1. Thematic Area 3: Improving Learning 26 February 2013

2.  Group members: 18 Participants ( India, Khazastan, Cambodia, Thailand, Indonesia, Malaysia, Tonga, China etc)  Note taker: Marina Oro  Raporter : Sumarno (Indonesia)

3.  Specifically (promising practices, lessons and advice):  Use of assessment results to improve policy and student learning  Support to teachers and for teaching to improve learning outcomes, especially in disadvantaged areas an/or low performing schools

4.  Kazakhstan: Limitation of current assessment system  Not able to assess learning skills  Not able to gauge student’s preparedness for tertiary education  China: Going beyond academics  Assessment model also includes measuring psychological well-being and character of students

5.  India – Pratham (NGO)  Concept of QUALITY should be based on local context; assessment tools should be aligned to local needs  Leverage on partnerships with other stakeholders to improve learning outcomes  Teachers should use appropriate interventions based on assessment results  Government of India has formulated 5 year plans based on based on ASER’s work  State governments also considering policy changes

6.  Indonesia  National assessment results used for policy decisions  Classroom assessments used to improve student learning  Government sets the standard for quality, which is then used as an indicator to create the assessment

7.  Malaysia  Literacy and numeracy screening for years 1-3  Learning support provided for those who need remediation  Assessment results revealed lack in student’s ability to think critically  Policy to include higher-order thinking questions into national assessments

8.  Thailand  Use of national tests to rewrite policies and to improve learning outcomes  E.g. Re-writing of the curriculum to infuse literacy, numeracy and reasoning skills into subject areas

9.  Cambodia  Assessment results used in developing textbooks and improving teaching methods  Assessment results used to reward teachers and schools

10.  Indonesia  Pre-service training Strengthen teacher training institutes  In-service training: Develop professional development programmes Encourage lifelong learning  Empowering teachers: Every teacher a leader

11.  Tonga  Provide human resources such as curriculum writers and school- based management consultants to support underperforming schools  Collect best practices from schools to share with others

12.  Thailand  Due to widespread practice of multi-grade teaching, additional resources such as guidelines, unit plans and lesson plans are made available to teachers  Education Service Area supervisors are trained to cascade training and conduct monitoring activities in schools and classrooms  Selection of principals based on their “leadership for learning” rather than just “leadership for administration”

13.  Quality;standard;Literacy;early reading assessment; early grade mathemathics;student learning outcomes (literacy, reasoning ability, numeracy);disadvanted areas;under performing school ;compulsary of basic education; curriculum (relevant to the needs of the society, inclusive to all learners, balance between global and local needs); pedagogy (quality of teaching); school efficiency; assesement; classroom assesement based on curriculum standard; portofolio;national test;evidence based;school awards for teacher and learner;teacher qualification and certification; partnership; rewards system;school leaders