HOW TIMSS AND PISA CAN BE RELATED TO SPN 21?
A report submitted by:
KAMARUDIN BIN HAJI AHMAD (09M1109)
B.A. Primary Education (Hons)
This essay is submitted in fulfillment of the requirements for
EM5307 Thematic Studies
Med. in Mathematics Education
Lecturer
Dr Leong Yong Pak
Sultan Hassanal Bolkiah Institute of Education
Universiti Brunei Darussalam
January 2010
Background
This essay is intended to find on how TIMSS (The Trends in International Mathematics and Science Study) and PISA (Program for International Student Assessment) can be related to SPN 21 (the National Education System for the 21st century or in malay, Sistem Pendidikan Negara Abad Ke-21).
What is PISA, TIMSS and SPN 21?
1.1 PISA
TIMSS and PISA are two different international assessments system practice and recognize by most countries all over the world. Which can be relate to Sistem Pendidikan Negara Abad 21 (SPN 21) which is new system of education in Brunei Darussalam. The Program for International Student Assessment (PISA) is a system of international assessments that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. PISA also includes measures of general or cross-curricular competencies such as learning strategies. PISA emphasizes functional skills that students have acquired as they near the end of mandatory schooling. PISA is organized by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries. Begun in 2000, PISA is administered every 3 years. Each administration includes assessments of all three subjects, but assesses one of the subjects in depth. PISA is internationally comparable because the countries participating in PISA together make up close to 90% of the world economy. Which consist of 57 jurisdictions (30 OECD countries).
In PISA, there are student and school questionnaires, and in some countries (not including the United States) a parent questionnaire. It's measures how well students can apply their knowledge and skills to problems within real-life contexts. It's designed to represent a “yield” of learning at age 15, rather than a direct measure of attained curriculum knowledge. In PISA, it's focus on how the whole education systems are preparing the students knowledge and experience to be apply in their real world. Interestingly PISA also considering factors like socioeconomic background and school policies which influence the development of the students knowledge and skills at home and at school. As a result it stimulate countries to raise their aspirations for the student to learn better, teaches to teach better and school to become more effective in innovative ways.
1.2 TIMSS
The TIMSS fourth-grade assessment was implemented in 1995, 2003, and 2007, while the eighth-grade assessment was implemented in 1995, 1999, 2003, and 2007. The Trends in International Mathematics and Science Study (TIMSS) 2007 is the fourth time since 1995 that this international comparison of student achievement has been conducted. Developed and implemented at the international level by the International Association for the Evaluation of Educational Achievement (IEA), an international organization of national research institutions and governmental research agencies, TIMSS is used to measure over time the mathematics and science knowledge and skills of fourthand eighth-graders based on the curricula of the participating countries. In TIMSS, there are student, teacher, and school questionnaires; national research coordinators also report on characteristics of national curriculum and selected education policies and practices results. Which is designed to align broadly with mathematics and science curricula in the participating countries. It's suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2007, there were 58 countries and educational jurisdictions that participated in TIMSS, at the fourth- or eighth-grade level, or both (Grade 4: 15 OECD countries; Grade 8: 11 OECD countries).
1.3 The SPN 21
I used to question my parent "How is formal education being practice during the residential system in Brunei?", according to my parent, most Bruneian never had proper education due to religious believes and their attitudes towards education. They believed those who went for schooling were disobeying their believe in religion (Islam). But nowadays people keep on changing. And nearly all the Bruneian really know the values of educations. This attitude towards education is aligned with the country educational system. As it was cited in His Majesty titah on education:
"Prepare curriculum with the objectives of inculcating a lifelong learning culture, so that the Bruneian society is well educated"
[National Day, 23rd February 2003]
From His Majesty titah its show on how the country want to improve its educational system aligned with the other countries all over the world. And with the impact of globalisation, the need of quality education is essential. As a result SPN (National Educational System) is implemented to serve the nation with quality education.
In 2009, SPN 21 is born, with their vision "Quality Education towards a Developed, Peaceful and Prosperous Nation". Ministry of education, (2007) pointe out that, This new educational system nation promise the nation with better quality education. This quality education seeks to develop and equip Bruneian children morally, intellectually, physically socially and aesthetically with the right values and skills to become responsible dynamic citizens, who are able to contribute positively to the nation.
With the mission to "provide holistic education to achieve fullest potential for all". Ministry of Education, (2007) pointed out that, SPN 21 will provide a holistic education system of an international standard that comprises educational programs with a relevant and balanced curriculum which will develop students to their fullest potential.
Conclusion
As a result, I think from this SPN 21 educational system. It is important for the nation the know where do we stand in the world. And how much we have change the quality and our attitude towards educational system especially in Mathematics. Since our educational system never being assess as stated in regard to Brunei and its involvement in any international comparative studies in mathematics, Wong and his colleagues made the following statement.
"Since Brunei Darussalam has not taken part in any international comparative studies in mathematics, the mathematics performance of its pupils
cannot be assessed against international benchmarks. Indeed, few educators outside Brunei know much about its mathematics education "
(Wong et al., 2007, p. 446).
According to Masitah, S. (2009) there is very little evidence of Brunei’s participation in international studies relating to mathematics education. Therefore conducting TIMSS and PISA assessment is a possibility for us to indicate our quality of education and to what extend our new educational system have changed Bruneian. Since it is designed to align broadly with our mathematics curricula and considering factors like socioeconomic background and school policies which influence the development of the students knowledge and skills at home and at school. Thus, could stimulate our countries aspirations for the student to learn better, teaches to teach better and school to become more effective in innovative ways. Hopefully in future we will see these assessment to be done in Brunei. So that we can know where do we stand in the world of education which can reflect the SPN 21 progress.
Reference:
National Center for Education Statistics, (2009). U.S. Participation in International Assessment.
http://nces.ed.gov/surveys/international/pdf/brochure_USparticipation.pdf
Jabatan Perkembangan Kurikulum, (2009). Framework and Guidelines for Curriculum and Assessment Mathematics (Year 4). Kementerian Pendidikan:
Negara Brunei Darussalam.
Masitah, S. (2009). From the General to the Particular: Connecting International Classroom Research to Four Classrooms in Brunei Darussalam.
Melbourne: Graduate School of Education The University of Melbourne.
Ministry of Education, (2007). The Ministry of Education Strategic Plan 2007 - 2011 Brunei Darussalam. Ministry of Education: Brunei Darussalam.
National Center for Education Statistics, (2009). Program for International Student Assessment. http://nces.ed.gov/surveys/pisa/
National Center for Education Statistics, (2009). Highlights From TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an
International Context. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009001
National Center for Education Statistics, (2009).Highlights From TIMSS 2007: Mathematics and Science Achievement of U.S. Fourthand Eight-Grade Students in an
International Context. http://nces.ed.gov/pubs2009/2009001_1.pdf
TIMSS & PIRLS International Study Center, (2009). http://www.timss.org:
Wong, K. Y., Kaur, B., Koay, P. L., & Jamilah, M. Y. (2007). Singapore and Brunei Darussalam: Internalisation and globalisation through practices and a
bilateral mathematics study. In B. Atweh, A. C. Barton, M. Borba, N. Gough, C. Keitel, C. Vistro-Yu, & R. Vithal (Eds.), Internalisation and globalisation
in mathematics and science education (pp. 441-463). Dordrecht, Netherlands: Springer.
