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!