Towards Enhanced Instructional Quality

Indonesia has extensive data on student learning outcomes from primary to secondary school. Nationally, the National Assessment (AN) and Basic Competency Assessment (AKM) have been in place since 2021, with the Academic Ability Test (TKA) introduced last year. Internationally, Indonesia has participated in PISA since 2000. These assessments underpin education policy changes, including curriculum reforms, teacher certification, and technology integration in learning, with substantial funding allocated.

Experiences of several countries show assessment data can form the basis for policy changes. Generally, there are three main responses. First, the ‘PISA shock’ response, where a country makes drastic policy changes. Germany, for instance, implemented a national standard after previously using regional standards. Second, ‘incremental change’, where policies are adjusted gradually for specific aspects of the education system, such as revising teacher evaluation frameworks and extending core subject teaching hours, as seen in Portugal. Third, a ‘stagnant’ or avoidance response, where PISA results are used for political blame or artificial changes.

Successful education policy changes typically rely on three pillars: competency-based teacher professionalism, equitable learning opportunities, and outcome-oriented national standards. Teacher professionalism is supported by high qualifications, rigorous preparation, fair remuneration, and strong social status. Meanwhile, input-based standards like lesson hours do not automatically improve student outcomes. Among these pillars, a competency-focused approach is the foundation of policy changes.

Competency-Based Learning

Competency orientation must be concretely translated into school and classroom contexts. School leaders and teachers have access to diverse data from AN/AKM, TKA, and PISA on student competencies. AN/AKM results provide an initial overview of minimum competencies students must master. Education reports also offer insights into school culture, climate, relationships, and interactions, forming the foundation for effective teaching and learning. TKA illustrates academic achievements and can map teaching effectiveness. PISA results generally help school leaders and teachers measure literacy, numeracy, and creativity, particularly the 2022 findings. Beyond national curriculum achievements, the competencies tested in these exams offer more operational descriptions. The simplest and quickest school change is aligning tested competencies with those taught. Estonia, for example, encourages teachers and school leaders to align classroom instruction with national assessments for Years 3, 6, 9, and 12. Classroom assessment questions mirror PISA’s open-ended questions (Volante & Klinger, 2021). Similar practices occur globally, but Estonia stands out with its ‘teaching for life’ philosophy rather than ‘teaching for the test’. Classroom processes prioritise learning outcomes supported by integrated assessment practices. For instance, open-ended PISA-style questions are used in class tasks and discussions, sometimes even designed by students. A ‘growth mindset’ paradigm provides feedback to close gaps between student achievements and competencies, along with necessary support. Estonia’s classroom philosophy and practices demonstrate instructional alignment—coherence between learning objectives, instruction, and assessment.

Pedagogical Flexibility and Accountability Orientation

The alignment will transform school leaders’ and teachers’ workflows. Teachers must apply flexible pedagogical strategies without lowering learning targets. School leaders need to shift from score-focused targets to competency mastery. School accountability is no longer solely measured by exam scores but by the institution’s ability to justify teaching processes that support students in achieving set competencies. Consequently, school leaders must change teacher supervision from administrative focus to classroom instruction. At first glance, this accountability shift seems contradictory to using PISA, AN/AKM, and TKA competencies as classroom references. However, evolving assessment culture now views exams not as high-stakes selection tools but as low-stakes standards focusing on general competencies and problem-solving skills (Volante & Klinger, 2021). The key lies in policymakers—from local leaders to school heads and teachers—using test data to improve classroom processes. Thus, exams are no longer seen as separate from classroom activities but as integral to instructional quality improvement. Ultimately, educational quality is not determined by the number of new policies or the amount of funding allocated