The emerging definition of new skills and competencies required in a global knowledge-based society goes beyond the traditional scope of academic learning. In particular, for basic education, the common goal is not only to enhance the average competencies, but also to accomplish access, equity and quality of these competencies (G.-J. Kim, 2010). To achieve these goals, curriculum (standard),
pedagogy (delivery) and assessment (outcome) need to be aligned.
In fact, a growing number of countries are conducting various forms of assessment of all learners in formal and informal educational systems. The goal of such measurement is to review the curriculum and pedagogy so as to strengthen teacher professional development and to bring other policy changes aimed at improving student performance.
This paper delineates the phenomena and challenges subsumed under the monitoring theme of the joint UNESCO-KEDI seminar and further identifies the learning that would be of useful reference for policy makers and educators in the Asia-Pacific region and globally. Basic information about various forms of international, national and school-based assessment of the ten participating countries/jurisdictions is summarized in the first booklet in this series on examination systemsSkills for WorkStudent AssessmentEast Asia and PacificSouth AsiaOriginal research