Is Canada Really an Education Superpower? The Impact of Non-Participation on Results from PISA 2015

Autor/inn/en	Anders, Jake; Has, Silvan; Jerrim, John; Shure, Nikki; Zieger, Laura
Titel	Is Canada Really an Education Superpower? The Impact of Non-Participation on Results from PISA 2015
Quelle	In: Educational Assessment, Evaluation and Accountability, 33 (2021) 1, S.229-249 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-020-09329-5
Schlagwörter	Foreign Countries; Comparative Education; International Assessment; Achievement Tests; Secondary School Students; Special Needs Students; Student Participation; Achievement Rating; Canada; Finland; Estonia; Japan; South Korea; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Sonderpädagogischer Förderbedarf; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Rating; Beurteilung; Kanada; Finnland; Estland; Korea; Republik
Abstract	The purpose of large-scale international assessments is to compare educational achievement across countries. For such cross-national comparisons to be meaningful, the participating students must be representative of the target population. In this paper, we consider whether this is the case for Canada, a country widely recognised as high performing in the Programme for International Student Assessment (PISA). Our analysis illustrates how the PISA 2015 sample for Canada only covers around half of the 15-year-old population, compared to over 90% in countries like Finland, Estonia, Japan and South Korea. We discuss how this emerges from differences in how children with special educational needs are defined and rules for their inclusion in the study, variation in school participation rates and the comparatively high rates of pupils' absence in Canada during the PISA study. The paper concludes by investigating how Canada's PISA 2015 rank would change under different assumptions about how the non-participating students would have performed were they to have taken the PISA test. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01