Dear Editor,

The announcement of changes to School-Based Assessments (SBAs) sparked curiosity among educators about how these adjustments will influence students’ readiness for examinations. SBA’s were originally designed to evaluate practical skills, critical thinking, and the application of knowledge through projects rather than traditional exam settings.

However, the growing use of artificial intelligence (AI) by students has raised concerns, making it clear that modifications to internal and external assessments are necessary to ensure authenticity and mastery of content.

The integration of AI in education is not inherently negative, but its misuse poses significant challenges. Too often students use AI as a shortcut to complete assignments, producing essays or research papers without genuine engagement. This undermines creativity, critical thinking, and originality. Issues such as plagiarism, inaccurate prompts, and blind reliance on generated content prevent teachers from accurately assessing students’ knowledge. To counter this, educators must design tasks that require students to demonstrate understanding beyond written work — through oral explanations, models, diagrams, and practical applications. These approaches help distinguish non-mastery, near mastery, and mastery of content.

Teachers will need to be more strategic in structuring internal assessments, placing greater emphasis on practical skills instead of relying heavily on theory. This may involve incorporating more presentations, demonstrations, and project-based tasks that allow students to showcase their understanding in diverse ways. For students, the changes demand intentional learning — developing the ability to apply concepts accurately and respond thoughtfully rather than depending on memorisation or shortcuts. The classroom must evolve into a space where mastery of skills is prioritised over rote recall.

Fairness in assessment will depend on how new exam structures, such as paper 032, are designed to reflect varying levels of difficulty and meet the needs of diverse learners. Beyond exams, schools must promote academic honesty by introducing citation practices early, modelling integrity in teaching, and reinforcing the importance of originality. Technology should be embraced as a tool for exploration and collaboration, but students must be guided to see learning as a process of discovery rather than a race to the final answer.

Preparation, consistent practice, and independent work will reduce anxiety and build confidence. Support from parents, schools, and the Ministry of Education is vital — providing resources, training, and clear guidelines to ensure smooth implementation.

Ultimately, these adjustments will better prepare students for higher education and the modern workplace, equipping them with integrity, adaptability, and digital literacy.

Karona Richards

karonarichards@gmail.com