A quality curriculum paves the way to the effective implementation of inclusive and equitable quality education. This second issue of the In-Progress Reflections series on Current and Critical Issues in the Curriculum and Learning addresses what makes a quality curriculum
This paper attempts to identify the extent to which the affective characteristics of Malaysian and Singaporean students’ attainment compared to the OECD average in Programme for International Student Assessment (PISA) 2012, and examine the influence of students’ affective characteristics, gender,
The results of the Programme for International Student Assessment (PISA) 2012 showed that Indonesia, Malaysia, and Thailand underperformed and were positioned in the bottom third out of 65 participating countries for mathematics, science, and reading literacies. The wide gap between
Using ASER data, Dr Wilima Wadhwa discusses the widening gap in learning levels between government and private school-going children, and characteristics that attribute to this.
In the second phase of the Learning Metrics Task Force (LMTF), the Task Force expands its membership and is working with 15 countries to catalyze national dialogues on learning and measurement issues.
This study report describes the use of the Continuous Assessment System (CAS) in Nepal for enhancing learning. The report provides explanation on the need of using assessment systems such as CAS and its implications. Strategic aspects of implementation and possible
This study scrutinises the examination and assessment system in schools in Pakistan that is applicable from primary through to secondary education (Year X). It begins with a brief background of the Pakistani examination system established by its colonial masters; it
The key to successful assessment reform depends on how teachers understand the concept and practices of assessment. Brown’s findings from his questionnaire on Teachers’s Conceptions of Assessment (TCoa) show that there might be a fundamental difference in conceptions and practices
This article reviews research on the economics and sociology of education to assess the relationships between family and community variables and children’s educational outcomes in South Asia. At the family level, the variables of family socioeconomic status (SES), parental education,
This article describes the social, economic, and political processes that have influenced educational reform in two countries of Central Asia since the fall of the Soviet Union in 1991. It compares and contrasts the various educational reform initiatives that have
In the past twelve years (1997-2009), Brunei Darussalam has implemented three major educational policies: (1) inclusive education, in 1998; (2) the National Education System for the 21st Century known in Malay as Sistem Pendidikan Negara Abad 21 or SPN21, 2008;
The report presents a primer on the history of educational assessment in the Philippines. The history of educational assessment is described by the different pillars that contributed to its development. These factors include timelines of government mandates, studies done in
This study investigates what factors determine students’ academic performance in five major economies in East Asia, using the dataset from the 2007 survey of Trends in International Mathematics and Science Study (TIMSS). Initial maturity differences, endogeneity of class size, and
Current international studies have shown that students in East Asian societies outperformed their Western counterparts. Evidence from both the Third International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA) have suggested that East Asian Learners
Students conceive of assessment in at least four major ways (i.e., assessment makes students accountable; assessment is irrelevant because it is bad or unfair; assessment improves the quality of learning; and assessment is enjoyable). A study in New Zealand of
