Abstract

The main purpose of this study to investigate the Malaysia education systems
compared to Finland and Vietnam in terms of Mathematics Assessment for Secondary
Schools. It also aims to improve the Malaysia assessment for secondary school
students. This report include the comparisons of the assessment that conducted in
each countries based on two important assessment. There are two important
assessment which are Formative assessment and Summative assessment were
conducted in Finland and Vietnam but not in Malaysia for the secondary school
because Finland and Vietnam were ranked in PISA. This paper discuss the types of
mathematics assessment for secondary school with three different countries which are
Malaysia, Finland and Vietnam.
Introduction

Assessment defined as a process by which information is obtained relative to

some known objective or goals. Assessment has been used for multiple functions, like
providing student grades, national responsibility, system look, resource allocation
among a part, student placement or look, determinative interventions, rising teaching
and learning, or providing individual feedback to students and their parents/guardians.
Assessment is also a process of documenting usually in measurable term, knowledge,
skills and behaviour.
There are a few types of assessment which are Formative Assessment,
Summative Assessment, Authentic or work-intergrated assessment, Diagnostic
Assessment, Dynamic Assessment, Synoptic Assessment, Criterion Referenced
Assessment and Ipsative Assessment. Formative Assessment is an exercise does
contribute to the final mark. It also focus on the process-oriented an also reflective
diagnostics. The assessment will be given feedback to improve during on-going the
lessons for both students and teachers. For instance, Students draw the idea concepts
of Geometry in the class to represent their understanding of the topics. Summative
Assessment is a assess achievement at the end of the instructions. The exercise will
summarize the understand of students at the end of the lesson. It is to assess
achievement at the end of the instructions and to determine the extent to which the
instructional goals have been achieved. For example, school will have mid-term test
to determine the student’s understanding from the previous topics. The marks will be
recorded for student achievement. Authentic or work-intergrated Assessment is an
evaluation form for students and teachers to develop students skills and competencies
in education industry. For example, Exeter Project has developed a set of tools to
support academic staff in the design of authentic assessments including the
dimensions model, iTest and associated Tech Trumps. Diagnostic Assessment is a
recap from the previous topic that student learned before entering the new topic.
Teachers will recap all the sub-topics to identify the student understanding before
proceed to the new lesson. For example, asking student to differentiate fractions and
decimal. Dynamics Assessment is an assessment that allow students to open mind to
unfamiliar topics or lesson. This will help student brainstorming ideas of the topics
and upon the ideas to class session. It can be disadvantages for those who lack of
knowledge. This assessment usually used in advanced of the main body of teaching.
Synoptic Assessment is a combination of student learning element from various part
of a programme and to indicate their understanding about a topics that they have
learned. This assessment enable their ability to intensify the skills, knowledge and
understanding. For instance, some of mathematics element such as formula include in
science subject. Criterion referenced assessment is an assessment that evaluate
through certain criteria. This assessment can influence by normative thinking to judge
either student have been met the specific criteria or not. It also can be assured by
credibility and validity through processes such as moderation, trial marking and the
collation of exemplars. Ipsative assessment is a assessment that show effort from
student through particular task and help students to improve their performance in
education. For example, Student will provide course work in Additional Mathematics
subjects.
In Mathematics Education not all of the assessment will carried out. Different
countries have different assessment to the secondary school students. Mathematics
Assessment can be divided into two parts which are Internal Assessment and
External Assessment. Internal Assessment the information of final evaluation from
student to teachers for making instructional decisions. For example, teachers will
provide mathematics assessment achievement to principal so that they can discuss the
improvement of teaching method. External Assessment is an information to several
parties about mathematics programme. The information of assessment can either the
programme hold program managers accountable or to monitor the program’s level of
performance such as Berita Harian have conducted a Mathematics SPM Seminars for
those who having difficulties in problem solving questions after they gained
information from Trial SPM previous result.
The Assessment in Secondary School Mathematics in Malaysia

Malaysia education system for secondary students are devided into 2 categories
which are lower form and upper form. Lower form consists of 13 -15 years old
students and upper form consists of 16-17 years old students. There also will be two
examination to the secondary school students to qualify them to the next level. The
examination for lower form is Pentaksiran Tingkatan 3 (PT3) while for the upper
form is Sijil Pelajaran Malaysia (SPM) stated by the Ministry of Educatin in
Malaysia.
According to Abu Bakar Ibrahim (2006) the assessment that carried out in
Malaysia are Centralized, Top Down, Periodical and Summative. Centralized is
providing same questions for all schools, all students and norm-referenced. The
questions for all school either in rural or urban areas with different abilities of
individuals. The score of the centralized assessment will compared to the norm or
group. This assessment will give competition, stress and anxiety to the students as
they will be compared to other group. For example, Additional Mathematics paper
based on the latest syllabus. Top Down Assessment is direct from Lembaga Pelajaran
Malaysia (LPM). The assessment have limited involvement of teachers such as
invigilators and examiners. This assessment will be evaluate by expertise with
mathematics subject such as external examiners while invigilators will make sure
mistakes done by students during examination. Periodical Assessment is a assessment
for student every three or two years learning. In Malaysia, the lower secondary
student have to attend mandatory examination is Pentaksiran Tingkatan 3 (PT3) to
assign students to a more specific course. Second examination in secondary schools is
Sijil Pelajaran Malaysia (SPM). This assessment will place with appropriate courses
and university level. Summative assessment is a testing knowledge of a topics.
Teachers will provide exercise to evaluate students understanding of a topics. This
assessment help to improve memorization based on what have they learned.
Malaysia study also schools has emphasize the elements of constructivism. This
elements will help student to solve problem is High Order Thinking Skills (HOTs)
questions. Contructivism is built a summary, ideas or concept based on the students
understanding. For an examples, student able to construct a mind-map for the topics
of Geometry. Project work also one of the assessment that need to complete by
student. Project work is new element in Additional Mathematics curriculum starting
year 2002. The purpose of having project work is to transfer knowledge,
understanding and concepts into situations outside the classroom. The assessment will
help student get good grades in examinations. Project work is one of the example of
summative assessment.
The Mathematics Assessment in Secondary School Mathematics in Finland

Finland is the country with one of the best Mathematics Assessment in Education
Industry. The education system in terms of secondary students is start from
Comprehensive schools (6-16 years old). Then, they will have two assessment that
qualify students to the next level which are Matriculation Examination and Vocational
Qualification Test.
Finland scored the highest mark in international comparisons of education policy.
Finland received attention for scored highest performance in International Student
Assessment (PISA) compared to other country including United State. This is because
Finland reduce the high-stakes testing. Mathematics Assessment that Finland focus
for students in secondary school is to develop mathematical thinking concepts and
problem solving and can be implement in the future. According to Katie (2011), the
assessment that have being used in Finland are Formative and Summative.

Formative Assessment

Formative assessment from Finland aims for students learning significant benefits
such as assessment during course. The formative assessment encourage student
performance growth and self assessment. The formative assessment brings the same
purposes which are improving instructional and student self-assessment skills. The
assessment will be marked as “very good” or “need practice” instead of having
grading systems. The examples of formative assessment will carried out based on
yearly assessment, students work, feedback from each topics along the lesson and
suggestion for improvement. Manninen (2019) stated providing multiple piece of
work is a practicing formative assessment in Finland. This will helps teachers on
improving their planning teaching method and promotes students self-evaluation to
become aware of their thinking. The role of giving feedback and continues assessment
like formative assessment can be clarify as basic pedagogical method to students
learning process (Oinas et al, 2017). They stated that Finnish culture use technology-
enchanced feedback as their platform of the contuinuing assessment of a student.

Summative Assessment
 Summative Assessment is final assessment that certified students completion and
can continue to next level of education. Taras (2005) also stated that summative
assessment include all proof as seen as final point of the judment. The example of
Finland students final assessment is a portfolio of student coursework from eighth and
ninth grades. According to Makileppilampi (2017), teacher of upper secondary school
use summative assessment to most course with evaluated grade on the four to ten as
an other example. This assessment purposed to make qualification comparisons
among students based on certain criteria that stated by The National Core Curriculum
(Katie, 2011).
The comparison for the assessment for Finland among the other country is
because students does not have system that encourages them in achiving
self-assessment skill. Secondly is because of the Finland culture in terms of
difficulties nation’s politics to imitate the education systems (Grubb,2007). Third, the
international attention towards high performance in PISA recently, because Finland
does not follow any international including TIMSS since 1999 (Katie, 2011).
The Assessment in Secondary School Mathematics in Vietnam

Lower Secondary Education

upper Secondary Non-Format

secondary Technical & Education
Grade 6-9 Vocational
Education
Grade 10-12

Pro Vocational
Secondary Training

Source from Le Thi My Ha. (2014). LARGE-SCALE ASSESSMENT in Viet Nam

Vietnam education systems start from lower secondary education started from
11-15 years old student. After they finish the lower secondary education they can
continue their education into three level which are the upper secondary education and
secondary technical and vocational education and non-format education. The upper
secondary education started from 15-17 years old which are grades 6-9. The
secondary technical and vocational education started with grades 10-12 and it divided
to pro secondary and vocational training. For pro secondary education, it mus be
study for two to four years while Vocational Training will be two years.
For Vietnam mathematics assessment for secondary school students is focus
mathematics education implement in real-life situation. The mathematics assessment
that practiced in Vietnam are National Assessment, Formative Assessment and
Summative Assessment.

National Assessment
National Assessment is the largest continuous assessment based on various
subject areas. Vietnam have doing well in PISA 2015 for Economic Co-operation and
Development’s trennial assessment of 15 years around the world. Vietnam was ranked
eighth out compared to other countries. According to Do (2019) stated that the
National assessment will be taken by Grade 9 and 11 for secondary school students.
Formative Assessment
Formative Assessment in Vietnam education is effective teaching to student.
According to Luong (2016), there are four condition that will use by the teachers in
Vietnam which are the clear understanding of criteria standards, the feedback of
students understanding that need to improve, self-assessment and peer assessment that
can be integrated with instruction and the observation of the teachers to student that
have potential to learn. Examples of formative assessment use in Vietnam secondary
school are multiple-choice tests and teachers observation.
Summative Assessment
Summative Assessment in Vietnam education is a assess achievement at the end
of the instructions. For an example High School Graduation Examination. The High
School Graduation Examination that been specified by The Ministry of Education and
Training Vietnam, by the end of grade 12, students need to take the examination to
get diploma of High School Graduation. Three paper mandatory for all students are
Mathematics, Literature and Foreign Language.
The improvement of assessment that carried out by Vietnam is student have
achieved the universal secondary education completion. The assessment have improve
in school and potentially better employment through development of examinations.
According to Luong (2016) thinks that criterion-referenced assessment in Vietnam
refer to the judgement of professional information towards students performance
based on criteria for learning outcomes.
The comparisons of assessment towards Finland, Vietnam and Malaysia

The comparisons of assessment towards three different countries which are

Finland, Vietnam and Malaysia. The three countries have the same assessment with
different purpose and different examples. The similiar assessments are formative
assessment and summative assessment.
The general meaning of formative assessment is an exercise does contribute to
the final mark. It also focus on the process-oriented an also reflective diagnostics. In
Finland and Vietnam, the purpose of doing formative assessment is improve students
understanding and encourage students skill self-assessment. The PISA is conducted to
these two selected countries based on the formative assessment. In Malaysia, they use
the formative assessment to the primary school not for the secondary school. This is
because to attract kids below 12 years old (Sardareh, 2016).
Next assessment is summative assessment. In Malaysia, summative assessment is
giving examination certificate supported by government such as PT3 and SPM for
secondary school. For Finland, the summative assessment is portfolio of student
coursework from eighth and ninth grades. And as for Vietnam, the summative
assessment is The High School Graduation Examination that been specified by The
Ministry of Education and Training Vietnam, by the end of grade 12, students need to
take the examination to get diploma of High School Graduation. The purpose of the
summative assessment for the secondary student is to check the qualification students
to the next level of education.
These two important assessment were implement by the selected countries which
are Finland and Vietnam while Malaysia not doing formative assessment to the
secondary school.
 The table 1 shows the summary of the comparisons of assessment.
Assessment / Countries Malaysia Finland Vietnam
Primary Secondary Secondary
Availability
School School School
Improving
self-assessmen
Improving
t and peer
Attract kids to self-assessmen
Purpose assessment that
learn t and student
Formative can be
understanding
integrated with
instruction
yearly Multiple
Using
assessment, choice tests
Example attractive
students work, and teachers
learning kit
feedback observation
Availability Secondary School
To make
qualification
Help to comparisons
To take the
improve among
examination to
memorization students based
Purpose get diploma of
based on what on certain
High School
have they criteria that
Graduation
Summative learned stated by The
National Core
Curriculum
A portfolio of
Mid-Year student
High School
Examinations coursework
Examples Graduation
and End-Year from eighth
Examination
Examinations and ninth
grades
Improvement for Malaysian School Assessment based on Finland and Vietnam

The improvement that need for Malaysia School Assessment is formative

assessment. According to two selected countries which are Finland and Vietnam,
formative assessment plays important roles in education systems. The purpose of
having formative assessment is to have skill self-assessment and feedback during
class session. The formative assessment is not available for secondary schools maybe
it because Malaysia not comparative to involve in PISA. Malaysia education system
were not as good as these two countries. Malaysia has achieved 52nd place in PISA
2012 (The News Straits Times, 2013) and Malaysia more focus on Science,
Technology, Engineering and Mathematics (STEM) like other countries such as
Nigeria, Ghana, Kenya, Tanzania, Sudan and Cameroon.
Next is Summative assessment. Project work Additional Mathematics is one of
the summative assessment for secondary school students in form 5. Eventhough, the
project work is an assessment that set by the Ministry of Education that help student
scores higher in overall assessment, but student would not be able to implement what
have they learned theorically to real-life situations. Malaysia educations need to give
real-life situations so the student will be able to understand what have they learned
use in real-life situations.
These improvement can help the Malaysia Secondary school student to be more
aware of the assessment and raised the mathematics subject ranked in PISA.
Conclusion

Finland take a definite steps on both assessment which are formative assessment
and summative assessment because the attentions towards Finland student is to focus
in developing mathematical thinking concepts, problem solving and can be
implemented in the future. Finland assessment will reduce the importance of
high-stakes testing that can effect the feeling of students towards examinations.
The improvement of assessment that carried out by Vietnam is student have
achieved the universal secondary education completion. The assessment have improve
in school and potentially better employment through development of examinations.
According to Luong (2016) thinks that criterion-refernced assessment in Vietnam
refer to the judgement of professional information towards students performance
based on criteria for learning outcomes.
These two important assessment were implement by the selected countries which
are Finland and Vietnam while Malaysia not doing formative assessment to the
secondary school. Malaysia needs formative assessment to have skill self-assessment
and feedback during class session for the secondary school student. Malaysia also
need to the summative assessment because it can help student to understand what
have they larned can be implement in real-life situations.
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