The SBA component is not and cannot be treated like an external exam in which texts and tasks are totally standardised and all contextual variables controlled; to attempt to do so would be to negate the very rationale for SBA. To be effective, schools and teachers must be granted a certain degree of trust and autonomy in the design, implementation and specific timing of the assessment tasks.

To view Mrs Christina Lee talking about how the assessment process develops trustworthiness.

However there are several key things the teachers (and schools) can do to enhance their trustworthiness, including:

	Ensure students understand how and when they will be assessed
	Ensure the assessment criteria and process are made explicit and transparent to students (and parents)
	Ensure students have the opportunity to demonstrate their best
	Ensure the scoring is balanced and fair
	Ensure the standardisation process is collaborative and interactive
	Ensure that sufficient records are kept for accountability purposes