Issues and Challenges on Assessment in Southeast Asia

ICEME 2012 by Dr Ethel Agnes P. Valenzuela Senior Specialist SEAMEO INNOTECH

Brunei Darussalam
A need to shift mindset about assessment as an integral part of the teaching and learning process. The rationale is to improve teaching and learning.

Cambodia
Major issues and challenges:
Curriculum implementation Geographical factors Cheating during examinations Taking bribes ICT use in testing needs to be advanced Educational assessment system is not widely understood by the public.

Indonesia
Geography and demography of Indonesia With 17,000 islands with a large no of students undertaking the examination
How test booklets can be printed and distributed securely across the country. Test security (involves many parties such as the police, universities and education office in all levels Cost of testing

Malaysia
School-based assessment require a large amount of time and a high cost to develop it. Great amount of time and financial support is needed
Fairness and reliability of SBA Teacher capabilities Assessment for special children Female performing better in exam than male

Myanmar
No major issues and challenges There is a regular system for assessment Matriculation examination was held without any problem in Grade 11 Assessment for Grade 5 and 9 are still in the development stage After implementing evaluation and getting the results then they will be able to ascertain quality of their teachers and education

Philippines
Limitations of Phil Testing
Too much reliance on the NAT and very little attention is given to assessment results from the lower secondary Inadequate attention given to assessment concerns at the division and regional levels Duplication of testing efforts and approaches, and failure to assess effects of remedial actions to address poor performance

Philippines
Limitations of Phil Testing
The functions of assessment are not clearly delineated. The diagnostic function is not followed up Stakeholders are not aware of the meanings and implications of test results Too much weight is given to objective type testing and very little use of problem solving The Report Card does not meet the objectives of adequately and effectively communicating to students Current assessment practice does not lead to maximized remediation, motivation strategies

Singapore
Teachers a need to Fidelity to assessment raise the assessment intents during literacy & competency implementation level among teachers Some schools differ from original intentions in schools and in MOE HQ Changing mindset
That includes building on teachers pedagogical content Need to shift mindset from just the end of an academic outcomes to one that balances the learning of knowledge

Thailand
Transparency & Accountability
Mindset- To give importance to evaluation and evaluation be recognized, particularly quality assessment by an external and neutral body. Need to provide incentives for self-evaluation so that the quality of education will be continuously enhanced

Timor- Leste
Coordination and linkage between Ministry and District Infrastructure is difficult Language policy Curriculum

Vietnam
Lack of experts in the field of educational assessment Lack of finance for assessment activities Lack of experience in implementing international assessment Some educational managers have not been aware of the roles and importance of assessment Some tests, assessment tools are new for students

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