Preliminary-Blueprint-Eng

3-9
testing possible factors for malaysia’s
performance decline in tImSS
Three factors have been raised as possible reasons for
Malaysia’s decline in the TIMSS assessment: the degree to
which the content in the national curriculum matches that which
is tested in TIMSS, the shift in language policy, and sampling
methodology. However, all three are deemed to be unlikely to be
a major driver for the following reasons:
Incomplete coverage of the concepts assessed in TIMSS by
the national curriculum is unlikely to account for the decline.
While there has been some drop in the common content
between the Mathematics test questions of TIMSS and the
national curriculum between 2003 and 2007 (from 98% in 2003
to 75% in 2007 based on the Ministry’s self-assessment), the
same cannot be said for Science, where overlap remains high at
90%.
Bahasa Malaysia and English language questions were both
provided as options in the TIMSS assessments for Malaysia.
Therefore results should not have been affected by the language
of testing used for TIMSS.
The sampling approach is unlikely to be a major driver.
The sample of schools tested in TIMSS reflects the overall
performance of Malaysia’s schools based on a distribution of
schools by national performance band.
Malaysia’s performance in PISA 2009+
Malaysia participated in the PISA assessment for the first time in its
2009+ exercise. Out of 74 countries, Malaysia performed in the bottom
third for Reading, Mathematics and Science, well below both the
international and OECD average in all three areas.
In the latest assessment, Malaysia’s performance was at least 100
points below that of regional peers like Singapore, Japan, South Korea,
and Hong Kong on all three dimensions (Exhibit 3-12). In PISA, a 38
point difference is the equivalent of one schooling year of learning.
This means that 15-year-olds in Malaysia are performing as though
they have had three years’ less schooling than 15-year-olds in these
countries—the very countries that Malaysia seeks to compete against in
today’s knowledge economy. Compared to Shanghai, the world’s bestperforming
school system in PISA 2009+, the gap is equivalent to four
years of schooling.
Almost 60% of Malaysian students failed to meet the minimum
benchmarks in Mathematics—the baseline proficiency required for
students to participate effectively and productively in life (Exhibit
3-13). Similarly, 44% and 43% of students do not meet minimum
proficiency levels in Reading and Science respectively. Please refer to
Appendix V for a sample of PISA questions.
EXHIBIT 3-13
Comparison of Malaysia’s performance in PISA 2009+ by skill level against
the OECD average
Percentage of students at different performance levels on PISA 2009+ 1
1 Reading
2 Mathematics
3 Science
Advanced
Intermediate
Below
minimum
0
56
44
Malaysia
1 Advanced includes proficiency level 5 and level 6; Intermediate includes proficiency level 2, 3, and 4; and Below minimum
includes proficiency level 1 and below
Note: Score is an average of sample of schools in Malaysia: 80% National secondary schools, 3% Religious schools, 4%
technical and vocational schools, 3% full boarding schools, 3% MARA Junior Science Colleges, 7% private schools by students
SOURCE: PISA 2009+
8
74
19
OECD
average
Advanced
Intermediate
Below
minimum
0
40
59
Malaysia
13
65
22
OECD
average
Advanced
Intermediate
Below
minimum
Below minimum proficiency as defined by PISA means:
0
57
43
Malaysia
▪ In Reading, students are unable to do one or more of the
following: locate one or more pieces of information in a text,
recognise the main idea in a text, make low-level inferences
or comparisons between information in the text and everyday
knowledge;
8
74
18
OECD
average
▪ In Mathematics, students are unable to employ basic algorithms,
formulae, procedures, or conventions. They are not capable of direct
reasoning and literal interpretations of the results, even though they
can answer clearly defined questions involving familiar contexts; and