Gap Analysis between School-Based Assessment Implementation and Policy Framework: Alignment Challenges and Future Directions

Abstract

In education systems, formative and competency-based assessment models are progressively prioritized due to the emergence of novel strategies in the field. School-based assessment has become a significant strategy for assessing learners' intellectual, emotional, and psychomotor development. However, a persistent gap exists between policy and classroom realities. This study explores the organization of and inconsistencies between the Assessment Policy Framework (APF) and School-Based Assessment (SBA) in educational institutes. Data were collected using a qualitative case study approach with semi-structured interviews. Furthermore, document analysis involved ten participants (teachers and administrators) from the designated schools. Five core themes were discovered after the thematic analysis: 1) policy precision, 2) application paradoxes, 3) educator assignments, 4) capability preparation gaps, and 5) recommendations for enhanced alignment. Research has shown that the APF has an extensive policy structure. Operational challenges include unclear guidelines, resource shortages, inconsistent staff training, and excessive paperwork. The research demonstrates that teachers tend to follow policy guidelines only in appearance, but adjustments must occur from the school level upwards. This study concludes by providing practical recommendations for improving policy implementation coherence through local professional development programs, digital platforms, community-based policy creation, and combined monitoring protocols. The complete potential of SBA as a meaningful learner-centered assessment tool depends on solving these problems.