Key Policy Areas for Student Assessment Status

1. Classroom Assessment In Brunei, several formal, system-level documents provide guidelines for classroom assessment. In addition, there are system-level mechanisms to ensure that teachers develop the necessary skills and expertise in classroom assessment. These mechanisms include pre- and in-service teacher training programs and regular opportunities for teachers to participate in conferences and workshops. Teachers also gain experience through being involved in developing and scoring questions for large-scale assessments and examinations. Varied mechanisms are used to monitor and ensure the quality of classroom assessment. For example, at the secondary school level, a standardization process ensures that students are graded according to specified rubrics. Classroom assessment information is required to be disseminated to all key stakeholders, including school district and Ministry of Education officials, parents, and students.

2. Examinations The Brunei Cambridge General Certificate of Education (BC GCE) Examinations have been administered to students in years 12 and 13 since 1975. The purposes of these examinations, which cover more than 15 subject areas, include student certification for school cycle completion, student selection to higher education institutions, and the promotion of competition among schools. Funding for the examinations covers all core activities, including examination design, test administration, data analysis, and data reporting. Brunei offers some opportunities to prepare individuals to work on the examinations, such as funding to attend international programs or workshops on educational measurement and evaluation. However, there are no local courses or workshops that provide classroom teachers with up-to-date guidance and training on the examinations.

3. National Large-Scale Assessment (NLSA) Brunei carried out the National Study of Student Competencies in Mathematics and English (NSSCME) in 2008 (years 4, 6, and 8) and 2010 (year 10), with the goal of monitoring education quality at the system level; supporting schools and teachers; and informing policy design, evaluation, and decision making. While it was planned for the NSSCME to be conducted every two years, it has not been administered since 2010. There is no policy document authorizing the NSSCME and plans for future NSSCME rounds are conveyed through oral communications from Ministry of Education officers. The team in charge of the NSSCME includes assigned officers from the Ministry of Education who work on assessment activities on a temporary basis. Currently, there are no mechanisms in place to monitor the consequences of the NSSCME in terms of its impact on policy dialog, teaching, or learning.

4. International Large-Scale Assessment (ILSA) Brunei has not yet participated in an ILSA. However, it does plan to participate in PISA 2018.

Brunei Darussalam

STUDENT ASSESSMENT SABER Country Report

2013

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Introduction Brunei Darussalam has focused on increasing student learning outcomes by improving the quality of education in the country. An effective student assessment system is an important component of improving education quality and learning outcomes as it provides the necessary information to meet stakeholders’ decision-making needs. In order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Brunei decided to benchmark this system using standardized tools developed under The World Bank’s Systems Approach for Better Education Results (SABER) program. SABER is an evidence-based program to help countries systematically examine and strengthen the performance of different aspects of their education systems.

What is SABER-Student Assessment? SABER-Student Assessment is a component of the SABER program that focuses specifically on benchmarking student assessment policies and systems. The goal of SABER-Student Assessment is to promote stronger assessment systems that contribute to improved education quality and learning for all. National governments and international agencies are increasingly recognizing the key role that assessment of student learning plays in an effective education system. The importance of assessment is linked to its role in: (i) providing information on levels of student

learning and achievement in the system; (ii) monitoring trends in education quality over

time; (iii) supporting educators and students with real-

time information to improve teaching and learning; and

(iv) holding stakeholders accountable for results.

SABER-Student Assessment methodology The SABER-Student Assessment framework is built on the available evidence base for what an effective assessment system looks like. The framework provides guidance on how countries can build more effective student assessment systems. The framework is structured around two main dimensions of assessment systems: the types/purposes of assessment activities and the quality of those activities.

Assessment types and purposes Assessment systems tend to be comprised of three main types of assessment activities, each of which serves a different purpose and addresses different information needs. These three main types are: classroom assessment, examinations, and large-scale, system level assessments. Classroom assessment provides real-time information to support ongoing teaching and learning in individual classrooms. Classroom assessments use a variety of formats, including observation, questioning, and paper-and-pencil tests, to evaluate student learning, generally on a daily basis. Examinations provide a basis for selecting or certifying students as they move from one level of the education system to the next (or into the workforce). All eligible students are tested on an annual basis (or more often if the system allows for repeat testing). Examinations cover the main subject areas in the curriculum and usually involve essays and multiple-choice questions. Large-scale, system-level assessments provide feedback on the overall performance of the education system in particular years or age levels. These assessments typically cover a few subjects on a regular basis (such as every 3 to 5 years), are often sample-based, and use multiple-choice and short-answer formats. They may be national or international in scope. Appendix 1 summarizes the key features of these main types of assessment activities.

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Quality drivers of an assessment system The key considerations when evaluating a student assessment system are the individual and combined quality of assessment activities in terms of the adequacy of the information generated to support decision making. There are three main drivers of information quality in an assessment system: enabling context, system alignment, and assessment quality. Enabling context refers to the broader context in which the assessment activity takes place and the extent to which that context is conducive to, or supportive of, the assessment. It covers issues such as the legislative or policy framework for assessment activities; institutional and organizational structures for designing, carrying out, or using results from the assessment; the availability of sufficient and stable sources of funding; and the presence of trained assessment staff. System alignment refers to the extent to which the assessment is aligned with the rest of the education system. This includes the degree of congruence between assessment activities and system learning goals, standards, curriculum, and pre- and in-service teacher training. Assessment quality refers to the psychometric quality of the instruments, processes, and procedures for the assessment activity. It covers issues such as design and implementation of assessment activities, analysis and interpretation of student responses to those activities, and the appropriateness of how assessment results are reported and used. Crossing the quality drivers with the different assessment types/purposes provides the framework and broad indicator areas shown in Table 1. This framework is a starting point for identifying indicators that can be used to review assessment systems and plan for their improvement.

Table 1: Framework for building an effective assessment system, with indicator areas

The indicators are identified based on a combination of criteria, including: professional standards for assessment; empirical research on the characteristics of effective

assessment systems, including analysis of the characteristics that differentiate between the assessment systems of low- versus high-performing nations; and

theory, that is, general consensus among experts that it contributes to effective assessment.

Levels of development

The World Bank has developed a set of standardized questionnaires and rubrics for collecting and evaluating data on the three assessment types and related quality drivers. The questionnaires are used to collect data on the characteristics of the assessment system in a particular country. The information from the questionnaires is then applied to the rubrics in order to judge the development level of the country’s assessment system in different areas. The basic structure of the rubrics for evaluating data collected using the standardized questionnaires is summarized in Appendix 2. The goal of the rubrics is to provide a country with some sense of the development level of its assessment activities compared to best or recommended practice in each area. For each indicator, the rubric displays four development levels—Latent,

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Emerging, Established, and Advanced. These levels are artificially constructed categories chosen to represent key stages on the underlying continuum for each indicator. Each level is accompanied by a description of what performance on the indicator looks like at that level. Latent is the lowest level of performance; it

represents absence of, or deviation from, the desired attribute.

Emerging is the next level; it represents partial presence of the attribute.

Established represents the acceptable minimum standard.

Advanced represents the ideal or current best practice.

A summary of the development levels for each assessment type is presented in Appendix 3. In reality, assessment systems are likely to be at different levels of development in different areas. For example, a system may be Established in the area of examinations, but Emerging in the area of large-scale, system-level assessment, and vice versa. While intuition suggests that it is probably better to be further along in as many areas as possible, the evidence is unclear as to whether it is necessary to be functioning at Advanced levels in all areas. Therefore, one might view the Established level as a desirable minimum outcome to achieve in all areas, but only aspire beyond that in those areas that most contribute to the national vision or priorities for education. In line with these considerations, the ratings generated by the rubrics are not meant to be additive across assessment types (that is, they are not meant to be added to create an overall rating for an assessment system; they are only meant to produce an overall rating for each assessment type). The methodology for assigning development levels is summarized in Appendix 4.

Education in Brunei Darussalam Brunei Darussalam is a high-income, sovereign state located in Southeast Asia. GDP per capita (current US$) is $41,126, with annual growth of about 2.2 percent. In the past 20 years, Brunei has experienced significant

economic growth due to extensive petroleum and natural gas fields and is classified by the United Nations as having the second-highest Human Development Index among all Southeast Asia nations. Brunei has prioritized education in order to equip the country with the human resources required to support its economic diversification agenda for sustainable growth. In 2012, Brunei committed 17 percent of government expenditure to education.

The formal school system in Brunei provides a minimum of 12 years of education, specifically seven years of primary (inclusive of one year in pre-school) and five years of secondary. In 2007, the Ministry of Education mandated nine years of formal education for all children ages 6 to 15. As of 2012, the net school enrolment rate at the primary level is 92 percent and the completion rate is 100 percent.

In 2009, the Ministry of Education introduced the National Education System for the 21st Century (SPN21). SPN21 aims to meet the social and economic challenges of the 21st century and equip students with appropriate 21st century skills, including a more balanced curriculum emphasizing assessment for learning. The development of the Ministry of Education Strategic Plan 2012-2017 affirms the SPN21 and the Ministry’s commitment towards quality education by identifying three interlinked strategic focus areas: (i) Teaching and Learning Excellence; (ii) Professionalism and Accountability; and (iii) Efficiency and Innovativeness. The Education Strategy is part of the country’s overall plan towards realizing the Brunei Vision 2035, which aims to transform Brunei by 2035 into a nation widely recognized for, among other distinguishing characteristics, its educated and highly-skilled population.

Detailed information was collected on Brunei’s student assessment system in 2013 using the SABER-Student Assessment questionnaires and rubrics. It is important to remember that these tools primarily focus on benchmarking a country’s policies and arrangements for assessment activities at the system or macro level. Additional data would need to be collected to determine actual, on-the-ground practices in Brunei, particularly by teachers and students in schools. The following sections discuss the findings by each assessment type, accompanied by suggested policy options. The suggested policy options were determined in collaboration with key

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local stakeholders based on Brunei’s immediate interests and needs. Detailed, completed rubrics for each assessment type in Brunei are provided in Appendix 5.

Classroom Assessment Level of development

In Brunei, several formal, system-level documents provide guidelines for classroom assessment. These documents include: School Based Assessment for Learning (SBAfL) Guidebook For Years 7 and 8 Core Subjects (Islamic Religious Knowledge (IRK), Malay Islam Monarchy (MIB), Malay Language, English Language, Mathematics & Science); Framework and Guidelines for Curriculum and Assessment (by subject for years 1-8); and SBAfL Guidebook For Primary Schools (Asas Pengetahuan Islam, Melayu Islam Beraja (MIB), Bahasa Melayu, English Language, Mathematics & Science). System-wide resources are in place for teachers to carry out classroom assessment activities. For example, the SBAfL Guidebook For Years 7 and 8 Core Subjects (Islamic Religious Knowledge (IRK), Malay Islam Monarchy (MIB), Malay Language, English Language, Mathematics & Science) document and the Framework and Guidelines for Curriculum and Assessment (by subject for years 1-8) document were produced by the Curriculum Development Department (CDD) and distributed to all schools. In addition, subject textbooks and workbooks are available to support classroom assessment activities. However, other resources, such as scoring criteria or rubrics for grading students' work, or online assessment resources, are not systematically available to teachers. System-level mechanisms to ensure that teachers develop skills and expertise in classroom assessment include pre-service teacher training for all teachers, in-service teacher training, and opportunities for teachers to participate in conferences and workshops. At the secondary level (years 7 and 8), all core subject area teachers have undergone training in designing classroom assessment tasks and rubrics to enable them to carry out assessment activities in their classrooms. All secondary schools now have staff with the expertise to

conduct SBAfL. Primary school teachers are undergoing similar professional training so that comparable capacity will exist at the primary level in the near future. In addition, teachers have opportunities to participate in developing and scoring questions for large-scale assessments and examinations. There are a variety of systematic mechanisms in place to monitor the quality of classroom assessment practices. Classroom assessment is a required component of a teacher's performance evaluation, and part of school inspection and teacher supervision. At the secondary school level, a standardization process ensures that students are graded according to specified rubrics. A similar mechanism will be developed for the primary level in the near future. In addition, a special task force has been set up at the national level to monitor the implementation of SPN21 and classroom assessment in schools. Government funding is being used to carry out research (by a local education consultancy) on how to (i) establish a SBAfL system in primary schools and (ii) develop a set of SBAfL Competency Standards for Brunei teachers. In addition, classroom assessment information is required to be disseminated to all key stakeholders, including school district and Ministry of Education officials, parents, and students. Suggested policy options

1. Introduce an online system to support teachers in their classroom assessment activities. The online system could, for example, provide sample scoring criteria and rubrics for grading students’ work as well as on-demand training modules that are regularly updated.

2. Disseminate information on school-based assessment to key stakeholders by using targeted communication mechanisms. For example, develop radio and television campaigns to target the public and prepare reports specifically to address parents’ information needs.

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Examinations Level of development The Brunei Cambridge General Certificate of Education (BC GCE) Advanced Subsidiary (AS) and Advanced (A) Level Examinations have been administered to students in years 12 and 13 since 1975. The examinations cover the following subjects: Mathematics, Physics, Chemistry, Biology, History, Geography, Sociology, Psychology, Thinking Skills, Economics, Accounting, Art and Design, Literature in English, Computer Studies, Design and Technology, Business Studies, Applied ICT, Bahasa Melayu, and Arabic Subjects. The purposes for which the examination results are used include student certification for year and school cycle completion, student selection to higher education institutions, and promotion of competition among schools. Formal policy documents, including the Education Enactment 1976 and the Brunei New Education System (SPN 21) of 1975, authorize the examinations. Funding for the examinations covers some core examination activities, including examination design, administration, data analysis, and data reporting. The examinations office has been in charge of the BC GCE Examinations since 1975 and is accountable to Cambridge International Examinations (CIE), an international body. The examination office has state-of-the-art facilities and resources for carrying out the examination. Brunei offers some opportunities that prepare individuals to work on the examinations. For example, funding for attending international programs, courses, or workshops on educational measurement and evaluation is available to Ministry of Education staff and school teachers. In addition, there is comprehensive material available to most students to help them prepare to take the examinations. For example, a framework document describing the content and topic areas covered by the examinations as well as samples of the types of questions that appear on the examinations are widely available to

all students. Reports on the strengths and weaknesses in student performance on a particular examination are available only to schools. There are no local, up-to-date courses or workshops that provide guidance and training to teachers on the examinations. However, teachers are involved in most tasks for the local subject areas included on the examinations, such as Bahasa Melayu and Islamic Religious Studies. The tasks include creating and selecting examination questions, administering and scoring the examination, acting as a judge, supervising examination procedures, and resolving inconsistencies between examination scores and school grades. Internal review panels and the use of observers during examination administration are the only mechanisms in place to ensure the quality of these local subject examinations. Inappropriate behavior surrounding the examinations is marginal and infrequent. Reported incidents include the use of unauthorized materials, such as prepared answers and notes. There are some options for students who do not perform well on the examinations. Students may either retake the examinations or repeat the year. However, students are not provided with any special preparatory or remedial courses to prepare them to retake the examinations. Mechanisms to monitor the consequences of the examinations are introduced at the discretion of the Ministry of Education. Suggested policy options 1. Conduct regular workshops on the examinations for

teachers; provide targeted training for teachers of different subject areas as well as for teachers who are involved in examination-related tasks. Make these trainings easily accessible to all teachers.

2. Introduce an external review process to ensure the

quality of the examinations for local subjects such as Bahasa Melayu and Islamic Religious Studies. Invite the relevant subject-matter and assessment experts to join the external review process.

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National Large-Scale Assessment (NLSA) Level of development

Brunei Darussalam carried out the National Study of Student Competencies in Mathematics and English (NSSCME) in 2008 and 2010 with the assistance of the Australian Council for Educational Research (ACER). The purposes of the NSSCME are to monitor education quality at the system level; support schools and teachers; and inform policy design, evaluation, and decision making. In 2008, all students in years 4, 6, and 8 were assessed in English and Mathematics. In 2010, all students in year 10 were assessed in English and Mathematics. In order to include all students in the NSSCME, special plans were made to ensure that it was administered to students in hard-to-reach areas of the country. In addition, the assessment was offered in the language of instruction for almost all student groups. While the original plan was for the NSSCME to be carried out every two years, it has not been administered since 2010. There is no policy document that authorizes the NSSCME, and plans for future assessment rounds are conveyed only through oral communications from Ministry of Education officers. The general understanding is that funding for the next NSSCME will be made available by the Brunei Government when the Ministry of Education takes the decision to conduct the assessment. However, there is no formal provision for dedicated funding for the NSSCME. The group of people in charge of the NSSCME includes assigned officers from the Ministry of Education who work on assessment activities on a temporary basis. This group of people is accountable to the Ministry of Education. The number of people directed to carry out NSSCME activities is insufficient to effectively carry out all of the required activities. Funding for the NSSCME has covered assessment design, administration, data analysis, and staff training, but not data reporting or research and development activities.

Opportunities to prepare for work on the NSSCME are available to select Ministry of Education officials and teachers. These opportunities include university courses on educational measurement and evaluation offered by Universiti Brunei Darussalam as well as funding to attend programs abroad that are specifically focused on educational measurement and evaluation. Teachers selected for professional training by the Ministry of Education also have access to a mix of occasional and regular courses and workshops on the NSSCME. While information from the NSSCME is purportedly used by stakeholder groups in a way that is consistent with the stated purposes of the assessment, there are no formal mechanisms in place to monitor the impact of the NSSCME on policy dialog, teaching, or learning. Suggested policy options 1. Develop a policy document that authorizes the

NSSCME. Also, develop a written plan for future assessment activities to help ensure that these activities are planned and carried out on a regular basis, and results are used to inform education priorities. Identify budget requirements to carry out NSSCME activities and ensure there is continuous and predictable government funding to meet these budget needs.

2. Create a core team that would be responsible for NSSCME activities and ensure that this team receives appropriate and continuous training to successfully implement assessment activities during a particular assessment round and from year to year.

3. Introduce mechanisms to monitor the impact of the

NSSCME on policy dialog, teaching, and learning. For example, introduce a permanent oversight committee and hold regular focus groups or surveys of key stakeholders.

4. Consider extending the NCSSME to include subjects

such as Science and Bahasa Melayu.

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International Large-Scale Assessment (ILSA) Level of development Brunei Darussalam has not yet participated in an ILSA. However, Brunei does plan to participate in the Program for International Student Assessment (PISA) 2018. Suggested policy options: 1. Create an opportunity for high-level discussion

among key stakeholders on education policy questions or problems for which ILSA data could be useful.

2. Determine the need for, and possible next steps in

relation to, participation in an ILSA exercise.

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Appendix 1: Assessment Types and Their Key Differences

Classroom Large-scale assessment Surveys

Examinations

National International Exit Entrance Purpose

To provide immediate feedback to inform classroom instruction

To provide feedback on overall health of the system at particular grade/age level(s), and to monitor trends in learning

To provide feedback on the comparative performance of the education system at particular grade/age level(s)

To certify students as they move from one level of the education system to the next (or into the workforce)

To select students for further educational opportunities

Frequency Daily For individual subjects offered on a regular basis (such as every 3-5 years)

For individual subjects offered on a regular basis (such as every 3-5 years)

Annually and more often where the system allows for repeats

Annually and more often where the system allows for repeats

Who is tested?

All students Sample or census of students at a particular grade or age level(s)

A sample of students at a particular grade or age level(s)

All eligible students

All eligible students

Format Varies from observation to questioning to paper-and-pencil tests to student performances

Usually multiple choice and short answer

Usually multiple choice and short answer

Usually essay and multiple choice

Usually essay and multiple choice

Coverage of curriculum

All subject areas Generally confined to a few subjects

Generally confined to one or two subjects

Covers main subject areas

Covers main subject areas

Additional information collected from students?

Yes, as part of the teaching process

Frequently Yes Seldom Seldom

Scoring Usually informal and simple

Varies from simple to more statistically sophisticated techniques

Usually involves statistically sophisticated techniques

Varies from simple to more statistically sophisticated techniques

Varies from simple to more statistically sophisticated techniques

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Appendix 2: Basic Structure of Rubrics for Evaluating Data Collected on a Student Assessment System

Dimension

Development Level

LATENT (Absence of, or deviation from,

attribute)

EMERGING (On the way to

meeting minimum standard)

ESTABLISHED (Acceptable

minimum standard)

ADVANCED (Best practice) Justification

EC—ENABLING CONTEXT

EC1—Policies

EC2—Leadership, public engagement

EC3—Funding

EC4—Institutional arrangements

EC5—Human resources

SA—SYSTEM ALIGNMENT

SA1—Learning/quality goals

SA2—Curriculum

SA3—Pre-, in-service teacher training

AQ—ASSESSMENT QUALITY

AQ1—Ensuring quality (design, administration, analysis)

AQ2—Ensuring effective uses

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Appendix 3: Summary of the Development Levels for Each Assessment Type

Assessment Type LATENT EMERGING ESTABLISHED

ADVANCED

Absence of, or deviation from, the attribute

On the way to meeting minimum standard

Acceptable minimum standard

Best practice

CLASSROOM ASSESSMENT

There is no system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

There is weak system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

There is sufficient system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

There is strong system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

EXAMINATIONS

There is no standardized examination in place for key decisions.

There is a partially stable standardized examination in place, and a need to develop institutional capacity to run the examination. The examination typically is of poor quality and is perceived as unfair or corrupt.

There is a stable standardized examination in place. There is institutional capacity and some limited mechanisms to monitor it. The examination is of acceptable quality and is perceived as fair for most students and free from corruption.

There is a stable standardized examination in place and institutional capacity and strong mechanisms to monitor it. The examination is of high quality and is perceived as fair and free from corruption.

NATIONAL (OR SYSTEM-LEVEL) LARGE-SCALE ASSESSMENT

There is no NLSA in place.

There is an unstable NLSA in place and a need to develop institutional capacity to run the NLSA. Assessment quality and impact are weak.

There is a stable NLSA in place. There is institutional capacity and some limited mechanisms to monitor it. The NLSA is of moderate quality and its information is disseminated, but not always used in effective ways.

There is a stable NLSA in place and institutional capacity and strong mechanisms to monitor it. The NLSA is of high quality and its information is effectively used to improve education.

INTERNATIONAL LARGE-SCALE ASSESSMENT

There is neither a history of participation in an ILSA nor plans to participate in one.

Participation in an ILSA has been initiated, but there still is need to develop institutional capacity to carry out the ILSA.

There is more or less stable participation in an ILSA. There is institutional capacity to carry out the ILSA. The information from the ILSA is disseminated, but not always used in effective ways.

There is stable participation in an ILSA and institutional capacity to run the ILSA. The information from the ILSA is effectively used to improve education.

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Appendix 4: Methodology for Assigning Development Levels 1. The country team or consultant collects information about the assessment system in the country. 2. Based on the collected information, a level of development and score is assigned to each dimension in the rubrics:

Latent = 1 score point Emerging = 2 score points Established = 3 score points Advanced = 4 score points

3. The score for each quality driver is computed by aggregating the scores for each of its constituent dimensions. For example: The quality driver, ‘Enabling Context,’ in the case of ILSA, has 3 dimensions on which a hypothetical country receives the following scores: Dimension A = 2 points; Dimension B = 2 points; Dimension C = 3 points. The hypothetical country’s overall score for this quality driver would be: (2+2+3)/3 = 2.33 4. A preliminary level of development is assigned to each quality driver. 5. The preliminary development level is validated using expert judgment in cooperation with the country team and The World Bank Task Team Leader. For scores that allow a margin of discretion (i.e., to choose between two levels of development), a final decision has to be made based on expert judgment. For example, the aforementioned hypothetical country has an ‘Enabling Context’ score of 2.33, corresponding to a preliminary level of development of ‘Emerging or Established.’ Based on qualitative information not captured in the rubric, along with expert judgment, the country team chooses ‘Emerging’ as the most appropriate level.

6. Scores for certain key dimensions under ‘Enabling Context’ (in the case of EXAM, NLSA, and ILSA) and under ‘System Alignment’ (in the case of CLASS) were set as ceiling scores, i.e., the overall mean score for the particular assessment type cannot be greater than the score for these key dimensions. These key variables include formal policy, regular funding, having a permanent assessment unit, and the quality of assessment practices.

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TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ENAB

LIN

G CO

NTE

XT A

ND

SYS

TEM

ALI

GNM

ENT

1:

Sett

ing

clea

r gu

idel

ines

for

clas

sroo

m a

sses

smen

t

Ther

e is

no s

yste

m-le

vel d

ocum

ent

that

pr

ovid

es

guid

elin

es

for

clas

sroo

m

asse

ssm

ent.

Ther

e is

an

info

rmal

sy

stem

-leve

l do

cum

ent

that

pro

vide

s gu

idel

ines

for

cl

assr

oom

ass

essm

ent.

Ther

e is

a fo

rmal

sys

tem

-leve

l doc

umen

t th

at p

rovi

des

guid

elin

es f

or c

lass

room

as

sess

men

t. 1

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

The

avai

labi

lity

of

the

docu

men

t is

rest

ricte

d.

The

docu

men

t is w

idel

y av

aila

ble.

2

ENAB

LIN

G CO

NTE

XT A

ND

SYST

EM A

LIGN

MEN

T 2:

Al

igni

ng c

lass

room

ass

essm

ent w

ith sy

stem

lear

ning

goa

ls

Ther

e ar

e no

sys

tem

-wid

e re

sour

ces

for

teac

hers

for c

lass

room

ass

essm

ent.

Ther

e ar

e sc

arce

sys

tem

-wid

e re

sour

ces

for t

each

ers f

or c

lass

room

ass

essm

ent.

Ther

e ar

e so

me

syst

em-w

ide

reso

urce

s fo

r tea

cher

s for

cla

ssro

om a

sses

smen

t. 3

Ther

e ar

e a

varie

ty

of

syst

em-w

ide

reso

urce

s av

aila

ble

for

teac

hers

fo

r cl

assr

oom

ass

essm

ent.

Ther

e is

no

offic

ial

curr

icul

um

or

stan

dard

s doc

umen

t. Th

ere

is an

of

ficia

l cu

rric

ulum

or

st

anda

rds

docu

men

t, bu

t it

is no

t cl

ear

wha

t stu

dent

s are

exp

ecte

d to

lear

n or

to

wha

t lev

el o

f per

form

ance

.

Ther

e is

an

offic

ial

curr

icul

um

or

stan

dard

s do

cum

ent

that

spe

cifie

s w

hat

stud

ents

are

exp

ecte

d to

lear

n, b

ut t

he

leve

l of p

erfo

rman

ce re

quire

d is

not c

lear

.

Ther

e is

an

offic

ial

curr

icul

um

or

stan

dard

s do

cum

ent

that

spe

cifie

s w

hat

stud

ents

are

exp

ecte

d to

lea

rn a

nd t

o w

hat l

evel

of p

erfo

rman

ce. 4

ENAB

LIN

G CO

NTE

XT A

ND

SYST

EM A

LIGN

MEN

T 3:

Ha

ving

eff

ectiv

e hu

man

reso

urce

s to

carr

y ou

t cla

ssro

om a

sses

smen

t act

iviti

es

Ther

e ar

e no

syst

em-le

vel m

echa

nism

s to

ensu

re t

hat

teac

hers

dev

elop

ski

lls a

nd

expe

rtise

in c

lass

room

ass

essm

ent.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

ere

are

som

e sy

stem

-leve

l mec

hani

sms

to e

nsur

e th

at te

ache

rs d

evel

op sk

ills a

nd

expe

rtise

in c

lass

room

ass

essm

ent. 5

Ther

e ar

e a

varie

ty

of

syst

em-le

vel

mec

hani

sms

to

ensu

re

that

te

ache

rs

deve

lop

skill

s an

d ex

pert

ise in

cla

ssro

om

asse

ssm

ent.

*

*

*

**

BRU

NEI

DAR

USS

ALAM

ǀ SA

BER-

STUD

ENT

ASSE

SSM

ENT

SA

BER

COU

NTR

Y RE

PORT

|20

13

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S15

ASSE

SSM

ENT

QU

ALIT

Y Q

ualit

y of

clas

sroo

m a

sses

smen

t des

ign,

adm

inist

ratio

n, a

naly

sis, a

nd u

se.

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ASSE

SSM

ENT

QU

ALIT

Y 1:

En

surin

g th

e qu

ality

of c

lass

room

ass

essm

ent

Clas

sroo

m

asse

ssm

ent

prac

tices

su

ffer

from

wid

espr

ead

wea

knes

ses

or t

here

is

no i

nfor

mat

ion

avai

labl

e on

cla

ssro

om

asse

ssm

ent p

ract

ices

.

Clas

sroo

m

asse

ssm

ent

prac

tices

ar

e kn

own

to b

e w

eak.

Cl

assr

oom

as

sess

men

t pr

actic

es

are

know

n to

be

of m

oder

ate

qual

ity.

Clas

sroo

m

asse

ssm

ent

prac

tices

ar

e kn

own

to b

e ge

nera

lly o

f hig

h qu

ality

. 6

Ther

e ar

e no

mec

hani

sms

to m

onito

r the

qu

ality

of

cl

assr

oom

as

sess

men

t pr

actic

es.

Ther

e ar

e ad

hoc

mec

hani

sms

to m

onito

r th

e qu

ality

of

cl

assr

oom

as

sess

men

t pr

actic

es.

Ther

e ar

e lim

ited

syst

emat

ic m

echa

nism

s to

m

onito

r th

e qu

ality

of

cl

assr

oom

as

sess

men

t pra

ctic

es.

Ther

e ar

e va

ried

and

syst

emat

ic

mec

hani

sms

in

plac

e to

m

onito

r th

e qu

ality

of

cl

assr

oom

as

sess

men

t pr

actic

es. 7

ASSE

SSM

ENT

QU

ALIT

Y 2:

En

surin

g ef

fect

ive

uses

of c

lass

room

ass

essm

ent

Clas

sroo

m a

sses

smen

t inf

orm

atio

n is

not

requ

ired

to

be

diss

emin

ated

to

ke

y st

akeh

olde

rs.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Cl

assr

oom

as

sess

men

t in

form

atio

n is

requ

ired

to b

e di

ssem

inat

ed to

som

e ke

y st

akeh

olde

rs.

Clas

sroo

m

asse

ssm

ent

info

rmat

ion

is re

quire

d to

be

diss

emin

ated

to

all

key

stak

ehol

ders

. 8

Ther

e ar

e no

req

uire

d us

es o

f cla

ssro

om

asse

ssm

ent t

o su

ppor

t stu

dent

lear

ning

. Th

ere

are

limite

d re

quire

d us

es

of

clas

sroo

m a

sses

smen

t to

supp

ort s

tude

nt

lear

ning

.

Ther

e ar

e ad

equa

te

requ

ired

uses

of

cl

assr

oom

ass

essm

ent t

o su

ppor

t stu

dent

le

arni

ng, e

xclu

ding

its

use

as a

n in

put f

or

exte

rnal

exa

min

atio

n re

sults

.

Ther

e ar

e ad

equa

te

requ

ired

uses

of

cl

assr

oom

ass

essm

ent t

o su

ppor

t stu

dent

le

arni

ng, i

nclu

ding

its

use

as a

n in

put

for

exte

rnal

exa

min

atio

n re

sults

. 9

* **

BRU

NEI

DAR

USS

ALAM

ǀ SA

BER-

STUD

ENT

ASSE

SSM

ENT

SA

BER

COU

NTR

Y RE

PORT

|20

13

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 16

Clas

sroo

m A

sses

smen

t: Developmen

t-level rating j

ustifications

1. In

Bru

nei,

seve

ral f

orm

al s

yste

m-le

vel d

ocum

ents

pro

vide

gui

delin

es fo

r cla

ssro

om a

sses

smen

t. Th

ese

docu

men

ts in

clud

e: S

BAfL

Gui

debo

ok F

or Y

ears

7 a

nd 8

Co

re S

ubje

cts

(Isla

mic

Relig

ious

Kno

wle

dge

(IRK)

, Mal

ay Is

lam

Mon

arch

y (M

IB),

Mal

ay L

angu

age,

Eng

lish

Lang

uage

, Mat

hem

atics

& S

cienc

e), F

ram

ewor

k an

d Gu

idel

ines

for C

urric

ulum

and

Ass

essm

ent (

by s

ubje

ct fo

r ye

ars

1-8)

, and

SBA

fL G

uide

book

For

Prim

ary

Scho

ols

(Asa

s Pe

nget

ahua

n Isl

am, M

elay

u Isl

am B

eraj

a (M

IB),

Baha

sa M

elay

u, E

nglis

h La

ngua

ge, M

athe

mat

ics &

Scie

nce)

. 2.

SBA

fL G

uide

book

For

Yea

rs 7

and

8 C

ore

Subj

ects

(Isl

amic

Relig

ious

Kno

wle

dge

(IRK)

, Mal

ay Is

lam

Mon

arch

y (M

IB),

Mal

ay L

angu

age,

Eng

lish

Lang

uage

, M

athe

mat

ics &

Sci

ence

) and

the

Fram

ewor

k an

d Gu

idel

ines

for C

urric

ulum

and

Ass

essm

ent (

by su

bjec

t for

yea

rs 1

-8) d

ocum

ents

are

pub

lical

ly a

vaila

ble

onlin

e, in

te

ache

r tra

inin

g co

llege

s, a

nd in

-ser

vice

teac

her t

rain

ing

cour

ses.

The

SBA

fL G

uide

book

For

Prim

ary

Scho

ols (

Asas

Pen

geta

huan

Isla

m, M

elay

u Isl

am B

eraj

a (M

IB),

Baha

sa M

elay

u, E

nglis

h La

ngua

ge, M

athe

mat

ics &

Scie

nce)

is b

eing

prin

ted.

3.

The

SBA

fL G

uide

book

For

Yea

rs 7

and

8 C

ore

Subj

ects

(Isla

mic

Relig

ious

Kno

wle

dge

(IRK)

, Mal

ay Is

lam

Mon

arch

y (M

IB),

Mal

ay L

angu

age,

Eng

lish

Lang

uage

, M

athe

mat

ics &

Scie

nce)

doc

umen

t and

the

Fram

ewor

k an

d Gu

idel

ines

for C

urric

ulum

and

Ass

essm

ent (

by su

bjec

t for

yea

rs 1

-8) d

ocum

ent h

ave

been

pro

duce

d by

th

e Cu

rric

ulum

Dev

elop

men

t De

part

men

t (C

DD)

and

dist

ribut

ed t

o al

l sc

hool

s.

In a

ll co

re s

ubje

ct d

ocum

ents

, th

e Ge

nera

l Le

arni

ng O

utco

me

(GLO

) an

d Ac

hiev

emen

t St

anda

rd d

ocum

ents

by

year

s ar

e us

ed a

s re

fere

nce

by s

choo

ls in

dev

elop

ing

thei

r as

sess

men

t ta

sks.

(Th

e Ge

nera

l Lea

rnin

g O

utco

mes

and

Ac

hiev

emen

t Sta

ndar

ds d

ocum

ents

are

ava

ilabl

e on

ly fo

r Yea

rs 7

and

8.)

"Suc

cess

crite

ria,”

or p

erfo

rman

ce in

dica

tors

, are

em

phas

ized

in te

ache

rs’ d

aily

AfL

less

ons

for p

rimar

y M

athe

mat

ics

to h

elp

teac

hers

in d

esig

ning

ass

essm

ent t

asks

. In

addi

tion,

som

e co

re s

ubje

ct d

ocum

ents

hav

e lis

ts o

f ski

lls to

be

taug

ht a

nd te

ache

rs

are

expe

cted

to u

se th

eir o

wn

disc

retio

n to

sele

ct so

me

of th

ese

skill

s in

desig

ning

ass

essm

ent t

asks

. Su

bjec

t tex

tboo

ks, a

t all

leve

ls fr

om Y

ear 1

to Y

ear 8

, are

writ

ten

acco

rdin

g to

cur

ricul

ar a

nd a

sses

smen

t req

uire

men

ts, w

ith th

e ex

cept

ion

that

prim

ary

scho

ols

are

allo

wed

to c

hoos

e th

eir

own

Engl

ish te

xtbo

oks

whi

ch c

over

cur

ricul

ar re

quire

men

ts, s

ince

onl

y su

pple

men

tary

text

s ha

ve b

een

reco

mm

ende

d by

the

CDD.

W

hile

mos

t sub

ject

s hav

e w

orkb

ooks

to a

ccom

pany

the

text

book

s, th

ere

are

no se

para

te w

orkb

ooks

reco

mm

ende

d fo

r Eng

lish

(Yea

rs 1

-6) a

nd M

athe

mat

ics (

Year

s 7

and

8).

Thes

e bo

oks p

rovi

de su

ffici

ent e

xam

ples

and

pra

ctic

es to

indi

cate

the

dept

h an

d br

eadt

h of

ass

essm

ent o

f top

ics l

earn

ed.

How

ever

, the

re a

re n

o sc

orin

g cr

iteria

or r

ubric

s for

gra

ding

stud

ents

' wor

k, it

em b

anks

or p

ools

with

exa

mpl

es o

f sel

ectio

n/m

ultip

le-c

hoice

or s

uppl

y/op

en-e

nded

que

stio

ns, o

nlin

e as

sess

men

t re

sour

ces,

com

pute

r-ba

sed

test

ing

with

inst

ant r

epor

ts o

n st

uden

ts' p

erfo

rman

ce sy

stem

atic

ally

ava

ilabl

e to

teac

hers

for t

heir

clas

sroo

m a

sses

smen

t pra

ctic

es.

4. T

he S

BAfL

Gui

debo

ok F

or Y

ears

7 a

nd 8

Cor

e Su

bjec

ts (I

slam

ic Re

ligio

us K

now

ledg

e (IR

K), M

alay

Isla

m M

onar

chy

(MIB

), M

alay

Lan

guag

e, E

nglis

h La

ngua

ge,

Mat

hem

atic

s & S

cienc

e), a

nd th

e Fr

amew

ork

and

Guid

elin

es fo

r Cur

ricul

um a

nd A

sses

smen

t (by

subj

ect f

or ye

ars 1

-8) d

ocum

ents

out

line

wha

t stu

dent

s in

diffe

rent

ye

ars/

at d

iffer

ent a

ge le

vels

are

expe

cted

to le

arn

and

to w

hat p

erfo

rman

ce le

vel.

5. S

yste

m-le

vel m

echa

nism

s to

ens

ure

that

teac

hers

dev

elop

ski

lls a

nd e

xper

tise

in c

lass

room

ass

essm

ent i

nclu

de p

re-s

ervi

ce te

ache

r tra

inin

g th

at a

ll te

ache

rs

bene

fit fr

om, i

n-se

rvic

e te

ache

r tra

inin

g, a

nd o

ppor

tuni

ties

for t

each

ers

to p

artic

ipat

e in

con

fere

nces

and

wor

ksho

ps. A

t the

sec

onda

ry le

vel (

Year

s 7

and

8), a

ll co

re su

bjec

t tea

cher

s hav

e un

derg

one

spec

ial t

rain

ing

(in 2

010

and

2011

) to

desig

n as

sess

men

t tas

ks a

nd ru

bric

s so

that

they

are

abl

e to

car

ry o

ut a

sses

smen

t for

le

arni

ng in

the

ir ow

n cl

assr

oom

s. Al

l sec

onda

ry s

choo

ls ar

e no

w e

quip

ped

with

exp

ertis

e to

con

duct

SBA

fL in

the

ir ow

n sc

hool

s. P

rimar

y sc

hool

tea

cher

s ar

e un

derg

oing

sim

ilar

prof

essio

nal

trai

ning

and

a s

imila

r m

echa

nism

will

be

esta

blish

ed f

or t

he p

rimar

y le

vel

in t

he n

ear

futu

re.

In a

dditi

on,

teac

hers

hav

e op

port

uniti

es to

par

ticip

ate

in it

em d

evel

opm

ent f

or, o

r sco

ring

of, l

arge

-sca

le a

sses

smen

ts o

r exa

ms.

BRU

NEI

DAR

USS

ALAM

ǀ SA

BER-

STUD

ENT

ASSE

SSM

ENT

SA

BER

COU

NTR

Y RE

PORT

|20

13

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 17

6. W

hile

it is

com

mon

for c

lass

room

ass

essm

ent a

ctiv

ities

to b

e m

ainl

y ab

out r

ecal

ling

info

rmat

ion,

it is

unc

omm

on fo

r tea

cher

s to

rely

mai

nly

on m

ultip

le-c

hoic

e,

sele

ctio

n-ty

pe q

uest

ions

or

to n

ot u

se e

xplic

it or

a p

riori

crite

ria fo

r sco

ring

or g

radi

ng s

tude

nts'

wor

k. It

is a

lso u

ncom

mon

to o

bser

ve e

rror

s in

the

scor

ing

or

grad

ing

of st

uden

ts' w

ork.

It

is ra

re fo

r une

ven

appl

icat

ion

of s

tand

ards

for g

radi

ng s

tude

nts’

wor

k to

be

a se

rious

pro

blem

, for

gra

de in

flatio

n to

be

a se

rious

pro

blem

, or f

or p

aren

ts to

be

poor

ly in

form

ed o

f the

ir ch

ildre

n's g

rade

s.

7. C

lass

room

ass

essm

ent i

s a

requ

ired

com

pone

nt o

f a te

ache

r's p

erfo

rman

ce e

valu

atio

n an

d sc

hool

insp

ectio

n or

teac

her s

uper

visio

n. A

t the

sec

onda

ry s

choo

l le

vel,

soci

al s

tand

ardi

zatio

n is

carr

ied

out t

o m

oder

ate

the

awar

d of

gra

des

to s

tude

nts'

base

d on

agr

eed

rubr

ics.

A s

imila

r mec

hani

sm w

ill b

e de

velo

ped

for t

he

prim

ary

leve

l in

the

near

futu

re. I

n ad

ditio

n, a

spe

cial

task

forc

e at

the

natio

nal l

evel

has

bee

n se

t up

to m

onito

r the

impl

emen

tatio

n of

SPN

21 a

nd c

lass

room

as

sess

men

t at s

choo

ls. G

over

nmen

t fun

ding

was

use

d to

car

ry o

ut a

rese

arch

initi

ativ

e (th

roug

h a

loca

l edu

catio

nal c

onsu

ltanc

y) to

est

ablis

h (i)

a S

BAfL

syst

em in

pr

imar

y sc

hool

s in

Brun

ei D

arus

sala

m a

nd (i

i) Br

unei

Tea

cher

s' SB

AfL

Com

pete

ncy

Stan

dard

s.

8. C

lass

room

ass

essm

ent i

nfor

mat

ion

is re

quire

d to

be

diss

emin

ated

to a

ll ke

y st

akeh

olde

rs, i

nclu

ding

sch

ool d

istric

t and

Min

istry

of E

duca

tion

offic

ials,

par

ents

, an

d st

uden

ts.

9. C

lass

room

ass

essm

ent i

nfor

mat

ion

is re

quire

d to

be

used

for d

iagn

osin

g st

uden

t lea

rnin

g iss

ues,

prov

idin

g fe

edba

ck to

stu

dent

s on

thei

r lea

rnin

g, in

form

ing

pare

nts

abou

t th

eir

child

's le

arni

ng, p

lann

ing

next

ste

ps in

inst

ruct

ion,

and

gra

ding

stu

dent

s fo

r in

tern

al c

lass

room

use

s. In

add

ition

, cla

ssro

om a

sses

smen

t in

form

atio

n is

requ

ired

to b

e us

ed fo

r pro

vidi

ng in

put t

o an

ext

erna

l exa

min

atio

n pr

ogra

m, t

he P

rimar

y Sc

hool

Ass

essm

ent,

in Y

ear 6

.

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SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 18

BR

UN

EI D

ARU

SSAL

AM

Exam

inat

ions

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13

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 19

EN

ABLI

NG

CON

TEXT

O

vera

ll fra

mew

ork

of p

olici

es, l

eade

rshi

p, o

rgan

izatio

nal s

truc

ture

s, fis

cal a

nd h

uman

reso

urce

s in

whi

ch a

sses

smen

t act

ivity

take

s pla

ce in

a co

untr

y or

syst

em

and

the

exte

nt to

whi

ch th

at fr

amew

ork

is co

nduc

ive

to, o

r sup

port

ive

of, t

he a

sses

smen

t act

ivity

.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 1

:

Sett

ing

clea

r pol

icie

s

No

stan

dard

ized

exam

inat

ion

has

take

n pl

ace.

Th

e st

anda

rdize

d ex

amin

atio

n ha

s be

en

oper

atin

g on

an

irreg

ular

bas

is.

The

exam

inat

ion

is a

stab

le p

rogr

am th

at

has b

een

oper

atin

g re

gula

rly. 1

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n

Ther

e is

no

polic

y do

cum

ent

that

au

thor

izes t

he e

xam

inat

ion.

Th

ere

is an

in

form

al

or

draf

t po

licy

docu

men

t th

at

auth

orize

s th

e ex

amin

atio

n.

Ther

e is

a fo

rmal

pol

icy

docu

men

t th

at

auth

orize

s the

exa

min

atio

n.2

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e po

licy

docu

men

t is

not

avai

labl

e to

th

e pu

blic

. Th

e po

licy

docu

men

t is

avai

labl

e to

the

pu

blic

. 3

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

The

polic

y do

cum

ent a

ddre

sses

som

e ke

y as

pect

s of t

he e

xam

inat

ion.

4 Th

e po

licy

docu

men

t ad

dres

ses

all

key

aspe

cts o

f the

exa

min

atio

n.

ENAB

LIN

G CO

NTE

XT 2

: Ha

ving

stro

ng le

ader

ship

All

stak

ehol

der

grou

ps s

tron

gly

oppo

se

the

exam

inat

ion

or a

re in

diffe

rent

to it

. M

ost

stak

ehol

der

grou

ps

oppo

se

the

exam

inat

ion.

M

ost

stak

ehol

ders

gro

ups

supp

ort

the

exam

inat

ion.

Al

l st

akeh

olde

r gr

oups

su

ppor

t th

e ex

amin

atio

n. 5

Ther

e ar

e no

att

empt

s to

im

prov

e th

e ex

amin

atio

n by

stak

ehol

der g

roup

s.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

ere

are

inde

pend

ent

atte

mpt

s to

im

prov

e th

e ex

amin

atio

n by

sta

keho

lder

gr

oups

.

Ther

e ar

e co

ordi

nate

d at

tem

pts

to

impr

ove

the

exam

inat

ion

by s

take

hold

er

grou

ps. 6

Effo

rts

to i

mpr

ove

the

exam

inat

ion

are

not w

elco

med

by

the

lead

ersh

ip in

char

ge

of th

e ex

amin

atio

n

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Ef

fort

s to

im

prov

e th

e ex

amin

atio

n ar

e ge

nera

lly w

elco

med

by

the

lead

ersh

ip in

ch

arge

of t

he e

xam

inat

ion.

7

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

* * *

* *

**

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SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S20

(CO

NTI

NU

ED)

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 3

: Ha

ving

regu

lar f

undi

ng

Ther

e is

no f

undi

ng a

lloca

ted

for

the

exam

inat

ion.

Th

ere

is irr

egul

ar f

undi

ng a

lloca

ted

for

the

exam

inat

ion.

Th

ere

is re

gula

r fun

ding

allo

cate

d fo

r the

ex

amin

atio

n.8

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g co

vers

som

e co

re e

xam

inat

ion

activ

ities

: de

sign,

ad

min

istra

tion,

da

ta

proc

essin

g or

repo

rtin

g.

Fund

ing

cove

rs

all

core

ex

amin

atio

n ac

tiviti

es:

desig

n,

adm

inist

ratio

n,

data

pr

oces

sing

and

repo

rtin

g. 9

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g do

es n

ot c

over

res

earc

h an

d de

velo

pmen

t. 10

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g co

vers

re

sear

ch

and

deve

lopm

ent.

ENAB

LIN

G CO

NTE

XT 4

: Ha

ving

stro

ng o

rgan

izat

iona

l str

uctu

res

The

exam

inat

ion

offic

e do

es n

ot e

xist

or i

s ne

wly

est

ablis

hed.

Th

e ex

amin

atio

n of

fice

is ne

wly

es

tabl

ished

. Th

e ex

amin

atio

n of

fice

is a

stab

le

orga

niza

tion.

11

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

The

exam

inat

ion

offic

e is

not a

ccou

ntab

le

to a

n ex

tern

al b

oard

or a

genc

y.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e ex

amin

atio

n of

fice

is ac

coun

tabl

e to

an

ext

erna

l boa

rd o

r age

ncy.

12

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Exam

inat

ion

resu

lts a

re n

ot re

cogn

ized

by

any

cert

ifica

tion

or se

lect

ion

syst

em.

Exam

inat

ion

resu

lts a

re r

ecog

nize

d by

ce

rtifi

catio

n or

sel

ectio

n sy

stem

in

the

coun

try.

Exam

inat

ion

resu

lts a

re r

ecog

nize

d by

on

e ce

rtifi

catio

n or

sel

ectio

n sy

stem

in

anot

her c

ount

ry.

Exam

inat

ion

resu

lts a

re r

ecog

nize

d by

tw

o or

mor

e ce

rtifi

catio

n or

sel

ectio

n sy

stem

in a

noth

er c

ount

ry.13

The

exam

inat

ion

offic

e do

es n

ot h

ave

the

requ

ired

faci

litie

s to

ca

rry

out

the

exam

inat

ion.

The

exam

inat

ion

offic

e ha

s so

me

of t

he

requ

ired

faci

litie

s to

ca

rry

out

the

exam

inat

ion.

The

exam

inat

ion

offic

e ha

s al

l of

the

re

quire

d fa

cilit

ies

to

carr

y ou

t th

e ex

amin

atio

n.

The

exam

inat

ion

offic

e ha

s st

ate-

of-t

he-

art f

acili

ties t

o ca

rry

out t

he e

xam

inat

ion.

14

(CO

NTI

NU

ED)

* *

*

**

*

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PORT

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SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 21

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 5

:

Havi

ng e

ffec

tive

hum

an re

sour

ces

Ther

e is

no

staf

f to

ca

rry

out

the

exam

inat

ion.

Th

e ex

amin

atio

n of

fice

is in

adeq

uate

ly

staf

fed

to

effe

ctiv

ely

carr

y ou

t th

e ex

amin

atio

n, is

sues

are

per

vasiv

e.

The

exam

inat

ion

offic

e is

adeq

uate

ly

staf

fed

to

carr

y ou

t th

e ex

amin

atio

n ef

fect

ivel

y, w

ith m

inim

al is

sues

. 15

The

exam

inat

ion

offic

e is

adeq

uate

ly

staf

fed

to

carr

y ou

t th

e as

sess

men

t ef

fect

ivel

y, w

ith n

o iss

ues.

The

coun

try

does

not

offe

r opp

ortu

nitie

s th

at

prep

are

for

wor

k on

th

e ex

amin

atio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y of

fers

som

e op

port

uniti

es

that

pr

epar

e fo

r w

ork

on

the

exam

inat

ion.

16

The

coun

try

offe

rs

a w

ide

rang

e of

op

port

uniti

es t

hat

prep

are

for

wor

k on

th

e ex

amin

atio

n.

**

BRU

NEI

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PORT

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SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 22

SY

STEM

ALI

GNM

ENT

De

gree

to w

hich

the

asse

ssm

ent i

s coh

eren

t with

oth

er co

mpo

nent

s of t

he e

duca

tion

syst

em.

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

SYST

EM A

LIGN

MEN

T 1:

Al

igni

ng e

xam

inat

ions

with

lear

ning

goa

ls a

nd o

ppor

tuni

ties t

o le

arn

It is

not

clea

r w

hat

the

exam

inat

ion

mea

sure

s.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

ere

is a

clea

r und

erst

andi

ng o

f wha

t the

ex

amin

atio

n m

easu

res.

17

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Wha

t th

e ex

amin

atio

n m

easu

res

is qu

estio

ned

by so

me

stak

ehol

der g

roup

s.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

W

hat

is m

easu

red

by t

he e

xam

inat

ion

is la

rgel

y ac

cept

ed b

y st

akeh

olde

r gro

ups.

18

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Mat

eria

l to

prep

are

for t

he e

xam

inat

ion

is m

inim

al a

nd it

is o

nly

acce

ssib

le t

o ve

ry

few

stud

ents

.

Ther

e is

som

e m

ater

ial t

o pr

epar

e fo

r the

ex

amin

atio

n th

at i

s ac

cess

ible

to

som

e st

uden

ts.

Ther

e is

com

preh

ensiv

e m

ater

ial

to

prep

are

for

the

exam

inat

ion

that

is

acce

ssib

le to

mos

t stu

dent

s. 1

9

Ther

e is

com

preh

ensiv

e m

ater

ial

to

prep

are

for

the

exam

inat

ion

that

is

acce

ssib

le to

all

stud

ents

.

SYST

EM A

LIGN

MEN

T 2:

Pr

ovid

ing

teac

hers

with

opp

ortu

nitie

s to

lear

n ab

out t

he e

xam

inat

ion

Ther

e ar

e no

cou

rses

or

wor

ksho

ps o

n ex

amin

atio

ns a

vaila

ble

to te

ache

rs.

Ther

e ar

e no

up

-to-

date

co

urse

s or

w

orks

hops

on

exam

inat

ions

ava

ilabl

e to

te

ache

rs. 20

Ther

e ar

e up

-to-

date

vol

unta

ry co

urse

s or

wor

ksho

ps o

n ex

amin

atio

ns a

vaila

ble

to

teac

hers

.

Ther

e ar

e up

-to-

date

com

pulso

ry c

ours

es

or

wor

ksho

ps

on

exam

inat

ions

fo

r te

ache

rs.

Teac

hers

ar

e ex

clud

ed

from

al

l ex

amin

atio

n-re

late

d ta

sks.

Te

ache

rs

are

invo

lved

in

ve

ry

few

ex

amin

atio

n-re

late

d ta

sks.

Te

ache

rs

are

invo

lved

in

so

me

exam

inat

ion-

rela

ted

task

s.

Teac

hers

ar

e in

volv

ed

in

mos

t ex

amin

atio

n-re

late

d ta

sks.

21

* * *

*

*

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NEI

DAR

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ǀ SA

BER-

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ENT

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SSM

ENT

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NTR

Y RE

PORT

|20

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SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 23

AS

SESS

MEN

T Q

UAL

ITY

Degr

ee to

whi

ch th

e as

sess

men

t mee

ts q

ualit

y st

anda

rds,

is fa

ir, a

nd is

use

d in

an

effe

ctiv

e w

ay.

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ASSE

SSM

ENT

QU

ALIT

Y 1:

En

surin

g qu

ality

Ther

e is

no t

echn

ical

rep

ort

or o

ther

do

cum

enta

tion.

22

Ther

e is

som

e do

cum

enta

tion

on t

he

exam

inat

ion,

but

it

is no

t in

a f

orm

al

repo

rt fo

rmat

.

Ther

e is

a co

mpr

ehen

sive

tech

nica

l rep

ort

but w

ith re

stric

ted

circ

ulat

ion.

Th

ere

is a

com

preh

ensiv

e, h

igh

qual

ity

tech

nica

l rep

ort

avai

labl

e to

the

gen

eral

pu

blic

.

Ther

e ar

e no

mec

hani

sms

in p

lace

to

ensu

re th

e qu

ality

of t

he e

xam

inat

ion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Ther

e ar

e lim

ited

syst

emat

ic m

echa

nism

s in

pla

ce t

o en

sure

the

qua

lity

of t

he

exam

inat

ion.

23

Ther

e ar

e va

ried

and

syst

emat

ic

mec

hani

sms i

n pl

ace

to e

nsur

e th

e qu

ality

of

the

exam

inat

ion.

ASSE

SSM

ENT

QU

ALIT

Y 2:

En

surin

g fa

irnes

s

Inap

prop

riate

beh

avio

r su

rrou

ndin

g th

e ex

amin

atio

n pr

oces

s is h

igh.

In

appr

opria

te b

ehav

ior

surr

ound

ing

the

exam

inat

ion

proc

ess i

s mod

erat

e.

Inap

prop

riate

beh

avio

r su

rrou

ndin

g th

e ex

amin

atio

n pr

oces

s is l

ow.

Inap

prop

riate

beh

avio

r su

rrou

ndin

g th

e ex

amin

atio

n pr

oces

s is m

argi

nal. 2

4

The

exam

inat

ion

resu

lts l

ack

cred

ibili

ty

for a

ll st

akeh

olde

r gro

ups.

Th

e ex

amin

atio

n re

sults

are

cre

dibl

e fo

r so

me

stak

ehol

der g

roup

s.

The

exam

inat

ion

resu

lts a

re c

redi

ble

for

all s

take

hold

er g

roup

s. 25

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

The

maj

ority

of

the

stud

ents

(ov

er 5

0 pe

rcen

t) m

ay n

ot t

ake

the

exam

inat

ion

beca

use

of l

angu

age,

gen

der,

or o

ther

eq

uiva

lent

bar

riers

.

A sig

nific

ant

prop

ortio

n of

stu

dent

s (1

0 pe

rcen

t to

50 p

erce

nt)

may

not

tak

e th

e ex

amin

atio

n be

caus

e of

la

ngua

ge,

gend

er, o

r oth

er e

quiv

alen

t bar

riers

.

A sm

all p

ropo

rtio

n of

stu

dent

s (le

ss th

an

10 p

erce

nt) m

ay n

ot ta

ke th

e ex

amin

atio

n be

caus

e of

lan

guag

e, g

ende

r, or

oth

er

equi

vale

nt b

arrie

rs.

All

stud

ents

can

tak

e th

e ex

amin

atio

n;

ther

e ar

e no

lang

uage

, ge

nder

or

othe

r eq

uiva

lent

bar

riers

. 26

(CO

NTI

NU

ED)

*

*

*

*

*

BRU

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ALAM

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BER-

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ENT

ASSE

SSM

ENT

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COU

NTR

Y RE

PORT

|20

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SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 24

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ASSE

SSM

ENT

QU

ALIT

Y 3:

U

sing

exa

min

atio

n in

form

atio

n in

a fa

ir w

ay

Exam

inat

ion

resu

lts a

re n

ot u

sed

in a

pr

oper

way

by

all s

take

hold

er g

roup

s.

Exam

inat

ion

resu

lts a

re u

sed

by s

ome

stak

ehol

der g

roup

s in

a pr

oper

way

. Ex

amin

atio

n re

sults

are

use

d by

mos

t st

akeh

olde

r gro

ups i

n a

prop

er w

ay.

Exam

inat

ion

resu

lts

are

used

by

al

l st

akeh

olde

r gro

ups i

n a

prop

er w

ay. 2

7

Stud

ent n

ames

and

resu

lts a

re p

ublic

. Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Stud

ents

’ res

ults

are

con

fiden

tial. 2

8 Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

ASSE

SSM

ENT

QU

ALIT

Y 4:

En

surin

g po

sitiv

e co

nseq

uenc

es o

f the

exa

min

atio

n

Ther

e ar

e no

opt

ions

for s

tude

nts w

ho d

o no

t pe

rfor

m w

ell o

n th

e ex

amin

atio

n, o

r st

uden

ts

mus

t le

ave

the

educ

atio

n sy

stem

.

Ther

e ar

e ve

ry

limite

d op

tions

fo

r st

uden

ts w

ho d

o no

t per

form

wel

l on

the

exam

inat

ion.

Ther

e ar

e so

me

optio

ns fo

r stu

dent

s who

do

not

per

form

wel

l on

the

exam

inat

ion.

29

Ther

e is

a va

riety

of o

ptio

ns fo

r stu

dent

s w

ho

do

not

perf

orm

w

ell

on

the

exam

inat

ion.

Ther

e ar

e no

mec

hani

sms

in p

lace

to

mon

itor

the

cons

eque

nces

of

th

e ex

amin

atio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

ere

are

som

e m

echa

nism

s in

pla

ce t

o m

onito

r th

e co

nseq

uenc

es

of

the

exam

inat

ion.

30

Ther

e is

a va

riety

of m

echa

nism

s in

pla

ce

to

mon

itor

the

cons

eque

nces

of

th

e ex

amin

atio

n.

*

* * *

BRU

NEI

DAR

USS

ALAM

ǀ SA

BER-

STUD

ENT

ASSE

SSM

ENT

SA

BER

COU

NTR

Y RE

PORT

|20

13

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 25

Exam

inat

ions

: Developmen

t-level rating j

ustifications

1. In

Bru

nei,

the

BC G

CE A

S an

d A

Leve

l Exa

min

atio

ns h

ave

been

adm

inist

ered

sinc

e 19

75 to

stud

ents

in y

ears

12

and

13 in

the

follo

win

g su

bjec

ts: M

athe

mat

ics,

Ph

ysic

s, Ch

emist

ry, B

iolo

gy, H

istor

y, G

eogr

aphy

, Soc

iolo

gy, P

sych

olog

y, T

hink

ing

Skill

s, E

cono

mic

s, Ac

coun

ting,

Art

and

Des

ign,

Lite

ratu

re in

Eng

lish,

Com

pute

r St

udie

s, D

esig

n an

d Te

chno

logy

, Bus

ines

s stu

dies

, App

lied

ICT,

Bah

asa

Mel

ayu,

and

Ara

bic

Subj

ects

. The

pur

pose

s of t

he e

xam

inat

ions

incl

ude

stud

ent

cert

ifica

tion

for s

choo

l yea

r/sc

hool

cyc

le c

ompl

etio

n, se

lect

ion

to h

ighe

r edu

catio

n in

stitu

tions

, as w

ell a

s for

pro

mot

ing

com

petit

ion

amon

g sc

hool

s. 2.

For

mal

pol

icy

docu

men

ts, t

he E

duca

tion

(Bru

nei B

oard

of E

xam

inat

ions

) Ena

ctm

ent o

f 197

6 do

cum

ent a

nd th

e Br

unei

New

Edu

catio

n Sy

stem

(SPN

21)

do

cum

ent a

utho

rize

the

exam

inat

ions

. 3.

The

Edu

catio

n (B

rune

i Boa

rd o

f Exa

min

atio

ns),

Enac

tmen

t 197

6 do

cum

ent i

s pub

lical

ly a

vaila

ble

and

easil

y ac

cess

ible

to th

e pu

blic

, whi

le th

e Br

unei

New

Ed

ucat

ion

Syst

em (S

PN 2

1) d

ocum

ent i

s not

pub

lical

ly a

vaila

ble.

4.

The

pol

icy

docu

men

ts in

clud

e in

form

atio

n on

the

gove

rnan

ce, d

istrib

utio

n of

pow

er, a

nd re

spon

sibili

ties a

mon

g ke

y en

titie

s, a

nd d

escr

ibe

the

purp

ose

of th

e ex

amin

atio

ns a

nd th

e au

thor

ized

uses

of e

xam

inat

ion

resu

lts. T

he d

ocum

ents

also

out

line

proc

edur

es fo

r spe

cial

/disa

dvan

tage

d st

uden

ts, s

peci

fy w

ho c

an si

t for

th

e ex

amin

atio

n, e

xpla

in th

e fo

rmat

of t

he e

xam

inat

ion

ques

tions

, and

the

alig

nmen

t of t

he e

xam

inat

ion

with

cur

ricul

a an

d st

anda

rds.

5. A

ll ke

y st

akeh

olde

r gro

ups s

uppo

rt th

e ex

amin

atio

ns, w

hile

teac

hers

are

neu

tral

to th

em.

6. C

oord

inat

ed e

ffort

s to

impr

ove

the

exam

inat

ions

hav

e be

en m

ade

by st

akeh

olde

r gro

ups.

7.

Effo

rts t

o im

prov

e th

e ex

amin

atio

n ar

e ge

nera

lly w

elco

med

by

the

lead

ersh

ip in

cha

rge

of th

e ex

amin

atio

n.

8. R

egul

ar fu

ndin

g is

allo

cate

d fo

r the

exa

min

atio

n by

the

gove

rnm

ent.

9. F

undi

ng c

over

s all

core

exa

min

atio

n ac

tiviti

es, i

nclu

ding

exa

min

atio

n de

sign,

adm

inist

ratio

n, d

ata

anal

ysis,

and

dat

a re

port

ing.

10

. Fun

ding

doe

s not

cov

er re

sear

ch a

nd d

evel

opm

ent.

11. T

he e

xam

inat

ion

offic

e ha

s bee

n in

cha

rge

of th

e ex

amin

atio

ns si

nce

1975

. 12

. The

exa

min

atio

n of

fice

is ac

coun

tabl

e to

the

Cam

brid

ge In

tern

atio

nal E

xam

inat

ions

(CIE

), w

hich

is a

n in

tern

atio

nal b

ody.

13

. Exa

min

atio

n re

sults

are

reco

gnize

d in

Bru

nei a

s wel

l as i

n va

rious

sele

ctio

n sy

stem

s abr

oad,

such

as i

n So

uth

Afric

a an

d Au

stra

lia.

14. T

he e

xam

inat

ion

offic

e ha

s sta

te-o

f-the

-art

faci

litie

s and

reso

urce

s for

car

ryin

g ou

t the

exa

min

atio

n.

BRU

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DAR

USS

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ENT

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SSM

ENT

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NTR

Y RE

PORT

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SYST

EMS

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CATI

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RES

ULT

S 26

15. A

lthou

gh th

ere

is pe

rman

ent o

r ful

l-tim

e st

aff,

it is

insu

ffici

ent i

n te

rms o

f qua

ntity

and

qua

lity

to c

arry

out

the

exam

inat

ion.

How

ever

, the

re a

re n

o re

port

ed

issue

s reg

ardi

ng th

e hu

man

reso

urce

s res

pons

ible

for t

he e

xam

inat

ion.

16

. Fun

ding

for a

tten

ding

inte

rnat

iona

l pro

gram

s, c

ours

es, a

nd w

orks

hops

on

educ

atio

nal m

easu

rem

ent a

nd e

valu

atio

n ar

e av

aila

ble

for M

inist

ry o

f Edu

catio

n st

aff a

nd sc

hool

teac

hers

. The

cou

ntry

doe

s not

offe

r uni

vers

ity g

radu

ate

prog

ram

s (m

aste

rs o

r doc

tora

te le

vel)

or c

ours

es (g

radu

ate

or n

on-g

radu

ate)

sp

ecifi

cally

focu

sed

on e

duca

tiona

l mea

sure

men

t and

eva

luat

ion.

The

cou

ntry

also

doe

s not

offe

r non

uni

vers

ity tr

aini

ng c

ours

es o

r wor

ksho

ps o

n ed

ucat

iona

l m

easu

rem

ent a

nd e

valu

atio

n. In

tern

ship

s are

not

ava

ilabl

e in

the

exam

inat

ion

offic

e.

17. T

he e

xam

inat

ion

mea

sure

s nat

iona

l and

inte

rnat

iona

lly re

cogn

ized

guid

elin

es o

r sta

ndar

ds, s

peci

fical

ly u

sing

the

Uni

vers

ity o

f Cam

brid

ge In

tern

atio

nal

Exam

inat

ion

Synd

icat

e.

18. W

hat i

s mea

sure

d by

the

exam

inat

ion

is la

rgel

y ac

cept

ed b

y st

akeh

olde

rs.

19. E

xam

ples

of t

he ty

pes o

f que

stio

ns th

at a

re o

n th

e ex

amin

atio

n an

d th

e fr

amew

ork

docu

men

t exp

lain

ing

wha

t is m

easu

red

on th

e ex

amin

atio

n ar

e w

idel

y av

aila

ble

to a

ll st

uden

ts. T

he re

port

on

the

stre

ngth

s and

wea

knes

ses i

n st

uden

t per

form

ance

is a

vaila

ble

only

to sc

hool

s. In

form

atio

n on

how

to p

repa

re fo

r the

ex

amin

atio

n is

not a

vaila

ble.

20

. Onl

y vo

lunt

ary

cour

ses a

nd w

orks

hops

on

the

exam

inat

ion

are

avai

labl

e to

teac

hers

. The

se c

ours

es a

nd w

orks

hops

are

not

regu

larly

upd

ated

. 21

. Tea

cher

s are

invo

lved

in m

ost t

asks

for t

he lo

cal s

ubje

cts i

n th

e ex

amin

atio

n, su

ch a

s Bah

asa

Mel

ayu

and

Isla

mic

Rel

igio

us S

tudi

es. T

asks

incl

ude

sele

ctin

g an

d cr

eatin

g ex

amin

atio

n qu

estio

ns, a

dmin

ister

ing

and

scor

ing

the

exam

inat

ion,

act

ing

as a

judg

e, su

perv

ising

exa

min

atio

n pr

oced

ures

, and

reso

lvin

g in

cons

isten

cies

bet

wee

n ex

amin

atio

n sc

ores

and

scho

ol g

rade

s.

22. T

here

is n

o te

chni

cal r

epor

t or o

ther

doc

umen

tatio

n.

23. I

nter

nal r

evie

w a

nd o

bser

vers

are

the

only

mec

hani

sms i

n pl

ace

to e

nsur

e th

e qu

ality

of t

he e

xam

inat

ion.

Oth

er m

echa

nism

s, su

ch a

s ext

erna

l rev

iew

or

obse

rver

s, ex

tern

al c

ertif

icat

ion

or a

udit,

or p

ilot o

r fie

ld te

stin

g do

not

take

pla

ce.

24. I

napp

ropr

iate

beh

avio

r sur

roun

ding

the

exam

inat

ion

is m

argi

nal.

Onl

y th

e us

e of

una

utho

rized

mat

eria

ls, su

ch a

s pre

pare

d an

swer

s and

not

es, h

as ta

ken

plac

e du

ring

the

exam

inat

ion

but v

ery

rare

ly.

25. E

xam

inat

ion

resu

lts a

re p

erce

ived

as c

redi

ble

by a

ll st

akeh

olde

r gro

ups.

26

. All

stud

ents

can

take

the

exam

inat

ion.

27

. The

re is

no

evid

ence

of i

mpr

oper

use

of e

xam

inat

ion

resu

lts b

y an

y of

the

stak

ehol

der g

roup

s.

BRU

NEI

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USS

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ENT

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SSM

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PORT

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13

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 27

28. O

nly

the

stud

ent a

nd p

erso

ns w

ith a

legi

timat

e, p

rofe

ssio

nal i

nter

est i

n th

e te

st ta

ker c

an k

now

the

exam

inat

ion

resu

lts.

29. S

tude

nts w

ho d

o no

t per

form

wel

l on

the

exam

inat

ion

can

eith

er re

take

the

exam

inat

ion

or re

peat

the

year

. Stu

dent

s can

not a

tten

d re

med

ial o

r pre

para

tory

co

urse

s in

orde

r to

prep

are

to re

take

the

exam

inat

ion,

or o

pt fo

r les

s sel

ectiv

e sc

hool

s, un

iver

sitie

s, or

trac

ks.

30. M

echa

nism

s to

mon

itor t

he c

onse

quen

ces o

f the

exa

min

atio

n ar

e in

trod

uced

at t

he d

iscre

tion

of th

e M

inist

ry o

f Edu

catio

n.

BRU

NEI

DAR

USS

ALAM

ǀ SA

BER-

STUD

ENT

ASSE

SSM

ENT

SA

BER

COU

NTR

Y RE

PORT

|20

13

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 28

BR

UN

EI D

ARU

SSAL

AM

Natio

nal (

or S

yste

m-L

evel

) Lar

ge-S

cale

Ass

essm

ent (

NLSA

)

BRU

NEI

DAR

USS

ALAM

ǀ SA

BER-

STUD

ENT

ASSE

SSM

ENT

SA

BER

COU

NTR

Y RE

PORT

|20

13

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 29

ENAB

LIN

G CO

NTE

XT

Ove

rall

fram

ewor

k of

pol

icies

, lea

ders

hip,

org

aniza

tiona

l str

uctu

res,

fisca

l and

hum

an re

sour

ces i

n w

hich

NLS

A ac

tivity

take

s pla

ce in

a co

untr

y or

syst

em a

nd th

e ex

tent

to w

hich

that

fram

ewor

k is

cond

uciv

e to

, or s

uppo

rtiv

e of

, the

NLS

A ac

tivity

.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 1

:

Sett

ing

clea

r pol

icie

s for

NLS

A

No

NLS

A ex

erci

se h

as ta

ken

plac

e.

The

NLS

A ha

s be

en

oper

atin

g on

an

irr

egul

ar b

asis.

1

The

NLS

A is

a st

able

pro

gram

tha

t ha

s be

en o

pera

ting

regu

larly

. Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Ther

e is

no p

olic

y do

cum

ent p

erta

inin

g to

N

LSA.

2

Ther

e is

an

info

rmal

or

dr

aft

polic

y do

cum

ent t

hat a

utho

rizes

the

NLS

A.

Ther

e is

a fo

rmal

pol

icy

docu

men

t th

at

auth

orize

s the

NLS

A.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e po

licy

docu

men

t is

not

avai

labl

e to

th

e pu

blic

. Th

e po

licy

docu

men

t is

avai

labl

e to

the

pu

blic

. Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Ther

e is

no p

lan

for N

LSA

activ

ity.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

ere

is a

gene

ral u

nder

stan

ding

that

the

NLS

A w

ill ta

ke p

lace

. 3

Ther

e is

a w

ritte

n N

LSA

plan

for

the

co

min

g ye

ars.

ENAB

LIN

G CO

NTE

XT 2

: Ha

ving

stro

ng p

ublic

eng

agem

ent f

or N

LSA

All

stak

ehol

der

grou

ps s

tron

gly

oppo

se

the

NLS

A or

are

indi

ffere

nt to

it. 4

So

me

stak

ehol

der

grou

ps

oppo

se

the

NLS

A.

Mos

t st

akeh

olde

rs g

roup

s su

ppor

t th

e N

LSA.

Al

l sta

keho

lder

gro

ups s

uppo

rt th

e N

LSA.

(CO

NTI

NU

ED)

*

*

*

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NEI

DAR

USS

ALAM

ǀ SA

BER-

STUD

ENT

ASSE

SSM

ENT

SA

BER

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NTR

Y RE

PORT

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EMS

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H FO

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TTER

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CATI

ON

RES

ULT

S 30

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ENAB

LIN

G CO

NTE

XT 3

: Ha

ving

regu

lar f

undi

ng fo

r NLS

A

Ther

e is

no fu

ndin

g al

loca

ted

to th

e N

LSA.

Th

ere

is irr

egul

ar fu

ndin

g al

loca

ted

to th

e N

LSA.

5

Ther

e is

regu

lar

fund

ing

allo

cate

d to

the

N

LSA.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g co

vers

som

e co

re N

LSA

activ

ities

: de

sign,

ad

min

istra

tion,

an

alys

is an

d re

port

ing.

6

Fund

ing

cove

rs a

ll co

re N

LSA

activ

ities

: de

sign,

ad

min

istra

tion,

an

alys

is an

d re

port

ing.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g do

es n

ot c

over

res

earc

h an

d de

velo

pmen

t act

iviti

es. 7

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Fund

ing

cove

rs

rese

arch

an

d de

velo

pmen

t act

iviti

es.

ENAB

LIN

G CO

NTE

XT 4

: Ha

ving

stro

ng o

rgan

izat

iona

l str

uctu

res f

or N

LSA

Ther

e is

no N

LSA

offic

e, a

d ho

c un

it or

te

am.

The

NLS

A of

fice

is a

tem

pora

ry a

genc

y or

gr

oup

of p

eopl

e. 8

Th

e N

LSA

offic

e is

a pe

rman

ent

agen

cy,

inst

itutio

n or

uni

t.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Po

litic

al c

onsid

erat

ions

reg

ular

ly h

ampe

r te

chni

cal c

onsid

erat

ions

. Po

litic

al

cons

ider

atio

ns

som

etim

es

ham

per t

echn

ical

con

sider

atio

ns.

Polit

ical

co

nsid

erat

ions

ne

ver

ham

per

tech

nica

l con

sider

atio

ns. 9

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e N

LSA

offic

e is

not

acco

unta

ble

to a

cl

early

reco

gniz

ed b

ody.

Th

e N

LSA

offic

e is

acco

unta

ble

to a

clea

rly

reco

gnize

d bo

dy. 1

0 Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

(CO

NTI

NU

ED)

* ** *

*

*

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NEI

DAR

USS

ALAM

ǀ SA

BER-

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ENT

ASSE

SSM

ENT

SA

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NTR

Y RE

PORT

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SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 31

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 5

:

Havi

ng e

ffec

tive

hum

an re

sour

ces f

or N

LSA

Ther

e is

no s

taff

allo

cate

d fo

r ru

nnin

g an

N

LSA.

Th

e N

LSA

offic

e is

inad

equa

tely

staf

fed

to

effe

ctiv

ely

carr

y ou

t the

ass

essm

ent. 1

1 Th

e N

LSA

offic

e is

adeq

uate

ly s

taffe

d to

ca

rry

out

the

NLS

A ef

fect

ivel

y,

with

m

inim

al is

sues

.

The

NLS

A of

fice

is ad

equa

tely

sta

ffed

to

carr

y ou

t th

e N

LSA

effe

ctiv

ely,

with

no

issue

s.

The

coun

try

does

not

offe

r opp

ortu

nitie

s th

at

prep

are

indi

vidu

als

for

wor

k on

N

LSA.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y of

fers

som

e op

port

uniti

es to

pr

epar

e in

divi

dual

s for

wor

k on

the

NLS

A.

12

The

coun

try

offe

rs

a w

ide

rang

e of

op

port

uniti

es t

o pr

epar

e in

divi

dual

s fo

r w

ork

on th

e N

LSA.

*

*

BRU

NEI

DAR

USS

ALAM

ǀ SA

BER-

STUD

ENT

ASSE

SSM

ENT

SA

BER

COU

NTR

Y RE

PORT

|20

13

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 32

SY

STEM

ALI

GNM

ENT

De

gree

to w

hich

the

NLSA

is co

here

nt w

ith o

ther

com

pone

nts o

f the

edu

catio

n sy

stem

.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

SYST

EM A

LIGN

MEN

T 1:

Al

igni

ng th

e N

LSA

with

lear

ning

goa

ls

It is

not

clea

r if

the

NLS

A is

base

d on

cu

rric

ulum

or l

earn

ing

stan

dard

s.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e N

LSA

mea

sure

s pe

rfor

man

ce a

gain

st

curr

icul

um o

r lea

rnin

g st

anda

rds.

13

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Wha

t th

e N

LSA

mea

sure

s is

gene

rally

qu

estio

ned

by st

akeh

olde

r gro

ups.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Wha

t the

NLS

A m

easu

res i

s que

stio

ned

by

som

e st

akeh

olde

r gro

ups.

W

hat

the

NLS

A m

easu

res

is la

rgel

y ac

cept

ed b

y st

akeh

olde

r gro

ups.

14

Ther

e ar

e no

mec

hani

sms

in p

lace

to

ensu

re

that

th

e N

LSA

accu

rate

ly

mea

sure

s wha

t it i

s sup

pose

d to

mea

sure

.

Ther

e ar

e ad

hoc

rev

iew

s of

the

NLS

A to

en

sure

th

at

it m

easu

res

wha

t it

is in

tend

ed to

mea

sure

.

Ther

e ar

e re

gula

r in

tern

al r

evie

ws

of th

e N

LSA

to e

nsur

e th

at it

mea

sure

s wha

t it i

s in

tend

ed to

mea

sure

. 15

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

SYST

EM A

LIGN

MEN

T 2:

Pr

ovid

ing

teac

hers

with

opp

ortu

nitie

s to

lear

n ab

out t

he N

LSA

Ther

e ar

e no

cour

ses o

r wor

ksho

ps o

n th

e N

LSA.

Th

ere

are

occa

siona

l co

urse

s or

w

orks

hops

on

the

NLS

A.

Ther

e ar

e so

me

cour

ses

or w

orks

hops

on

the

NLS

A of

fere

d on

a re

gula

r bas

is. 1

6 Th

ere

are

wid

ely

avai

labl

e hi

gh q

ualit

y co

urse

s or

w

orks

hops

on

th

e N

LSA

offe

red

on a

regu

lar b

asis.

*

*

* *

BRU

NEI

DAR

USS

ALAM

ǀ SA

BER-

STUD

ENT

ASSE

SSM

ENT

SA

BER

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NTR

Y RE

PORT

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SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 33

AS

SESS

MEN

T Q

UAL

ITY

Degr

ee to

whi

ch th

e NL

SA m

eets

tech

nica

l sta

ndar

ds, i

s fai

r, an

d is

used

in a

n ef

fect

ive

way

.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ASSE

SSM

ENT

QU

ALIT

Y 1:

En

surin

g th

e qu

ality

of t

he N

LSA

No

optio

ns a

re o

ffere

d to

inc

lude

all

grou

ps o

f stu

dent

s in

the

NLS

A.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

At

leas

t one

opt

ion

is of

fere

d to

incl

ude

all

grou

ps o

f stu

dent

s in

the

NLS

A. 1

7 Di

ffere

nt o

ptio

ns a

re o

ffere

d to

incl

ude

all

grou

ps o

f stu

dent

s in

the

NLS

A.

Ther

e ar

e no

mec

hani

sms

in p

lace

to

ensu

re th

e qu

ality

of t

he N

LSA.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Ther

e ar

e so

me

mec

hani

sms

in p

lace

to

ensu

re th

e qu

ality

of t

he N

LSA.

Th

ere

are

a va

riety

of

mec

hani

sms

in

plac

e to

ens

ure

the

qual

ity o

f the

NLS

A. 1

8

Ther

e is

no t

echn

ical

rep

ort

or o

ther

do

cum

enta

tion

abou

t the

NLS

A. 1

3 Th

ere

is so

me

docu

men

tatio

n ab

out

the

tech

nica

l asp

ects

of t

he N

LSA,

but

it is

not

in

a fo

rmal

repo

rt fo

rmat

.

Ther

e is

a co

mpr

ehen

sive

tech

nica

l rep

ort

but w

ith re

stric

ted

circ

ulat

ion.

19

Ther

e is

a co

mpr

ehen

sive,

hig

h qu

ality

te

chni

cal r

epor

t av

aila

ble

to t

he g

ener

al

publ

ic.

ASSE

SSM

ENT

QU

ALIT

Y 2:

En

surin

g ef

fect

ive

uses

of t

he N

LSA

NLS

A re

sults

are

not

diss

emin

ated

. N

LSA

resu

lts a

re p

oorly

diss

emin

ated

. N

LSA

resu

lts

are

diss

emin

ated

in

an

ef

fect

ive

way

. 20

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

NLS

A in

form

atio

n is

not u

sed

or is

use

d in

w

ays

inco

nsist

ent

with

the

pur

pose

s or

th

e te

chni

cal

char

acte

ristic

s of

th

e as

sess

men

t.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

N

LSA

resu

lts

are

used

by

so

me

stak

ehol

der

grou

ps

in

a w

ay

that

is

cons

isten

t w

ith

the

purp

oses

an

d te

chni

cal

char

acte

ristic

s of

th

e as

sess

men

t. 21

NLS

A in

form

atio

n is

used

by

al

l st

akeh

olde

r gr

oups

in

a

way

th

at

is co

nsist

ent

with

th

e pu

rpos

es

and

tech

nica

l ch

arac

teris

tics

of

the

asse

ssm

ent.

Ther

e ar

e no

mec

hani

sms

in p

lace

to

mon

itor t

he c

onse

quen

ces o

f the

NLS

A. 2

2 Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Ther

e ar

e so

me

mec

hani

sms

in p

lace

to

mon

itor t

he c

onse

quen

ces o

f the

NLS

A.

Ther

e ar

e a

varie

ty o

f m

echa

nism

s in

pl

ace

to m

onito

r the

con

sequ

ence

s of t

he

NLS

A.

*

*

* * *

*

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DAR

USS

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ENT

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SSM

ENT

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NTR

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PORT

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SYST

EMS

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H FO

R BE

TTER

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CATI

ON

RES

ULT

S 34

Natio

nal (

of S

yste

m-L

evel

) Lar

ge S

cale

Ass

essm

ent (

NLSA

): Developmen

t-level rating j

ustifications

1. B

rune

i Dar

ussa

lam

carr

ied

out t

he N

atio

nal S

tudy

of S

tude

nt C

ompe

tenc

ies i

n M

athe

mat

ics a

nd E

nglis

h (N

SSCM

E) in

200

8 an

d 20

10 w

ith th

e as

sista

nce

of A

CER.

Th

e pu

rpos

es o

f the

NSS

CME

are

to m

onito

r edu

catio

n qu

ality

at t

he sy

stem

leve

l, an

d to

supp

ort s

choo

ls an

d te

ache

rs a

nd p

olic

y de

sign,

eva

luat

ion,

or d

ecisi

on

mak

ing.

In 2

008,

all

stud

ents

in y

ears

4, 6

, and

8 w

ere

asse

ssed

in E

nglis

h an

d M

athe

mat

ics.

In 2

010,

all

stud

ents

in y

ear

10 w

ere

asse

ssed

in E

nglis

h an

d M

athe

mat

ics.

Fut

ure

asse

ssm

ent r

ound

s are

pla

nned

to b

e ca

rrie

d ou

t eve

ry tw

o ye

ars.

How

ever

, the

NSS

CME

has n

ot y

et b

een

inst

itutio

naliz

ed.

2. T

here

is n

o po

licy

docu

men

t tha

t aut

horiz

es th

e N

SSCM

E.

3. P

lans

for f

utur

e N

SSCM

E as

sess

men

t rou

nds a

re c

omm

unic

ated

thro

ugh

oral

com

mun

icat

ions

from

Min

istry

of E

duca

tion

offic

ers.

4.

It is

unc

lear

to w

hat e

xten

t sta

keho

lder

s sup

port

or o

ppos

e th

e N

SSCM

E.

5. F

undi

ng is

mad

e av

aila

ble

from

Bru

nei G

over

nmen

t whe

n th

e M

inist

ry o

f Edu

catio

n ta

kes t

he d

ecisi

on to

cond

uct L

arge

-Sca

le A

sses

smen

t. Ho

wev

er, d

edic

ated

an

d pr

edic

tabl

e fu

ndin

g fo

r the

NSS

CME

is no

t ava

ilabl

e.

5.

Fund

ing

cove

rs a

sses

smen

t des

ign,

adm

inist

ratio

n, a

nd d

ata

anal

ysis,

and

staf

f tra

inin

g, b

ut d

oes n

ot c

over

dat

a re

port

ing.

7. F

undi

ng d

oes n

ot c

over

rese

arch

and

dev

elop

men

t act

iviti

es.

8. T

he g

roup

of p

eopl

e in

cha

rge

of th

e N

SSCM

E in

clud

es a

ssig

ned

offic

ers f

rom

the

Min

istry

of E

duca

tion

who

wor

k on

the

asse

ssm

ent a

ctiv

ities

on

a te

mpo

rary

ba

sis.

9. P

oliti

cal c

onsid

erat

ions

nev

er h

ampe

r tec

hnic

al c

onsid

erat

ions

. 10

. The

gro

up o

f peo

ple

in c

harg

e of

the

NSS

CME

is ac

coun

tabl

e to

the

Min

istry

of E

duca

tion.

11

. The

re is

an

insu

ffici

ent n

umbe

r of p

eopl

e al

loca

ted

for c

arry

ing

out a

ll as

pect

s of t

he N

SSCM

E.

12. S

elec

ted

Min

istry

of E

duca

tion

offic

ers a

nd te

ache

rs c

an a

tten

d U

nive

rsity

cou

rses

(gra

duat

e an

d no

n-gr

adua

te) o

n ed

ucat

iona

l mea

sure

men

t and

eva

luat

ion

in U

nive

rsiti

Bru

nei D

arus

sala

m a

nd a

t uni

vers

ities

abr

oad.

Fun

ding

is a

lso a

vaila

ble

for s

elec

ted

Min

istry

of E

duca

tion

offic

ers

and

teac

hers

to p

ursu

e un

iver

sity

grad

uate

pro

gram

s (m

aste

rs o

r doc

tora

te le

vel)

as w

ell a

s to

att

end

inte

rnat

iona

l pro

gram

s or

wor

ksho

ps s

peci

fical

ly fo

cuse

d on

edu

catio

nal m

easu

rem

ent a

nd

eval

uatio

n ab

road

. Sel

ecte

d M

inist

ry o

f Edu

catio

n of

ficer

s and

teac

hers

may

also

att

end

prof

essio

nal d

evel

opm

ent c

ours

es o

rgan

ized

by th

e M

inist

ry o

f Edu

catio

n.

13. T

he N

SSCM

E m

easu

res p

erfo

rman

ce a

gain

st n

atio

nal c

urric

ulum

gui

delin

es a

nd le

arni

ng st

anda

rds.

14

. Wha

t is m

easu

red

by th

e N

SSCM

E is

larg

ely

acce

pted

by

stak

ehol

der g

roup

s.

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15. T

here

hav

e be

en re

gula

r int

erna

l rev

iew

s an

d in

depe

nden

t rev

iew

s by

qua

lifie

d ex

pert

s of

the

alig

nmen

t bet

wee

n th

e as

sess

men

t ins

trum

ent a

nd w

hat i

t is

supp

osed

to m

easu

re.

16. T

rain

ing

cour

ses,

wor

ksho

ps a

nd p

rese

ntat

ions

are

occ

asio

nally

offe

red

to t

each

ers.

Cert

ain

trai

ning

cou

rses

and

wor

ksho

ps a

re o

ffere

d to

tea

cher

s on

a

regu

lar b

asis

as w

ell.

The

trai

ning

cou

rses

and

wor

ksho

ps a

re m

ade

avai

labl

e to

teac

hers

who

are

sele

cted

for p

rofe

ssio

nal t

rain

ing

oppo

rtun

ities

by

the

Min

istry

of

Edu

catio

n. M

ost c

ours

es p

rovi

de te

ache

rs w

ith re

leva

nt re

sour

ces t

hat t

hey

can

use

in th

eir c

lass

room

s.

17. I

n or

der t

o in

clud

e al

l stu

dent

s in

the

NSS

CME,

spec

ial p

lans

are

mad

e to

ens

ure

that

the

NSS

CME

is ad

min

ister

ed to

stu

dent

s in

hard

-to-

reac

h ar

eas,

and

the

asse

ssm

ent i

s offe

red

in th

e la

ngua

ge o

f ins

truc

tion

for a

lmos

t all

stud

ent g

roup

s. 18

. A v

arie

ty o

f mec

hani

sms a

re in

pla

ce to

ens

ure

the

qual

ity o

f the

NSS

CME.

Spe

cific

ally

, a p

ilot i

s con

duct

ed b

efor

e th

e m

ain

data

col

lect

ion

take

s pla

ce. T

here

is

also

a s

tand

ardi

zed

man

ual f

or t

he N

SSCM

E ad

min

istra

tor

and

scor

ers

are

trai

ned

to e

nsur

e hi

gh in

terr

ater

rel

iabi

lity.

All

book

lets

are

num

bere

d, a

nd

disc

repa

ncie

s m

ust b

e re

cord

ed o

n a

stan

dard

she

et. A

dditi

onal

ly, t

here

is d

oubl

e pr

oces

sing

of d

ata

and

an e

xter

nal c

ertif

icat

ion

or a

udit

take

s pl

ace.

Ext

erna

l re

view

ers o

r obs

erve

rs a

re a

lso b

roug

ht o

n.

19. T

here

is a

com

preh

ensiv

e te

chni

cal r

epor

t, bu

t with

rest

ricte

d ci

rcul

atio

n.

20. N

SSCM

E re

sults

are

diss

emin

ated

with

in 1

2 m

onth

s of

the

ass

essm

ent

bein

g ad

min

ister

ed a

nd r

epor

ts w

ith r

esul

ts a

re m

ade

avai

labl

e fo

r al

l sta

keho

lder

gr

oups

. The

mai

n re

port

s on

the

resu

lts c

onta

in in

form

atio

n on

ove

rall

achi

evem

ent l

evel

s an

d tr

ends

ove

r tim

e by

sub

grou

ps. T

he m

ain

repo

rts

on th

e re

sults

al

so c

onta

in st

anda

rd e

rror

s. T

here

are

wor

ksho

ps o

r pre

sent

atio

ns fo

r key

stak

ehol

ders

on

the

resu

lts, a

nd re

sults

are

feat

ured

in n

ewsp

aper

s, m

agaz

ines

, rad

io,

or te

levi

sion.

21

. NSS

CME

info

rmat

ion

is us

ed b

y so

me

stak

ehol

der g

roup

s in

a w

ay th

at is

con

siste

nt w

ith th

e st

ated

pur

pose

s or t

echn

ical

cha

ract

erist

ics o

f the

ass

essm

ent.

22. T

here

are

no

mec

hani

sms i

n pl

ace

to m

onito

r the

con

sequ

ence

s of t

he N

SSCM

E.

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S 36

BR

UN

EI D

ARU

SSAL

AM

Inte

rnat

iona

l Lar

ge-S

cale

Ass

essm

ent (

ILSA

)

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S 37

EN

ABLI

NG

CON

TEXT

O

vera

ll fra

mew

ork

of p

olici

es, l

eade

rshi

p, o

rgan

izatio

nal s

truc

ture

s, fis

cal a

nd h

uman

reso

urce

s in

whi

ch IL

SA ta

kes p

lace

in a

coun

try

or sy

stem

and

the

exte

nt to

w

hich

that

fram

ewor

k is

cond

uciv

e to

, or s

uppo

rtiv

e of

, ILS

A ac

tivity

.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 1

:

Sett

ing

clea

r pol

icie

s for

ILSA

The

coun

try/

syst

em h

as n

ot p

artic

ipat

ed

in a

n IL

SA in

the

last

10

year

s.1

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y/sy

stem

has

par

ticip

ated

in a

t le

ast o

ne IL

SA in

the

last

10

year

s.

The

coun

try/

syst

em h

as p

artic

ipat

ed i

n tw

o or

mor

e IL

SA in

the

last

10

year

s.

The

coun

try/

syst

em

has

not

take

n co

ncre

te st

eps t

o pa

rtic

ipat

e in

an

ILSA

in

the

next

5 y

ears

.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y/sy

stem

has

tak

en c

oncr

ete

step

s to

part

icip

ate

in a

t lea

st o

ne IL

SA in

th

e ne

xt 5

yea

rs.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Ther

e is

no

polic

y do

cum

ent

that

ad

dres

ses p

artic

ipat

ion

in IL

SA.

Ther

e is

an

info

rmal

or

dr

aft

polic

y do

cum

ent t

hat a

ddre

sses

par

ticip

atio

n in

IL

SA.

Ther

e is

a fo

rmal

pol

icy

docu

men

t th

at

addr

esse

s par

ticip

atio

n in

ILSA

. Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e po

licy

docu

men

t is

not

avai

labl

e to

th

e pu

blic

. Th

e po

licy

docu

men

t is

avai

labl

e to

the

pu

blic

. Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

ENAB

LIN

G CO

NTE

XT 2

: Ha

ving

regu

lar f

undi

ng fo

r ILS

A Th

ere

is no

fun

ding

for

par

ticip

atio

n in

IL

SA.

Ther

e is

fund

ing

from

loa

ns o

r ex

tern

al

dono

rs.

Ther

e is

regu

lar

fund

ing

allo

cate

d at

di

scre

tion.

Th

ere

is re

gula

r fun

ding

app

rove

d by

law

, de

cree

or n

orm

.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g co

vers

som

e co

re a

ctiv

ities

of t

he

ILSA

. Fu

ndin

g co

vers

all

core

act

iviti

es o

f th

e IL

SA.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fund

ing

does

not

cov

er r

esea

rch

and

deve

lopm

ent a

ctiv

ities

. Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g co

vers

re

sear

ch

and

deve

lopm

ent a

ctiv

ities

.

(CO

NTI

NU

ED)

*

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S 38

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 3

: Ha

ving

eff

ectiv

e hu

man

reso

urce

s for

ILSA

Th

ere

is no

te

am

or

natio

nal/s

yste

m

coor

dina

tor

to

carr

y ou

t th

e IL

SA

activ

ities

.

Ther

e is

a te

am

or

natio

nal/s

yste

m

coor

dina

tor

to

carr

y ou

t th

e IL

SA

activ

ities

.

Ther

e is

a te

am

and

natio

nal/s

yste

m

coor

dina

tor

to

carr

y ou

t th

e IL

SA

activ

ities

.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e na

tiona

l/sys

tem

coo

rdin

ator

or o

ther

de

signa

ted

team

mem

ber

may

not

be

fluen

t in

the

lang

uage

of t

he a

sses

smen

t.

The

natio

nal/s

yste

m c

oord

inat

or is

flue

nt

in th

e la

ngua

ge o

f the

ass

essm

ent.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e IL

SA o

ffice

is in

adeq

uate

ly s

taffe

d or

tr

aine

d to

ca

rry

out

the

asse

ssm

ent

effe

ctiv

ely.

The

ILSA

offi

ce i

s ad

equa

tely

sta

ffed

or

trai

ned

to c

arry

out

the

ILSA

effe

ctiv

ely,

w

ith m

inim

al is

sues

.

The

ILSA

offi

ce is

ade

quat

ely

staf

fed

and

trai

ned

to c

arry

out

the

ILSA

effe

ctiv

ely,

w

ith n

o iss

ues.

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S 39

SY

STEM

ALI

GNM

ENT

De

gree

to w

hich

the

ILSA

mee

ts te

chni

cal q

ualit

y st

anda

rds,

is fa

ir, a

nd is

use

d in

an

effe

ctiv

e w

ay.

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

SYST

EM A

LIGN

MEN

T 1:

Pr

ovid

ing

oppo

rtun

ities

to le

arn

abou

t ILS

A Th

e IL

SA

team

ha

s no

t at

tend

ed

inte

rnat

iona

l wor

ksho

ps o

r mee

tings

. Th

e IL

SA

team

at

tend

ed

som

e in

tern

atio

nal w

orks

hops

or m

eetin

gs.

The

ILSA

tea

m a

tten

ded

all i

nter

natio

nal

wor

ksho

ps o

r mee

tings

. Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

The

coun

try/

syst

em

offe

rs

no

oppo

rtun

ities

to le

arn

abou

t ILS

A.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y/sy

stem

of

fers

so

me

oppo

rtun

ities

to le

arn

abou

t ILS

A.

The

coun

try/

syst

em o

ffers

a w

ide

rang

e of

opp

ortu

nitie

s to

lear

n ab

out I

LSA.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Opp

ortu

nitie

s to

lea

rn a

bout

ILS

A ar

e av

aila

ble

to t

he c

ount

ry's/

syst

em's

ILSA

te

am m

embe

rs o

nly.

Opp

ortu

nitie

s to

lea

rn a

bout

ILS

A ar

e av

aila

ble

to a

wid

e au

dien

ce, i

n ad

ditio

n to

th

e co

untr

y's/

syst

em's

ILSA

te

am

mem

bers

.

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S 40

AS

SESS

MEN

T Q

UAL

ITY

Degr

ee to

whi

ch th

e IL

SA m

eets

tech

nica

l qua

lity

stan

dard

s, is

fair,

and

is u

sed

in a

n ef

fect

ive

way

.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ASSE

SSM

ENT

QU

ALIT

Y 1:

En

surin

g th

e qu

ality

of I

LSA

Data

fr

om

the

ILSA

ha

s no

t be

en

publ

ished

. Th

e co

untr

y/sy

stem

m

et

suffi

cien

t st

anda

rds

to h

ave

its d

ata

pres

ente

d be

neat

h th

e m

ain

disp

lay

of

the

inte

rnat

iona

l rep

ort o

r in

an a

nnex

.

The

coun

try/

syst

em

met

al

l te

chni

cal

stan

dard

s re

quire

d to

ha

ve

its

data

pr

esen

ted

in t

he m

ain

disp

lays

of

the

inte

rnat

iona

l rep

ort.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

The

coun

try/

syst

em h

as n

ot c

ontr

ibut

ed

new

kno

wle

dge

on IL

SA.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

The

coun

try/

syst

em h

as c

ontr

ibut

ed n

ew

know

ledg

e on

ILSA

.

ASSE

SSM

ENT

QU

ALIT

Y 2:

En

surin

g ef

fect

ive

uses

of I

LSA

If an

y,

coun

try/

syst

em-s

peci

fic

resu

lts

and

info

rmat

ion

are

not

diss

emin

ated

in

the

coun

try/

syst

em.

Coun

try/

syst

em-s

peci

fic

resu

lts

and

info

rmat

ion

are

diss

emin

ated

irre

gula

rly

in th

e co

untr

y/sy

stem

.

Coun

try/

syst

em-s

peci

fic

resu

lts

and

info

rmat

ion

are

regu

larly

diss

emin

ated

in

the

coun

try/

syst

em.

Coun

try/

syst

em-s

peci

fic

resu

lts

and

info

rmat

ion

are

regu

larly

an

d w

idel

y di

ssem

inat

ed in

the

coun

try/

syst

em.

Prod

ucts

to

prov

ide

feed

back

to

scho

ols

and

educ

ator

s ab

out t

he IL

SA r

esul

ts a

re

not m

ade

avai

labl

e.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Pr

oduc

ts t

o pr

ovid

e fe

edba

ck t

o sc

hool

s an

d ed

ucat

ors

abou

t the

ILSA

res

ults

are

so

met

imes

mad

e av

aila

ble.

Prod

ucts

to

prov

ide

feed

back

to

scho

ols

and

educ

ator

s ab

out

ILSA

res

ults

ar

e sy

stem

atic

ally

mad

e av

aila

ble.

Ther

e is

no m

edia

cov

erag

e of

the

ILS

A re

sults

. Th

ere

is lim

ited

med

ia c

over

age

of t

he

ILSA

resu

lts.

Ther

e is

som

e m

edia

cov

erag

e of

the

ILSA

re

sults

. Th

ere

is w

ide

med

ia c

over

age

of th

e IL

SA

resu

lts.

If an

y,

coun

try/

syst

em-s

peci

fic

resu

lts

and

info

rmat

ion

from

the

ILS

A ar

e no

t us

ed t

o in

form

dec

ision

mak

ing

in t

he

coun

try/

syst

em.

Resu

lts fr

om th

e IL

SA a

re u

sed

in a

lim

ited

way

to

info

rm d

ecisi

on m

akin

g in

the

co

untr

y/sy

stem

.

Resu

lts f

rom

the

ILS

A ar

e us

ed in

som

e w

ays

to i

nfor

m d

ecisi

on m

akin

g in

the

co

untr

y/sy

stem

.

Resu

lts fr

om th

e IL

SA a

re u

sed

in a

var

iety

of

way

s to

info

rm d

ecisi

on m

akin

g in

the

coun

try/

syst

em.

It is

not c

lear

that

dec

ision

s bas

ed o

n IL

SA

resu

lts h

ave

had

a po

sitiv

e im

pact

on

stud

ents

' ach

ieve

men

t lev

els.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Deci

sions

bas

ed o

n th

e IL

SA r

esul

ts h

ave

had

a po

sitiv

e im

pact

on

st

uden

ts'

achi

evem

ent l

evel

s.

BRU

NEI

DAR

USS

ALAM

ǀ SA

BER-

STUD

ENT

ASSE

SSM

ENT

SA

BER

COU

NTR

Y RE

PORT

|20

13

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 41

Inte

rnat

iona

l Lar

ge S

cale

Ass

essm

ent (

ILSA

): Developmen

t-level rating j

ustifications

1. B

rune

i has

not

par

ticip

ated

in a

n IL

SA. B

rune

i doe

s pl

an to

par

ticip

ate

in P

ISA

201

8.

BRUNEI DARUSSALAM ǀ SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2013

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 42

Acknowledgements This report was prepared by The World Bank SABER-Student Assessment team in collaboration with Dr. Rosmawijah Jawawi, Deputy Dean, Sultan Hassanal Bolkiah Institute of Education (SHBIE), Universiti Brunei Darussalam, and the following contributors:

Dato Paduka Dr Haji Zulkarnain bin Haji Hanafi, Permanent Secretary (Higher Education), Ministry of Education

Dr. Haji Junaidi bin Haji Abdul Rahman, Permanent Secretary (Core Education), Ministry of Education

Dr. Hajah Anita Binurul Zahrina binti Pehin Orang Kaya Laila Wijaya Dato Seri Setia Haji Awang Abdul Aziz, Deputy Permanent Secretary (Higher Education), Ministry of Education

Awangku Abdullah bin Pengiran Haji Tengah, Deputy Permanent Secretary (Higher Education), Ministry of Education (until November 2013)

Dr. Hajah Romaizah binti Haji Mohd Salleh, Deputy Permanent Secretary (Core Education), Ministry of Education

Pengiran Hajah Sarah binti Pengiran Haji Kamaluddin, Director General, Director General of Education’s Office, Mininstr of Education

Dr. Hazri bin Haji Kifle, Acting Director of Planning, Development and Research, Ministry of Education

Datin Dr. Hajah Asmah binti Haji Morni, Director of Schools, Department of Schools, Ministry of Education

Awang Haji Kassim bin Haji Mohammad Yassin, Acting Director of Schools, Department of Schools, Ministry of Education (until December 2013)

Dayang Tan Lian Lian, Director of Schools’ Inspectorate, Department of Schools’ Inspectotare, Ministry of Education

Awang Haji Abdul Rahman bin Haji Nawi, Director of Curriculum Development,

Department of Curriculum Development, Ministry of Education

Dayang Hajah Kamlah binti Haji Daud, Acting Director of Examination, Department of Examination, Ministry of Education

Dayang Nadia Liew See Hoon binti Abdullah, Department of Planning, Development and Research, Ministry of Education

Awang Haji Mohammad Ishak bin Haji Ahmad, Department of Planning, Development and Research, Ministry of Education

Wan Abdul Rahman bin Wan Ibrahim, Department of Planning, Development and Research, Ministry of Education

Dayang Ramnah binti Haji Ismail, Department of Planning, Development and Research, Ministry of Education

Dayang Norlina binti Haji Mohd Noor, Department of Planning, Development and Research, Ministry of Education

Dayang Siti Noorihan binti Haji Daud, Department of Planning, Development and Research, Ministry of Education

Dayang Hajah Noorhadizah binti Haji Sulaiman, Department of Planning, Development and Research, Ministry of Education

Dayang Hajah Noor Khadizah binti Haji Abu Naim, Department of Planning, Development and Research, Ministry of Education

Dayang Titi Sulastri binti Haji Timbang, Department of Planning, Development and Research, Ministry of Education

Awang Cheong Huat Joo, Department of Schools, Ministry of Education

Awang Haji Azis bin Haji Nayan, Department of Schools, Ministry of Education

Awang Mohammad Riaz bin Haji Mohammad Amin, Department of Schools’ Inspectotare, Ministry of Education

Dayang Hajah Marzidah binti Haji Majid, Department of Curriculum Development, Ministry of Education

BRUNEI DARUSSALAM ǀ SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2013

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 43

Awang Ali Hazis bin Haji Mohammad Tahir,

Department of Examination, Ministry of Education

Awang Suhaili bin Haji Abdul Karim, Department of Examination, Ministry of Education

Dr. Jainatul Halida binti Jaidin, Universiti Brunei Darussalam

Associate Professor Dr. Saratha V. Sithamparam, Universiti Brunei Darussalam

References Clarke, M. 2012. “What Matters Most for Student Assessment Systems: A Framework Paper.” READ/SABER Working Paper Series. Washington, DC: World Bank.

Strategic Management Unit, Department of Planning, Development and Research, Ministry of Education. 2012. “The Ministry of Education Strategic Plan 2012-2017.” Brunei Darussalam. Data retrieved from http://www.mosbn.com/strategicplan.pdf on December 22, 2013.

United Nations Development Programme. 2013. Human Development Report 2013. New York, NY. Data retrieved from http://hdr.undp.org/en/2013-report on December 22, 2013.

World Bank. 2012. Brunei Darussalam Country Indicator Data. Washington, DC: World Bank. Data retrieved from http://data.worldbank.org/ on December 22, 2013.

BRUNEI DARUSSALAM ǀ SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2013

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 44

The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all children and youth learn.

This report focuses specifically on policies in the area of student assessment.

This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.

www.worldbank.org/education/saber