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A-21 Exhibit iV-1 the universal scale Multiple assessments… PISA TIMSS NAEP Other local assessments …normalised… …onto a Universal Scale ▪ 25 unique assessments – Test – Subject – Year – Level ▪ Normalised to a single scale 1 ▪ New units are equivalent to 2000 PISA ▪ Tiered into Poor, Fair, Good, Great, and Excellent performance 1 Via method of Erik Hanushek & Ludger Woessmann 2 Standard deviation 3 School Year Equivalent (equal to 38 points on the PISA 2000 scale) Poor Fair Good Great -1 SD 2 SOURCE: TIMSS; PISA; PIRLS; Hanushek and Woessmann, “The High Cost of Low Educational Performance” 2010, McKinsey & Co. 440 Avg 480 +1 SD 520 1 SYE 3 1 SYE 1 SYE +2 SD 560 Excellent
Malaysia Education <strong>Blueprint</strong> 2013 - 2025 Appendix V: Sample questions from PISA Appendix V: sample questions from pisA 2009+ The Programme for International Student Assessment (PISA) assesses 15-year-old students in three aspects, Reading, Mathematics and Science over a range of difficulty from below minimum, intermediate to advanced level. PISA is administered in the same language of instruction in the mainstream education system in the participating country (Bahasa Malaysia in the case of Malaysia). This appendix provides a sample of questions from each aspect of Reading, Mathematics and Science across the three levels of difficulty and the performance of Malaysia’s students in the assessment as compared to peers. Exhibit V-1 PISA assessment of mathematics Assessment of Mathematics Scale Advanced Intermediate Below min Level 6 5 4 3 2 1 SOURCE: OECD Lower score limit % of students able to score at each level or above (in OECD) Expected competencies 669 3.1 607 12.7 545 31.6 482 56.0 420 78.0 358 92.0 ▪ Conceptualise, generalise and utilise information based on their modeling of complex problem situations ▪ Link different information sources and representations and flexibly translate between them ▪ Capable of advanced mathematical thinking and reasoning ▪ Provide accurate interpretations of their findings ▪ Develop and work with models for complex situations, identify constraints and specify assumptions ▪ Use broad, well-developed thinking and reasoning skills, appropriately linked representations, symbolic and formal characterisations, and insight pertaining to these situations ▪ Communicate their interpretations and reasoning ▪ Work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions ▪ Select and integrate different representations, including symbolic representations, linking them directly to aspects of real-world situations ▪ Execute clearly described procedures ▪ Select and apply simple problem-solving strategies ▪ Interpret and use representations based on different information sources and reason directly from them ▪ Develop short communications reporting their interpretations, results and reasoning ▪ Interpret and recognise situations in simple contexts with direct inference ▪ Extract relevant information from a single source and make use of a single representational mode ▪ Direct reasoning and literal interpretations of the results ▪ Answer questions involving familiar contexts ▪ Identify information and carry out routine procedures according to direct instructions in explicit situations ▪ Perform obvious actions that follow immediately from the given stimuli A-22
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Malaysia Education Blueprint 2013 -
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CHAPTER 1 CONTExT AND
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TION Our education system has been
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Delivering the shifts in achievemen
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CHAPTER 5 TEACHERS AND SCHOOL LEADE
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CHAPTER 4 CURRICUlUM AND ASSESSMENT
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CHAPTER 8 SEQUENCINg THE TRANSfORMA
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E-1 executive summary In October 20
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E-3 significant and sustained inves
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E-5 timss and Pisa international as
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E-7 challenges remain in achieving
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E-9 aspiratiOns fOr the malaysian e
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E-11 shift 1: provide equal access
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E-13 shift 3: develop values-driven
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E-15 Eleven shifts to transform the
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E-17 shift 5: ensure high-performin
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E-19 shift 7: leverage ict to scale
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E-21 shift 9: partner with parents,
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E-23 What Impact Will This Transfor
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E-25 EXHIBIT 9 the education transf
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E-27 gains will be delivered within
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CHAPTER 1 context and
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Background to the Blueprint In 1957
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in 2010 to 95% by the end of Year 2
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▪ Fieldwork at both urban and rur
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The Ministry acknowledges how impor
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2-1 2. vision and aspirations Every
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2-3 consistently demonstrated that
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2-5 EXHIBIT 2-2 Time spent by stude
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2-7 ▪ Emotional intelligence: pos
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CHAPTER 3 current
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EXHIBIT 3-1 Profile of the Malaysia
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EXHIBIT 3-3 Educational attainment
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EXHIBIT 3-5 Malaysian national exam
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Malaysia’s performance in the 200
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EXHIBIT 3-12 Comparison of Malaysia
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EXHIBIT 3-15 Country performance in
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Comparison of results between the T
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administration of students’ welfa
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EXHIBIT 3-23 Comparison of within-s
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EXHIBIT 3-26 Examination results, d
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EXHIBIT 3-28 Enrolment rates in dif
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In general, there are signs of incr
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Which countries Spend the most on e
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As illustrated in this chapter, Mal
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4-1 4. student learning All educati
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4-3 the Written Curriculum The Mini
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4-5 intensifying support systems fo
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4-7 lANguAge The Ministry will aim
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4-9 EXHIBIT 4-6 English and Bahasa
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4-11 setting the stage for structur
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4-13 the roadmap: Working with comm
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4-15 Centres of Excellence for Indi
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4-17 ▪ Special education schools:
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4-19 special award schools The Mini
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4-21 Johor’s Best Practices -- id
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4-23
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CHAPTER 5 Teachers and
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TEACHERS The Ministry will ensure t
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EXHIBIT 5-4 Breakdown of academic r
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EXHIBIT 5-5 Breakdown of average st
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ole) in 25 years. Nonetheless, this
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e-Guru Video library The Ministry h
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SCHOOl lEADERS The Ministry will en
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Reviews indicate that these trainin
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Establishing a principal residency
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6-1 6. Ministry transformation The
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6-3 EXHIBIT 6-1 selected examples o
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6-5 LinUs case study on strong prog
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6-7 ▪ Federal: The Head Office wi
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6-9 The Ministry will also prioriti
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6-11 The roadmap: maximising studen
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6-13 incorporating outcome-based bu
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6-15 EXHIBIT 6-11 identified gaps i
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6-17 EXHIBIT 6-13 school infrastruc
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6-19 single- and double-session sch
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6-21 One reason usage still appears
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6-23 discussed in Chapter 4, and wi
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6-25
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CHAPTER 7 SyStem
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EXHIBIT 7-1 the Malaysian education
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Preschool education Early Childhood
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EXHIBIT 7-3 Compulsory education po
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partners to improve the industry re
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In addition, there are approximatel
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enhancing the religious education p
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evaluating sports and arts schools
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current system structure to be main
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They will be provided with addition
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education can make a significant di
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Page 201: Malaysia Education Blueprint 2013 -
Page 204 and 205: 8-1 8. Delivering the roadmap The M
Page 206 and 207: 8-3 Sequencing the tranSformation T
Page 208 and 209: 8-5 EXHIBIT 8-3 the education trans
Page 210 and 211: 8-7 ▪ Enhanced practicum in vocat
Page 212 and 213: 8-9 Delivering Differently A well-c
Page 214 and 215: 8-11 getting StarteD The first year
Page 218 and 219: G-1 1BestariNet A project to equip
Page 220 and 221: G-3 IPTS Institut Pengajian Tinggi
Page 222 and 223: G-5 National dialogue engagement an
Page 224 and 225: G-7 SK Sekolah Kebangsaan or Nation
Page 228 and 229: A-1 Appendix i: A Brief History of
Page 230 and 231: A-3 educatIon develoPment durIng th
Page 232 and 233: A-5 Appendix ii. Methodology The de
Page 234 and 235: A-7 analyses conducted By the Pmo T
Page 236 and 237: A-9 analyses conducted By PuBlIc un
Page 238 and 239: A-11 roundtable discussions These w
Page 240 and 241: A-13 Appendix iii: national dialogu
Page 242 and 243: A-15 Subtopic Example topic raised
Page 244 and 245: A-17 school quality Subtopic Exampl
Page 246 and 247: A-19 student learning Subtopic Exam
Page 250 and 251: A-23 Exhibit V-2 PiSA PISA a A samp
Page 252 and 253: A-25 Exhibit V-4 PiSA PISA a sample
Page 258 and 259: A-31 Exhibit V-10 PiSA PISA a sampl
Page 260 and 261: A-33 Exhibit V-12 PiSA PISA a sampl
Page 262 and 263: A-35 the education transformation w
Page 264 and 265: A-37 Appendix Vii: GTp 2.0 educatio
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