Over the past six years, Nazarbayev Intellectual Schools (NIS), Kazakhstan, has piloted its own assessment system - the Integrated Criteria-Based Assessment Model (ICBAM) in conjunction with Cambridge International Examinations (CIE) with the expectation that it will supersede the current national assessment system.

ICBAM was launched on 31st August 2012, and is currently employed as the principal system of assessment in 19 out of 20 NIS schools. According to an Analytical Report 2014-2015 from NIS Department of Quality Assurance, ICBAM was viewed as having introduced a range of positive reforms, including better determinations of student achievement, and improved procedures for student feedback. The Report however also highlighted a number of significant concerns about the functioning of ICBAM.

The purpose of the research is to analyze and evaluate ICBAM as an effective assessment system.

• It questions teachers and students who have previously taught or studied in mainstream schools about their attitude to the new model of assessment, and about how they have adjusted their teaching or learning practices to reflect the new model of assessment.
• It probes questions such as the assessment cycle, preparation for and participation in assessment, and the feedback given to students within and following assessments.
• It reflects upon the use of a pilot project as a tool for introducing policy reforms.

In relation to the research purpose, five research questions are addressed:

1. What is an effective assessment system?
2. What are the characteristics of the effective assessment system?
3. What are the characteristics of ICBAM?
4. What is ICBAM’s potential for being an effective assessment system?

For evaluation the researchers apply Clarke’s theoretical framework (2012) for effective assessment systems, which include three components:

-  enabling context (which refers to the policy/legislative framework that consists of such items as the structure, funding and resources, including human resources as well);

-  system alignment (which implicates the simple match between learning goals, standards (reforms) and curriculum);

-  assessment quality (which comprises such characteristics as validity and reliability).

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