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Student Assessment Ratings and Data

A description of the Student Assessment scoring methodology and the meaning of categorical ratings displayed below are available in evidence-based frameworks.

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	Brunei Darussalam Country Report 2013 (data available upon request)
Classroom Assessment	Established
Enabling Context and System Alignment	Established
	Brunei Darussalam
Setting clear guidelines for classroom assessment:
Policy document	There is a formal system-level document that provides guidelines for classroom assessment.
Availability	The document is widely available.
Aligning classroom assessment with system learning goals:
Resources	There are some system-wide resources for teachers for classroom assessment.
Curriculum/ Standards	There is an official curriculum or standards document that specifies what students are expected to learn and to what level of performance.
Having effective human resources to carry out classroom assessment activities:
Teacher development	There are some system-level mechanisms to ensure that teachers develop skills and expertise in classroom assessment.
Assessment Quality	Advanced
	Brunei Darussalam
Ensuring the quality of classroom assessment:
Practices	Classroom assessment practices are known to be generally of high quality.
Quality monitoring	There are varied and systematic mechanisms in place to monitor the quality of classroom assessment practices.
Ensuring effective uses of classroom assessment:
Information dissemination	Classroom assessment information is required to be disseminated to all key stakeholders.
Uses	There are adequate required uses of classroom assessment to support student learning; including its use as an input for external examination results.
Examinations	Established
Enabling Context	Established
	Brunei Darussalam
Setting clear policies:
Stability	The examination is a stable program that has been operating regularly.
Policy document	There is a formal policy document that authorizes the examination.
Availability	The policy document is available to the public.
Completeness	The policy document addresses some key aspects of the examination.
Having strong leadership:
Support	All stakeholder groups support the examination.
Coordination	There are coordinated attempts to improve the examination by stakeholder groups.
Openness to change	Efforts to improve the examination are generally welcomed by the leadership in charge of the examination.
Having regular funding:
Regularity	There is regular funding allocated for the examination.
Activities funded	Funding covers all core examination activities: design, administration, data processing and reporting.
Research and development	Funding does not cover research and development.
Having strong organizational structures:
Stability of organization	The examination office is a stable organization.
Accountability	The examination office is accountable to an external board or agency.
Recognition	Examination results are recognized by two or more certification or selection system in another country.
Facilities	The examination office has state of the art facilities to carry out the examination.
Having effective human resources:
Staffing	The examination office is adequately staffed to carry out the examination effectively, with minimal issues.
Preparation	The country offers some opportunities that prepare for work on the examination.
System Alignment	Established
	Brunei Darussalam
Aligning examinations with learning goals and opportunities to learn:
What is measured	There is a clear understanding of what the examination measures.
Acceptance	What is measured by the examination is largely accepted by stakeholder groups.
Preparation materials	There is comprehensive material to prepare for the examinations that is accessible to most students.
Providing teachers with opportunities to learn about the examination:
Teacher development	There are no up-to-date courses or workshops on examinations available to teachers.
Teacher participation	Teachers are involved in most examination-related tasks.
Assessment Quality	Established
	Brunei Darussalam
Ensuring quality:
Technical report	There is no technical report or other documentation.
Quality assurance	There are limited systematic mechanisms in place to ensure the quality of the examination.
Ensuring fairness:
Inappropriate behavior	Inappropriate behavior surrounding the examination process is marginal.
Credibility	The examination results are credible for all stakeholder groups.
Barriers	All students can take the examination; there are no language, gender or other equivalent barriers.
Using examination information in a fair way:
Uses	Examination results are used by all stakeholder groups in a proper way.
Confidentiality	Students' results are confidential.
Ensuring positive consequences of the examination:
Options	There are some options for students who do not perform well on the examination.
Consequences	There are some mechanisms in place to monitor the consequences of the examination.
National Large-Scale Assessment (NLSA)	Emerging
Enabling Context	Emerging
	Brunei Darussalam
Setting clear policies for NLSA:
Stability	The NLSA has been operating on an irregular basis.
Policy document	There is no policy document pertaining to NLSA.
Availability
Plan	There is a general understanding that the NLSA will take place.
Having strong public engagement for NLSA:
Support
Having regular funding for NLSA:
Regularity	There is irregular funding allocated to the NLSA.
Activities funded	Funding covers some core NLSA activities: design, administration, analysis and reporting.
Research and development	Funding does not cover research and development activities.
Having strong organizational structures for NLSA:
Stability of organization	The NLSA office is a temporary agency or group of people.
Politics	Political considerations never hamper technical considerations.
Accountability	The NLSA office is accountable to a clearly recognized body.
Having effective human resources for NLSA:
Staffing	The NLSA office is inadequately staffed to effectively carry out the assessment.
Preparation	The country offers some opportunities to prepare individuals for work on the NLSA.
System Alignment	Established
	Brunei Darussalam
Aligning the NLSA with learning goals:
What is measured	The NLSA measures performance against curriculum or learning standards.
Acceptance	What the NLSA measures is largely accepted by stakeholder groups.
Quality assurance	There are regular internal reviews of the NLSA to ensure that it measures what it is intended to measure.
Providing teachers with opportunities to learn about the NLSA:
Teacher development	There are some courses or workshops on the NLSA offered on a regular basis.
Assessment Quality	Established
	Brunei Darussalam
Ensuring the quality of the NLSA:
Inclusion	At least one option is offered to include all groups of students in the NLSA.
Quality assurance	There are a variety of mechanisms in place to ensure the quality of the NLSA.
Technical report	There is a comprehensive technical report but with restricted circulation.
Ensuring effective uses of the NLSA:
Dissemination	NLSA results are disseminated in an effective way.
Uses	NLSA results are used by some stakeholder groups in a way that is consistent with the purposes and technical characteristics of the assessment.
Consequences	There are no mechanisms in place to monitor the consequences of the NLSA.
International Large-Scale Assessment (ILSA)	Latent
Enabling Context	Latent
	Brunei Darussalam
Setting clear policies for ILSA:
Past record	The country/system has participated in two or more ILSA in the last 10 years.
Future plans	The country/system has taken concrete steps to participate in at least one ILSA in the next 5 years.
Policy document	There is an informal or draft policy document that addresses participation in ILSA.
Availability	The policy document is not available to the public.
Having regular funding for ILSA:
Regularity	There is funding from loans or external donors.
Activities funded	Funding covers all core activities of the ILSA.
Research and development	Funding does not cover research and development activities.
Having effective human resources for ILSA:
Team	There is a team and national/system coordinator to carry out the ILSA activities.
National coordinator	The national/system coordinator is fluent in the language of the assessment.
Staffing	The ILSA office is adequately staffed and trained to carry out the ILSA effectively, with no issues.
System Alignment	Latent
	Brunei Darussalam
Providing opportunities to learn about ILSA:
International meetings	The ILSA team attended all international workshops or meetings.
Opportunities to learn	The country/system offers no opportunities to learn about ILSA.
Beneficiaries	This option does not apply to this dimension.
Assessment Quality	Latent
	Brunei Darussalam
Ensuring the quality of ILSA:
Standards for publication	The country/system met all technical standards required to have its data presented in the main displays of the international report.
New knowledge	The country/system has contributed new knowledge on ILSA.
Ensuring effective uses of ILSA:
Dissemination	Country/system-specific results and information are regularly and widely disseminated in the country/system.
Feedback to schools	Products to provide feedback to schools and educators about the ILSA results are not made available.
Media	There is wide media coverage of the ILSA results.
Uses	Results from the ILSA are used in a variety of ways to inform decision making in the country/system.
Impact	It is not clear that decisions based on ILSA results have had a positive impact on students' achievement levels.

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