Due to teachers' concerns over excessive workload, the requirements have been modified to "at least three texts over the course of 2 years" (Davison, 2007).
[1] The assessment format and requirements as originally specified in the introduction to the SBA in September 2005 are summarised in Table 1. from two categories remaining categories (print fiction, print nonfiction, non-print fiction, non-print non-fiction) tasks to be undertaken interactive tasks to be undertaken anytime during Form 4, must be on different texts interactive task, one individual presentation to be undertaken anytime during F5, must be on different texts texts, one from each category out of the two tasks, 5% of total English mark, reported at end of Form 4 interaction and best mark for the presentation, 10% of total English mark, reported at end of Form 5 For assessment students are required to partake in interactions with classmates on a particular aspect of the text they have read or viewed, leading up to making a more formal group interaction or an individual presentation on a specific text and responding to questions from their audience (HKEAA, 2008).
These issues were gathered from key stakeholder groups, including teachers, students and education bureau officials.
As an outcome-oriented standards-referenced system, SBA is a significant cultural and attitudinal change, not only for teachers but for the whole school community, including students and parents.
[3] While teacher-educators and researchers view that SBA will enhance the validity and reliability of the HKCEE theoretically, some frontline teachers and students are sceptical on this.