Is Canada really an education superpower? The impact of non-participation on results from PISA 2015

Author:

Anders Jake,Has Silvan,Jerrim John,Shure Nikki,Zieger Laura

Abstract

AbstractThe purpose of large-scale international assessments is to compare educational achievement across countries. For such cross-national comparisons to be meaningful, the participating students must be representative of the target population. In this paper, we consider whether this is the case for Canada, a country widely recognised as high performing in the Programme for International Student Assessment (PISA). Our analysis illustrates how the PISA 2015 sample for Canada only covers around half of the 15-year-old population, compared to over 90% in countries like Finland, Estonia, Japan and South Korea. We discuss how this emerges from differences in how children with special educational needs are defined and rules for their inclusion in the study, variation in school participation rates and the comparatively high rates of pupils’ absence in Canada during the PISA study. The paper concludes by investigating how Canada’s PISA 2015 rank would change under different assumptions about how the non-participating students would have performed were they to have taken the PISA test.

Funder

H2020 European Research Council

Publisher

Springer Science and Business Media LLC

Subject

Organizational Behavior and Human Resource Management,Education

Reference26 articles.

1. Brochu, P., Deussing, M.-A., Houme, K. and Chuy, M. (2013). Measuring up: Canadian results of the OECD PISA study. The performance of Canada’s youth in mathematics, reading and science. 2012 first results for Canadians aged 15. Accessed 01/05/2020 from http://cmec.ca/Publications/Lists/Publications/Attachments/318/PISA2012_CanadianReport_EN_Web.pdf.

2. Coughlan, S. (2017). How Canada became an education superpower. BBC news website. Accessed 08/04/2019 from https://www.bbc.co.uk/news/business-40708421.

3. Durrant, G., & Schnepf, S. (2018). Which schools and pupils respond to educational achievement surveys? A focus on the English Programme for international student assessment sample. Journal of the Royal Statistical Society, Series A, 181(4), 1,057–1,075.

4. Education Datalab. (2017). Why does Vietnam do so well in PISA? An example of why naive interpretation of international rankings is such a bad idea Accessed 08/04/2019 from https://ffteducationdatalab.org.uk/2017/07/why-does-vietnam-do-so-well-in-pisa-an-example-of-why-naive-interpretation-of-international-rankings-is-such-a-bad-idea/.

5. Feniger, Y., & Lefstein, A. (2014). How not to reason with PISA data: an ironic investigation. Journal of Education Policy, 29(6), 845–855.

Cited by 22 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3