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Title: Evolutionary trajectories in school assessment systems: the case of Bhutan
Contributor(s): Maxwell, Thomas W  (author); Rinchen, Phub (author); Cooksey, Ray W  (author)
Publication Date: 2010
DOI: 10.1080/02188791.2010.495840
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Abstract: The purpose of this paper is to trace the evolution of school assessment in Bhutan, briefly, as a background to considering the present and future school assessment issues especially as they relate to quality concerns and educational improvement in Bhutan. A benchmark for Bhutan, the National Educational Assessment (NEA) programme in Bhutan was inspired by a 2002 initiative in South Asia funded by the World Bank. In this paper, we address how the 2003 NEA was developed. Emerging issues are discussed including methods of reporting and the concept of "benchmarking" in three senses of that term. Technical issues are also addressed in the context of the desire to administer another comparative NEA in 2010. Out of these developments, the Bhutan Board of Examinations has developed ideas about expanding access to system-wide assessment data to different levels of stakeholders in order to achieve improvements. A 2x2 matrix is provided identifying four key questions around judgments of educational achievement at two key levels (system and school) within and between these levels. This matrix represents a model of the evolution of assessment in Bhutan. This paper should be of interest to education systems in developing countries that have undertaken or intend to undertake national educational assessment programmes.
Publication Type: Journal Article
Source of Publication: Asia Pacific Journal of Education, 30(3), p. 273-288
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1742-6855
Fields of Research (FoR) 2008: 130106 Secondary Education
130302 Comparative and Cross-Cultural Education
130303 Education Assessment and Evaluation
Socio-Economic Objective (SEO) 2008: 930301 Assessment and Evaluation of Curriculum
930403 School/Institution Policies and Development
930101 Learner and Learning Achievement
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article

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