Implementation of SPN21 Curriculum in Brunei Darussalam: A review of selected implications on school assessment reforms

Abstract

Implementation of SPN21 Curriculum in Brunei Darussalam: A review of selected implications on school assessment reforms

Abstract

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 21^st Century known in Malay as Sistem Pendidikan Negara Abad 21 or SPN21, 2008; and (3) education for the gifted / talented students, 2009.  These changes are partly designed to diversify and broaden the provision of education and the development of the country’s human resources.  However the success of these reforms will depend on many factors such as the suitability of the teachers, availability of funds, quality of schools, and changes in examinations. The present qualitative study analyses and reviews selected technical innovations to examinations that need to be undertaken concurrently with the ongoing curriculum reforms to support the new initiatives. The issues discussed include over-emphasis on examinations; assessment of affective skills; assessment of vocational and technical subjects; use of informal assessments in school-based evaluations; moderation of marks for borderline students; the relationship between formative and summative assessments; changes to teacher education courses that deal with school assessments; and nationalisation of the senior secondary school examinations.  A content analysis of the skills measured by current school examinations and a needs assessment research to reform the present school evaluation procedures were recommended to gain in-depth insights.

Keywords:

Policies; curriculum; reforms; assessments; examinations; development