PISA

Introduction

The Program for International Student Assessment (PISA), drawn by 15-year-old students from across the world, is the shared belief and opinion that countries will need to compete in the 'knowledge economy' and satisfy the economic wellbeing of their citizens (Baird, et al., 2011). The Trends in International Mathematics and Science Study (TIMSS) and 2018 results in the Program for International Student Assessment (PISA) have impacted Singapore's outstanding performance positively and negatively. The reason for the positive and negative impacts will be elucidated in this discussion (Teo & Choy, 2021)

In Singapore 6,300 students from all 153 public secondary schools and 376 students from thirteen private schools were randomly selected to take part in PISA 2018 (MOE, 2019).

Top-performing students in science can use conceptual scientific ideas to expound on the unknown and complex phenomena of interest. In mathematics, students are proficient in advanced mathematical reasoning and thinking. In reading, top achievers can recall information that needs the student to organize and discover chunks of deeply planted information from a text or graph (Teo & Choy, 2021).

Positive impact on PISA results in Singapore

The future of jobs against the international backdrop is the urgency to develop an integrated curriculum for STEM Capabilities (science, technology, engineering, and mathematics). Singapore's excellent performance in PISA and TIMSS in 2018 resulted from the successful educational policies, learning environment, assessment procedures, instructional design, and holistic curriculum by the Ministry of Education Singapore. The Singapore students were well-facilitated with critical skills and the flexibility that would serve them well in a rapidly complex and changing world. Parents and committed teachers were well collaborated to nurture the students continually. The PISA results continue to be a helpful reference and benchmark for the Ministry of Education to develop educational policies and programs that provide students with rich insights into the progress students are making in building their critical skills in maths, science, and reading. Singapore education endures a process of continuous improvement by working with public and private schools, parents, community stakeholders, and civil society to help students develop holistically to reach their full potential, regardless of their socioeconomic status (MOE, 2019).

Singapore students have performed well in Reading, Mathematics, and Science assessments. In addition, the students' higher-order cognitive processes of?'Evaluating and Reflecting'?and proficiency in applying reading strategies on both single-source and multiple-source texts were evident.?Singapore students from lower-Socioeconomic Status (SES) homes continue to perform well. As a result, Singapore has the third highest proportion of "core-skills resilient" students. This proportion is twice that of the OECD's 23% (MOE, 2019).

PISA 2018 results indicate that international standards well resource Singapore schools. However, the Ministry of Education Singapore will continue to direct more resources to schools with more significant needs, counting schools with added low-progress students or financially disadvantaged students. The Ministry will also secure access to education for needy students to overcome barriers to learning (MOE, 2019).

Negative Impact on Pisa results in Singapore

Although Singapore has done well in PISA 2015 results, the 2018 results have placed Singapore below China’s emerging success. The Table below on the 2018 findings by OECD has impacted the development of assessment culture in Singapore schools. Compared to their OECD peers, Singapore students disclosed higher self-efficacy but a lower growth mindset.?Eighty-six percent of Singapore students said they could usually resolve a problematic situation compared to eighty-four percent of the OECD average. Sixty percent of Singapore students have a growth mindset and believe their intelligence is something they can enhance compared to the OECD average of sixty-three percent. Students with a growth mindset lean towards more significant effort and show more persistency when learning something new, placing them in better stead for learning throughout life?(MOE, 2019).

Singapore students expressed greater fear of failure. Seventy-two percent of Singapore students said they are troubled and anxious about what others think of them when they fail, compared to fifty-six percent of the OECD average. While a moderate and rational sense of fear may stimulate students to work hard and strive for better performance, unreasonable fear can be disabling. The new Primary School Leaving Examination (PSLE) scoring system in 2021 has reduced fine differentiated grading, which will help reduce students' fear and anxiety. The implementation of Full Subject-Based Banding and the withdrawal of academic streams in secondary schools by 2024 will also assist in encouraging our students to adopt a growth mindset and take greater ownership of their learning (MOE, 2019)

Conclusion

Compared to OECD countries, Singapore students perceive higher levels of cooperation and competition among their peers in school. For example, eighty percent of Singapore students said their teachers are interested in every student's learning (OECD average: seventy-one percent), and Eighty-four percent said their teachers give extra help when students need it (OECD average: seventy-five percent) (MOE, 2019).

References

Baird, J.-A., Isaacs, T., Johnson, S., Stobart, G., Yu, G., Sprague, T., & Daugherty, R. (2011). Policy effects of PISA. United Kingdom: Oxford University Centre for Educational Assessment. Retrieved from https://oucea.education.ox.ac.uk/wordpress/wp-content/uploads/2011/10/Policy-Effects-of-PISA-OUCEA.pdf

MOE. (2019). Singapore Students Show Well-Developed Thinking and Reasoning Skills: OECD PISA 2018 Study. Retrieved 26 July, 2022, from https://www.moe.gov.sg/news/press-releases/20191203-singapore-students-show-well-developed-thinking-and-reasoning-skills-oecd-pisa-2018-study

OECD. (31 December, 2019). PISA 2018 country-specific overviews (all participants). Retrieved 26 July, 2022, from https://www.oecd.org/pisa/publications/pisa-2018-snapshots.htm

Teo, T. W., & Choy, B. H. (2021). STEM Education in Singapore. Singapore Math and Science Education Innovation: Beyond Pisa, 43-59. Retrieved from file:///F:/UoPeople%20-%20MED/EDUC%205440/EDUC%205440%20Unit%206/TeoChoy2021_STEMEduinSG%202021.pdf