED ASSESSMENT Reports should be marked out of an aggregate of 40 marks to be applied to the Use of Knowledge (UK) profile. The following table shows the criteria that should be used to allocate marks for the various components of the report. aad Perey UD Gp SERS (uk) 1. Background/Overview of Issue 2) + Provides a clear, detailed description of o current health-related 2 or environmental issue + Description is detailed but lacks clarity 1 2. Problem Statement @) + Research problem is stated clearly 1 + Research problem isin an appropriate form ~ an observation or 1 question 3. Research Objective 2 * Objective of the research is linked to the issue Objective of the research is realistic/feasible & Methodology (8) + Somple used is identified ond clearly described 2 + Data collection instrument is identified and clearly described 2 ‘+ Method of data collection is identified and clearly described 2 ‘+ Method of data collection is adequately justified 1 + ONE imitation of data collection method clearly stated 1 5. Presentation of Data @ + Data’ presented in an appropriate frm using tables, graphs 1 and charts + Datars presented in at least TWO forms 2 ‘+ Form(s) used for presentation of data is correctly labelled + Data presented are accurate XC 35/6/SYLL 20 36aia mca Oey ) 6 Analysis and Interpretation of Data sh + Dota is analyzed using appropriate 1 calculations/statistics/themes + Data is summarized accurately 1 ‘+ Atleast TWO statements of findings based on data presented 2 ‘+ Findings are consistent with analyses 1 7. Conclusion (2) + Conclusion succinctly summarizes the project 1 + Conclusion is logical and based on findings ‘8 Recommendations (4) + Atleast TWO recommendations proposed 2 + Recommendations ore realistic 1 + Recommendations are informed by findings 1 ‘9. Reflection: Candidate states the following information: @ + TWOlessons learnt after undertaking the project. 2 + ONE way in which the lesson learnt could be applied to his/her 1 personal life. ‘+ ONE way in which the project could be improved. 1 * ONE social impact and ONE economic impact the issue could 2 have om his/her school or community if not rectified. 40. Overall Presentation 7) + Layout of report follows the correct format inclusive of cover 2 age, table of contents, bibliography and appendices I layout includes only two elements - 1 mark only 1 + Bibliographic information contains names of authors, publishers and dates of publication 1 + Consistent use of correct spelling and grammar TOTAL 0 CXC 35/G/S¥LL 20 37 www.cxe.orsMANAGEMENT OF THE PROJECT The research project is worth 20% of the candidate's total mark. The teacher is expected to provide guidance ot all stages of the project. Each candidate should know the requirements of the project and the assessment criteria should be discussed. School-Based Assessment tasks should be completed in the course of normal teaching time and supervised and marked by the teacher. The project should be integrated in the teaching of the subject {and assessment should be conducted on a continuous basis and feedback given to students for further improvement. Although some of the data collection and research work must be undertaken outside of normal school time, the teacher must be satisfied that the work submitted for assessment is the student's own work. The teacher must: 1. provide assistance to students in the selection of projects; 2, advise students of the nature of the task, the scope and depth required to fulfil the requirements of the SBA; 3. advise on the availability of resource materials; 4, monitor students’ progress by advising them of the quality of their work and by recommending ways to improve the quality of the project; 5. collect and grade students’ projects; 6. keep records of students’ marks and submit these, together with samples of their work, as requested by CXC®; and, 7. ensure that the SBA guidelines are closely followed and the marking criteria are adequately met. Planning ‘An early start to planning project work is highly recommended. A schedule of the dates for submitting project work (agreed by both teachers and candidates) should be established. Authenticity Teachers should ensure that the project presented is the work of the student. This can be achieved by systematic monitoring and evaluation of student's work throughout the development of the project. This will guard against plagiarism and ensure that the work isthe intellectual property of the student. Authenticity can also be ensured by: 1. discussing the project and creating an outline with timelines; 2. offering guidance and timely feedback to students; and, 3. allocating some class time for students to work on the projects. XC35/6/SYLL 20 38GUIDELINES FOR THE ALTERNATIVE TO SCHOOL-BASED ASSESSMENT Paper 032 is the Alternative to School-Based Assessment (SBA) of the CXC® examination in Human and Social Biology. Paper 01 is @ multiple-choice paper and Paper 02 is a structured essay paper. Paper (031 is the SBA for school candidates and Paper 032 is for private candidates only. The Alternative to the School-Based Assessment in Human and Social Biology (Paper 032), takes the form of a written examination, This paper will consist of a case study and related questions involving a health related issue in a named Caribbean territory. Please note that candidates taking Paper 032 are NOT required to submit a report. MODERATION OF SCHOOL-BASED ASSESSMENT School-Based Assessment Record Sheets are available on the CXC®’s website (www.cxc.org). All School-Based Assessment Record of marks must be submitted online using the SBA data capture module of the Online Registration System (ORS). A sample of assignments will be requested by CXC* for moderation purposes. These assignments will be reassessed by CXC® Examiners who moderate the School-Based Assessment. Teachers’ marks may be adjusted as a result of moderation. The Examiners’ comments will be sent to schools. Copies of the students’ assignment that are not submitted must be retained by the school until three months after publication by CXC® of the examination results, RESOURCES ‘The following is alist of books that might be used for Human and Social Biology. Each student should have access to at least one text. Fosbery, R, Alleyne, T, Brown, M. Human and Social Biology for CSEC~A Caribbean and Mitchelle C. Examinations Council Study Guide. 2014 Fosbery, R. and Givens, P. Human and Social Biology for CSEC. Oxford University Press, 2015. Fallick, A. and Ragoobirsingh, D. Human and Social Biology for CSEC. 2” Edition. Essex: Pearson Education Limited, 2010. Gade, P. Human and Social Biology for CSEC Examination. 6 Edition. Oxford: MacMillian Education, 2009. Mortis, Alexia. Human and Social Biology for CSEC. Pearson Education Limited, 2015. Waugh, A. and Grant, A. (Editors) Ross and Wilson Anatomy and Physiology in Health and lliness, London: Churchill Livingstone, 2014. Qe XC35/6/SYLL 20 39