2013年-世界发展银行全球_Brunei_Darussalam_Student_Assessment___SABER_Country_Report_2013_44页_489kb

Summary of Brunei Darussalam's Student Assessment System

Core Content

Brunei Darussalam has a structured approach to student assessment, which includes classroom assessment, examinations, national large-scale assessments (NLSA), and international large-scale assessments (ILSA). The system is evaluated using the World Bank's SABER (Systems Approach for Better Education Results) framework, which identifies four levels of development: Latent, Emerging, Established, and Advanced. The assessment system is designed to support education quality, learning outcomes, and policy decision-making.

Main Types of Assessment

1. Classroom Assessment

• Level of Development: Established
• Description:
  • Guidelines for classroom assessment are provided through system-level documents such as the School Based Assessment for Learning (SBAfl) Guidebook and Framework and Guidelines for Curriculum and Assessment.
  • Teachers are supported through pre- and in-service training, conferences, and workshops.
  • Secondary school teachers have been trained in assessment task design and rubric development. A standardization process ensures grading according to rubrics.
  • A special task force monitors the implementation of SPN21 and classroom assessment.
  • System-wide resources, including textbooks and workbooks, are available, but scoring criteria and rubrics are not systematically provided.
• Key Policy Options:
  • Introduce an online system with sample scoring criteria and training modules.
  • Use targeted communication mechanisms to disseminate information on school-based assessment to stakeholders.

2. Examinations

• Level of Development: Established
• Description:
  • The BC GCE examinations have been administered to students in years 12 and 13 since 1975.
  • These assessments cover over 15 subjects and serve purposes such as student certification, selection for higher education, and promoting school competition.
  • The examinations are authorized by formal policy documents such as the Education Enactment 1976 and SPN21.
  • Funding covers core activities like design, administration, data analysis, and reporting.
  • The examinations office is responsible for conducting the assessments and is accountable to Cambridge International Examinations.
  • Teachers are involved in creating and scoring local subject exams, but there are no local courses or workshops for up-to-date guidance.
• Key Policy Options:
  • Conduct regular workshops for teachers on examination practices.
  • Introduce an external review process for local subject assessments to ensure quality.

3. National Large-Scale Assessment (NLSA)

• Level of Development: Emerging
• Description:
  • The National Study of Student Competencies in Mathematics and English (NSSCME) was conducted in 2008 and 2010.
  • The purpose is to monitor system-level education quality, support schools and teachers, and inform policy.
  • The assessment was not conducted since 2010, and there is no formal policy document authorizing it.
  • Plans for future assessments are conveyed through oral communications.
  • Funding has been used for design, administration, and staff training, but not for data reporting or research.
• Key Policy Options:
  • Develop a formal policy document and written plan for future NLSA rounds.
  • Create a core team for NLSA with continuous training.
  • Introduce mechanisms to monitor the impact of NLSA on policy, teaching, and learning.
  • Consider expanding the scope to include more subjects.

4. International Large-Scale Assessment (ILSA)

• Level of Development: Latent
• Description:
  • Brunei has not yet participated in any ILSA.
  • However, it plans to participate in PISA 2018.
• Key Policy Options:
  • Facilitate high-level discussions among stakeholders on the use of ILSA data.
  • Determine the need and possible steps for ILSA participation.

Key Policy Areas and Quality Drivers

The SABER-Student Assessment framework identifies three main quality drivers:

1. Enabling Context: Includes policies, leadership, funding, institutional arrangements, and human resources.
2. System Alignment: Refers to the alignment of assessments with learning goals, curriculum, and teacher training.
3. Assessment Quality: Encompasses the design, administration, analysis, and reporting of assessments.

These drivers are applied across all assessment types to evaluate their development levels.

Status and Strategic Context

• Education System Overview:
  • Brunei is a high-income, sovereign state with a GDP per capita of $41,126.
  • Education is a priority to support economic diversification and sustainable growth.
  • The formal school system provides at least 12 years of education, with a focus on 21st-century skills through the National Education System for the 21st Century (SPN21).
  • In 2012, 17% of government expenditure was allocated to education.
• SABER-Student Assessment:
  • The assessment system was evaluated in 2013 using standardized questionnaires and rubrics.
  • The findings are used to suggest policy improvements aligned with Brunei's education priorities.

Conclusion

Brunei has an established classroom assessment system and well-developed examinations, but its national large-scale assessment is in the emerging stage, and it has not yet participated in international assessments. The country has a strong policy foundation for education, but there is a need for more formal mechanisms, continuous funding, and structured training to enhance the quality and impact of its large-scale assessments and to prepare for international participation.