Global education policy on assessment and its application in Indonesia (learning from the finnish education system)

Abstract

Replacing the standardized National Test, the new policy of the Indonesian Ministry for Education and Culture introduces a Minimum Competency Assessment. It looks good on paper but show potential weakness. A dominant theme in this assessment policy announcement so far has been related to its “survey” type of assessment, which clearly follow the global education policy, like PIA, TIMSS and NAPLAN. The assessment will completely change the assessment practices in Indonesia. Moreover, this assessment system will affect all elementary and high-school students, while the international survey, like
PISA test, are proposed for certain target groups, for example elementary students, notably for 15-year olds, and not for high-school students.

The paper outlines the content of the new policy and its weaknesses. Particular attention is paid to the implied result based on international „policy borrowing‟ and the extent to which the system might be unable
to incorporate these features. The possible impact of such an assessment system on teaching in schools is also considered, along with the role teachers might play in carrying out the assessment. Finally, a recommendation for assessing students in the Indonesian context, based on Finnish education system is proposed.