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Now, if all countries were to take this approach, we would see London selected to be the sole representative of Britain, or Boston and its suburbs representing the U. This year, in fact, saw a separate score calculated for Massachusetts, which if taken as the nation’s results, would grab the top spot in reading with eight other nations, 2nd place in science with ten other nations, and 12th in math.If we dig deeper into the sampling, we come across another potential problem with the PISA testing: that the sampling done on mainland China (Beijing, Jiangsu, Guangdong and Shanghai) and other cities was not taken from a wide variety of schools.
Ong added that the biased sample of schools in favor of high-performing schools can also be seen in Pisa 2015’s own data on Malaysia.
Ong claims a concerted effort to take more samples from higher-performing fully residential schools: "Out of a total sample of 8,861 students, 2,661 or 30% were from fully residential schools.
Once the schools are chosen, each country or education system submits student listing forms.
On test day, student participation must be at least 80%.
Rather, the very best schools were chosen and the very best students were cherry-picked from those schools.
Ong Kian Ming, a lawmaker in Malaysia recently raised this issue concerning Malaysia’s PISA results, claiming the education ministry attempted to rig the sample size in order to boost the scores.
Only an independent audit of the results could prove conclusively whether the very best fruit was picked from the tree, but the sampling process does not preclude the potential for manipulation.
At face value, the PISA results appear to be a huge propaganda victory for the educational systems of Asians and the Chinese.
But in so doing, the OECD is merely kowtowing to Beijing, acquiescing in the samples submitted by other countries and sending a message to our children that bending the rules is acceptable."The results of the most recent Programme for International Student Assessment (PISA) are out, and again reveal students from East Asian countries dominate in maths and sciences.
The assessment, run by the Paris-based Organisation for Economic Co-operation and Development (OECD) every three years, tested around 540,000 15-year-old students in 72 countries and economies on science, reading, maths and collaborative problem-solving.