a summary of assessment systems in the asia pacific · a summary of assessment systems in the asia...
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A Summary of Assessment Systems in the Asia Pacific
Presenter: Satoko Yano (Ph.D)Programme Specialist
UNESCO Bangkok
Participation of AP countries in international assessments
8
1011
1615
1113
11
1413
6 67
0
2
4
6
8
10
12
14
16
18
Num
ber o
f Par
ticip
atin
g Co
untr
ies/
Juris
dict
ions
Number of Countries/Jurisdictions in the Asia-Pacific region participating in PISA, TIMSS and PIRLS over time
PISA TIMSS PIRLS
Source: UNESCO and UNICEF 2012
Regional and International assessments in LEAP participating countries
2005-2014 2015 onwards
Regional International Regional International
Bhutan* PISA 2018
Cambodia* SEA-PLM 2015-16 PISA-D 2015
Lao PDR PASEC SEA-PLM 2015-16
MalaysiaPISA
TIMSSTIMSS 2015PISA 2015
Mongolia TIMSS TIMSS 2019
Republic of Korea
PISA, TIMSS, ICILS
TIMSS 2019PISA 2018ICILS 2018
Solomon Islands PILNA PILNA 2015
Vietnam PISA, PASECPISA 2018TALIS 2018
National assessments in LEAP countries since 2005
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015Afghanistan *
Bhutan * *Cambodia * * * *Lao PDR * * *Malaysia * * * * * * * * * *Maldives * *Mongolia * * * * *Myanmar * *Pakistan * * * * *
Republic of Korea * * * * * * *
Solomon Islands * * * *
Sri Lanka * * * * * *Timor-Leste
Vietnam * * * * * * *
Purpose of assessment
5
5
7
8
10
12
13
13
0 2 4 6 8 10 12 14
School accountability
Teacher accountability
Student accountability
Policy or programme evaluation
Monitoring education inequalities
Education policy review and reform
Monitoring and evaluating educationquality/ learning outcomes
Curriculum review and reform
What is tested?Math Language
(ie.,mother tongue, foreign
language)
Science Social Studies
Literacy/reading
Technology Geography History Environmental studies
Accounting Economics World around us
Afghanistan * *Bhutan * *
Cambodia * * *Lao PDR * * *
Malaysia * * *Maldives * * * * *Mongolia * * * *Myanmar * *
Pakistan * * * *Republic of
Korea * * * * *Solomon
Islands * * * * * * * * *
Sri Lanka * * *Timor-Leste * * * * *
Vietnam * * *
What is measured?
0 2 4 6 8 10 12 14
Others
Non-cognitive abilities of students
Knowledge beyond curriculum
Student interest and attitudes towards…
Application of knowledge in practice
Knowledge of curriculum
1
3
5
5
13
14
Which sampling methods are used ?
Sampling methods # of countries
Stratified sampling 6
Simple random sampling 5
Cluster sampling 1
No sampling 4
Any background survey or questionnaire?
Type Student Teachers School Parents No BQAfghanistan National * * * *
Bhutan National * *Cambodia National * * * *Lao PDR National * * *
MalaysiaInternational * * *
National *Maldives National * * * *Mongolia National * * * *Myanmar National * * * *Pakistan National * * * *
Republic of KoreaInternational * * * *
National * *Solomon Islands
Regional * * * *National * *
Sri Lanka National * * *Timor-Leste National *
VietnamInternational * * *
National * * *
Education Policy & Planning
Education policy for assessment
Yes NoAfghanistan *
Bhutan *Cambodia *Lao PDR *Malaysia *Maldives *Mongolia *Myanmar *Pakistan *
Republic of Korea *Solomon Islands *
Sri Lanka *Timor-Leste *
Vietnam *Total 5 9
Sources of funding
Type of funding # of countries
Regular government fund 7
Irregular non-government funding 3
Regular non-government fund 2
Irregular government funding 1
No funding available 1
Others 2
Spending of fund by activities
1
1
4
6
7
11
11
12
12
0 2 4 6 8 10 12 14
Others
Activities not related to assessment
Long/medium term planning of program…
Research and Development
Staff training
Assessment administration
Data reporting
Assessment design
Data Analysis
Data Analysis
Whether quantitative analysis carried out?
Yes NoAfghanistan *
Bhutan *Cambodia *Lao PDR *Malaysia *Maldives *Mongolia *Myanmar *Pakistan *
Republic of Korea *Solomon Islands *
Sri Lanka *Timor-Leste *
Vietnam *
Purpose of data analysis in the country
10
13
13
14
14
14
To monitor progress of implementation ofpolicies/programmes
To understand the variation among students'cognitive abilities
To provide recommendation for improvingteaching and learning
To identify the factors affecting studentperformance
To support education policy development
To provide recommendation for improvingthe development of curriculum
Types of analysis used
0 2 4 6 8 10 12
Others (HLM, SEM, Comparing meandifference etc)
Time-series analysis
Cross-sectional analysis
Longtitudinal analysis
Simple regression analysis
Item Response Theory
Other datasets used in analysis
0 1 2 3 4 5 6 7
EMIS
School survey
Other household survey
Household survey
No other data used
Other
Linkage of EMIS data to assessment data for analysis
Yes NoAfghanistan 1
Bhutan 1Cambodia 1Lao PDR 1Malaysia 1Maldives 1Mongolia 1Myanmar 1Pakistan 1
Republic of Korea - -Solomon Islands 1
Sri Lanka - -Timor Leste 1
Vietnam 1
Total 7 5
Use of Assessment Data &
Dissemination of Result
What are results used for?
0 2 4 6 8 10 12 14
Intervention programme for specific of schools
Intervention program for specific group of students
Intervention programme for specific learning area
Professional development for principal
Professional development of teachers
Education policy review and reform
Curriculum review and reform
How are results being disseminated?
0 2 4 6 8 10 12
Press release
Others
Online report
Seminar and conferences for unions and…
Feedback to student,teacher and parents
Seminar and conference for policy makers
Report distributed to stakeholders
Issues and challenges in use of assessment data
Lack of technical capacity and
infrastructure
Lack of financial resources
Lack of human resources
# of countries 10 9 6
Thank You!