ABSTRACT
The outcomes of value-added measures (VAM) in an educational context are direct reflections of students’ learning, as it isolates a teacher’s contribution to a student’s growth. This is an important composition to include in an evaluative framework. In 2009, Brunei Darussalam established the current national education system known as Sistem Pendidikan Negara Abad Ke-21 (National Education System for the 21st Century, SPN21). SPN21 was then followed by efforts to standardise and monitor teacher performance with the implementation of the Brunei Teachers’ Standard (BTS) in 2014 using an instrument named Teacher Performance Appraisal (TPA). This effort is strategically aligned to develop more effective teachers and teaching as part of the aspiration towards quality education as called upon by the ASEAN Council of Teachers (ACT). In the light of such a promising framework, this chapter identifies avenues where VAM can be implemented to improve the outcomes generated from the BTS, with the use of the third generation of activity theory (Engeström, 2001). This research employs a qualitative approach with the use of semi-structured interviews. Currently, BTS-TPA is nearing the end of its first cycle, making this the ideal time to reflect upon the system for further improvements. This chapter aims to facilitate reflection by presenting contextual concerns raised by English teachers in the ESL context, and identify avenues where VAM could be applied. This information would be invaluable to teacher trainees who are expected to be accountable for their teaching upon entering their designated schools.
