A Critical Review of the School-Based Assessment in Brunei Darussalam

Abstract

School-Based Assessment for Learning (SBAfL) was developed by the Ministry of Education in Brunei Darussalam to assess how well the students have achieved the objectives and learning outcomes as mentioned in the mathematics syllabus. Under the SBAfL, the Brunei Common Assessment Tasks (BCATs) was introduced where teachers develop and adapt standard-based criteria and rubrics to help students assess their developing knowledge and skills. In this study, random samples of the fourth assigned BCAT (BCAT 4) for Year 7 were collected as research artefacts. A semi-structured interview was conducted with Ms. Ella, who assessed the Year 7 students. Learning outcomes and marks awarded in BCAT 4 are discussed in this paper. The Year 7 students were expected to carry out the task based on the learning outcomes, which are categorised into three dimensions: Knowledge and Understanding (K&U), Thinking skills, Problem Solving and Investigation (PSI), and Communication Skills (CS). It was found that these learning outcomes were confusing. The learning outcomes and the dimensions indicated should be clear and consistent. The marks awarded in the assessment task were not fair and contradict the aims of designing a quality assessment task. A proper marking scheme should be discussed and designed by teachers in order to give a fair and systematic approach in the process of working out the solution for the assessment tasks. Teachers must not depend on BCATs only as a source of feedback for students. Continuous formative assessment should be administered to ensure the students’ mastery of knowledge.