Fifteen-years-old students of seven East Asian cities in PISA 2009: A secondary analysis

Fifteen-years-old students of seven East Asian cities in PISA 2009: A secondary analysis

• Soh, Kay Cheng National Institute of Education

New Horizons: The Journal of Education, Hong Kong Teachers' Association, 60(1), 83-91, 2012

Hong Kong

Hong Kong Teachers' Association

2012

• P Social Context of Education
  • PB Comparative Education
• Q Philosophy of Education, Educational System & School At Different Levels
  • QD Secondary Education

Program For International Student Assessment China Korea Hong Kong Singapore Japan Taiwan (Taipei) Macao Secondary Education Performance Based Assessment Comparative Testing Mathematics Achievement Regional Characteristics Standardized Tests Cluster Grouping Asian Studies Comparative Analysis Reading Achievement Comparative Education Science Achievement Achievement Tests Effect Size

• Hong Kong
• China
• Korea
• Singapore
• Japan
• Taiwan
• Macau

• 1997.7 onwards

• Secondary Education

Background: In PISA 2009, seven East Asian countries rank high among the 65 participating countries, but some of the differences among the seven countries are small to be of substantive meaning.
Aims: This paper is an attempt to fine tune the comparisons for better understanding of the situation in East Asian. Sample: Data of the seven East Asian countries were pulled from the PISA 2009 report and re-analyzed.
Method: Pair-wise comparisons were made by way of effect size on Reading, Mathematics, and Science.
Results: The overall patterns of differences show that Shanghai-China is definitely ahead of all the others. Korea, Hong Kong-China, and Singapore are similar in performance and form a cluster. Japan, Chinese Taipei, and Macao-China are similar and form another cluster at the lower end of achievement.
Conclusion: Instead of ranking the seven countries with seven different ranks, it is more meaningful to cluster them into three groups to avoid spurious precision. In other words, league tables should not differentiate where there are no meaningful differences.
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• English

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https://bibliography.lib.eduhk.hk/en/bibs/a640919e

2014-01-18