National Assessment System

On the other hand, equal education does not mean that all students are treated and measured similarly, as each of the students has different needs, skills and proficiencies. This condition is the basis of the assessment system in Finland. Unlike in Indonesia, Finland does not have a national examination or evaluation to assess students’ proficiency. The assessment in Finnish education is done by the classroom or subject teachers, as the teachers in Finland are trusted to do their best in serving as an education professional (Lombardi M,2005). Teacher-based assessment is more important in Finnish education because teachers create their own curriculum based on the core curriculum and the municipal document, so teachers are the executor of their own curriculum (Kupiarnen et al, 2009). Implementing this kind of assessment system
With the students’ different background, different skills, proficiencies, and also different phase in learning, it will be good if the teachers can create their own curriculum by considering the needs of students but still based on the core curriculum determined by the government. The government had also taken a big step on the assessment system in which national examination is not anymore set as the sole standard to determine the students’ final achievement in school. However, as long as the national examination is still implemented in schools, it is hard to change people perception about the assessment system which is now depended not only from the result of the national examination. Teacher-based assessment should be more considered as the measurement of students’ proficiency in Indonesia, as teachers are the one who knows best about their students’