With the announcement of a Talent Corporation to bring home Malaysians who've gone overseas, this research — Plugging the Brain Drain — seems relevant. The findings are quite accessible to the layperson, but if you have a little statistical background, you'll definitely get a chance to grapple with some of the most extensive publicly-available analysis of our brain drain (that I know of, at any rate).
It has its flaws, especially with regard to data collection (full disclosure: Kian Ming and I helped the author with some of the statistical analysis), but it is of course only an initial foray into studying the reasons behind why Malaysians leave — or come home. If you have any comments, do post them here or contact the author, Evelyn Wong, directly. Also do share if you know of any similar studies, or scholars working on this topic!
Friday, November 5, 2010
Saturday, October 23, 2010
Vacation Research Programme for Form 5 Students
We were recently alerted to the existence of a programme called The Vacation Research Programme. All Form 5 students are eligible to apply; those accepted will be placed with medical researchers at various institutions in the country. This looks like an interesting research opportunity for interested secondary school students. The website is http://vacationresearchprogramme.wordpress.com/.
Wednesday, October 20, 2010
Taking False Pride: Are these accomplishments Malaysian?
Eds.: The following is written by Tee Sui Seng, a Cantabrigian.
The news that a Malaysian has been recognized as the top law student at the University of Cambridge initially filled me with much joy and pride and I wasted no time in letting my friends from all over the world know that we Malaysians are more than able to hold our own academically amongst the best brains in the world.However, this feeling of pride gradually gave way to a more sobering disappointment and eventually, even a little embarrassment as the facts of the story slowly sunk in.
It did not take long to find out that the young man in question has spent his pre-university days in neighbouring Singapore, taking his A-levels on a scholarship there. This then led to the discovery that our dear neighbours very quickly realised his talents and wasted no time in offering him a scholarship to the University of Cambridge. It then came as no surprise why further down the article, it was then stated that our prodigious young talent will be joining the Singapore legal service.
This disappointment was poignant, but however, upon further reflection, should have been expected. The local media can never be accused of lacking patriotism. The newspapers have always been very quick to seize upon stories of successful Malaysians all over the world and credit must definitely be given to them for sourcing them out. Unfortunately, these reporters may have sometimes been a little over-zealous by stretching the Malaysian connection a little too far. A recent example that comes to mind would be the appointment of the Malaysian-born Penny Wong as finance minister in Australia. I dare not assume to know how much the minister would take pride in her Malaysian connection, but I am assuming that becoming a minister of a nation state would definitely require taking up citizenship of that country. It then follows that since Malaysia does not allow dual-citizenships, the good minister's Malaysian connections would be distant at best.
Patriotism is a virtue if we know what to be thankful and grateful for. The accident of being born in a certain nation state is not reason enough to imbue one with a sense of pride for being a citizen - this pride needs to come from appreciating one's achievements in the context of the opportunities that are endowed with being part of that nation. If the achievements of an individual cannot be attributed to the opportunities gained by being part of the nation state, we must then be very careful in sharing the accolades that were showered upon an individual who happens to share our citizenship.
Upon further reflection, the news article was about the achievements of a young man, who did exceedingly well in Law at the University of Cambridge, who clearly impressed his very experienced tutors there and who has also shown tremendous humility when talking about his achievements. It is only mere coincidence that this young man is also Malaysian. When we as a country has shown little effort or foresight to acknowledge or reward his talents before these accolades, we should not be too quick to claim collective pride over his praise.
All is not lost - at the very least, we are heartened by the fact that the country has no lack of talented citizens, although the sceptical among us would very quickly question how long we can retain them. Much has been said about the brain drain from all layers of the society including those in power, so the severity of the problem is nothing new. Now let's hope the next news story would be how we are successful in luring these minds back onto our shores. In the mean time, it would probably be wise to be a little less excited the next time a Malaysian connection arises in the news. We can only share praise if we have invested in it, lest we be too distracted in cheering our neighbours on to mourn our own loss.
The news that a Malaysian has been recognized as the top law student at the University of Cambridge initially filled me with much joy and pride and I wasted no time in letting my friends from all over the world know that we Malaysians are more than able to hold our own academically amongst the best brains in the world.However, this feeling of pride gradually gave way to a more sobering disappointment and eventually, even a little embarrassment as the facts of the story slowly sunk in.
It did not take long to find out that the young man in question has spent his pre-university days in neighbouring Singapore, taking his A-levels on a scholarship there. This then led to the discovery that our dear neighbours very quickly realised his talents and wasted no time in offering him a scholarship to the University of Cambridge. It then came as no surprise why further down the article, it was then stated that our prodigious young talent will be joining the Singapore legal service.
This disappointment was poignant, but however, upon further reflection, should have been expected. The local media can never be accused of lacking patriotism. The newspapers have always been very quick to seize upon stories of successful Malaysians all over the world and credit must definitely be given to them for sourcing them out. Unfortunately, these reporters may have sometimes been a little over-zealous by stretching the Malaysian connection a little too far. A recent example that comes to mind would be the appointment of the Malaysian-born Penny Wong as finance minister in Australia. I dare not assume to know how much the minister would take pride in her Malaysian connection, but I am assuming that becoming a minister of a nation state would definitely require taking up citizenship of that country. It then follows that since Malaysia does not allow dual-citizenships, the good minister's Malaysian connections would be distant at best.
Patriotism is a virtue if we know what to be thankful and grateful for. The accident of being born in a certain nation state is not reason enough to imbue one with a sense of pride for being a citizen - this pride needs to come from appreciating one's achievements in the context of the opportunities that are endowed with being part of that nation. If the achievements of an individual cannot be attributed to the opportunities gained by being part of the nation state, we must then be very careful in sharing the accolades that were showered upon an individual who happens to share our citizenship.
Upon further reflection, the news article was about the achievements of a young man, who did exceedingly well in Law at the University of Cambridge, who clearly impressed his very experienced tutors there and who has also shown tremendous humility when talking about his achievements. It is only mere coincidence that this young man is also Malaysian. When we as a country has shown little effort or foresight to acknowledge or reward his talents before these accolades, we should not be too quick to claim collective pride over his praise.
All is not lost - at the very least, we are heartened by the fact that the country has no lack of talented citizens, although the sceptical among us would very quickly question how long we can retain them. Much has been said about the brain drain from all layers of the society including those in power, so the severity of the problem is nothing new. Now let's hope the next news story would be how we are successful in luring these minds back onto our shores. In the mean time, it would probably be wise to be a little less excited the next time a Malaysian connection arises in the news. We can only share praise if we have invested in it, lest we be too distracted in cheering our neighbours on to mourn our own loss.
Tuesday, September 14, 2010
Research/Interview Request
Hi,
My name is I Lin Sin and I'm a PhD student in Sociology at the University of Edinburgh. I've just arrived in Malaysia for fieldwork. Over the next few months, I will be looking for and chatting with various individuals to inform my study on the link between a UK degree and the occupational and status advancement of young adult Malaysians. If your profile meets the following characteristics, I would like to invite you to take part in my research:
* Malaysian, aged 18-30 years
* Student studying in Malaysia for a UK degree(via offshore or transnational modes of study, e.g. 3+0 programmes, etc.)
OR
* Recent graduate (2-5 years after graduation)
* Studied for a UK degree(in the UK or/and in Malaysia)
* Currently working in Malaysia
* Malaysian, aged up to 30 years
The research will take the form of a face-to-face, casual and private conversation with me. Simple and straightforward questions will be asked. Key themes will include the advantages and disadvantages of having a UK education, strategies to obtain a job and feelings and aspirations in relation to the transition from studies to work.
The interview conversation will take about an hour and will be conducted in a suitably quiet location (usually in cafes and college/campus grounds) in PJ or KL, central to the participant and me as the researcher. There is a slight possibility that I'll extend my fieldwork site to Penang, but this will come at a later stage. The interview will be recorded in audio to allow a detailed examination of data. No one other than myself will have access to the recording and the participant's identity will be kept strictly anonymous. My study is subject to the university's ethical guidelines and hence, the participant can be assured that I will take the necessary measures to conduct my research responsibly.
The findings of the research will contribute to my PhD thesis and will be shared in various forms such as published journal articles and presentation in seminars and conferences. Very little is known about this topic, so your participation will be very useful in guiding understanding on the study and work experiences of young Malaysians. This is an excellent opportunity for those interested in learning more about the nature and dynamics of an academic social research.
I look forward to chatting with you and learning about your experiences. I can be contacted at: I.Sin@sms.ed.ac.uk.
My name is I Lin Sin and I'm a PhD student in Sociology at the University of Edinburgh. I've just arrived in Malaysia for fieldwork. Over the next few months, I will be looking for and chatting with various individuals to inform my study on the link between a UK degree and the occupational and status advancement of young adult Malaysians. If your profile meets the following characteristics, I would like to invite you to take part in my research:
* Malaysian, aged 18-30 years
* Student studying in Malaysia for a UK degree(via offshore or transnational modes of study, e.g. 3+0 programmes, etc.)
OR
* Recent graduate (2-5 years after graduation)
* Studied for a UK degree(in the UK or/and in Malaysia)
* Currently working in Malaysia
* Malaysian, aged up to 30 years
The research will take the form of a face-to-face, casual and private conversation with me. Simple and straightforward questions will be asked. Key themes will include the advantages and disadvantages of having a UK education, strategies to obtain a job and feelings and aspirations in relation to the transition from studies to work.
The interview conversation will take about an hour and will be conducted in a suitably quiet location (usually in cafes and college/campus grounds) in PJ or KL, central to the participant and me as the researcher. There is a slight possibility that I'll extend my fieldwork site to Penang, but this will come at a later stage. The interview will be recorded in audio to allow a detailed examination of data. No one other than myself will have access to the recording and the participant's identity will be kept strictly anonymous. My study is subject to the university's ethical guidelines and hence, the participant can be assured that I will take the necessary measures to conduct my research responsibly.
The findings of the research will contribute to my PhD thesis and will be shared in various forms such as published journal articles and presentation in seminars and conferences. Very little is known about this topic, so your participation will be very useful in guiding understanding on the study and work experiences of young Malaysians. This is an excellent opportunity for those interested in learning more about the nature and dynamics of an academic social research.
I look forward to chatting with you and learning about your experiences. I can be contacted at: I.Sin@sms.ed.ac.uk.
Friday, September 10, 2010
In support of Parent Action Group for Education Malaysia (PAGE)
Read this for more information. I support this kind of grass roots, bottom up initiative. Sokong!
Tuesday, July 27, 2010
Scrapping UPSR & PMR: MoE Roundtable
Educationists and parents want UPSR, PMR to stay
UPDATED @ 03:21:48 PM 27-07-2010By Boo Su-Lyn July 27, 2010
PUTRAJAYA, July 27 — Political parties and educationists want the UPSR and PMR public examinations retained, an Education Ministry dialogue was told today.
Representatives from political parties like DAP and MIC and non-governmental organisations such as the Parent Action Group for Education Malaysia (PAGE) and the United Chinese School Committees Association of Malaysia (Dong Zong) said that today’s meeting of about 40 representatives saw a chorus of reservation against abolishing the two public examinations.
“Majority do not agree to abolish both,” said Dong Zong representative Dr Lai Hoi Chaw today.
“Majority also thought this exam system has to be modified,” he added, saying that creative content should be increased in the examination system.
Lai, the deputy director of the Malaysian Independent Chinese Secondary School Unified Examination Committee under Dong Zong, said that Dong Zong rejected the UPSR move until the government proposed a detailed alternative student assessment system.
“We do not agree to abolish UPSR immediately until we know more about the alternative formula,” Lai said, adding that the group would also decide on the matter of PMR when an alternative assessment system was proposed.
Lai also demanded for the school-based assessment proposal by Malaysia Examination Board director Datuk Dr Salbiah Ismail at the discussion today to be made public.
Salbiah’s proposal included creating an internal school assessment system and a guided methodology on how to conduct assessments up to the Form 5 SPM level, as well as implementing “psychometric tests” on students’ emotions and character, said DAP national publicity secretary Tony Pua.
Pua said Salbiah’s proposal showed that the Education Ministry seemed to have decided to scrap the two public examinations even before talks were completed.
Education Director-General Tan Sri Alimuddin Mohd Dom said last week that a report on the roundtable discussions would be submitted to the Education Minister by the end of August.
The ministry’s first official roundtable discussion took place on July 19, and was attended by over 120 educators, district education officers and teachers’ unions representatives.
The National Union of the Teaching Profession (NUTP), the Sarawak Teachers’ Union, the West Malaysia Malay Teachers’ Union, and education academics reportedly favoured replacing the two public examinations with school-based assessments.
However, PAGE chairman Datin Noor Azimah Abdul Rahim said that her organisation favoured retaining the two public examinations because a school-based assessment system was open to abuse.
“If we were to rely on school-based assessment, it is subject to manipulation, leaks, favouritism. A national assessment is independent,” said Azimah.
“Most (in the discussion) were in favour of keeping both (examinations), but with the adjustments of making it better,” added Azimah, pointing out that the focus of the current examination system on rote should be replaced with more open-ended questions.
Academic Tan Sri Datuk Seri Panglima Dr Abdul Rahman Arshad also called for the rigid examination system to be revised instead of abolishing UPSR and PMR.
“We must change the nature of the exam. You don’t demolish everything,” said the University-College Sedaya International chancellor.
“A good number are for adjustments to be made,” added Abdul Rahman.
MIC representative Tan Sri Professor T. Marimuthu said that his party was against scrapping the UPSR and PMR examinations, citing concerns of a school-based assessment system that is open to abuse.
“We are concerned about teacher load and teacher bias in a school-based assessment,” said the MIC education committee chairman.
Marimuthu added that the MIC wanted UPSR especially to be retained and for the government to address the pressure faced by UPSR students.
“Any change must be based on informed research. I am not sure what research has been done on this,” said Marimuthu, adding that majority in the discussion wanted to retain the two public examinations.
The DAP is also against scrapping the UPSR and PMR examinations and claimed yesterday that students performed better when subjected to public examinations as shown by international research.
“If the government is insistent in proceeding, as it appears to be, to scrap the exams, do a pilot project first,” said Pua, adding that the government should compare those who took public examinations and those who did not after several years.
“The consequence of scrapping exams for the whole country at one go is a highly risky move. We call for the (Education) Ministry not to repeat the mistake of PPSMI,” said Pua, pointing out that Putrajaya had proceeded with implementing the policy of teaching science and mathematics in English despite public reservation but was forced to abolish it a few years later.
UPDATED @ 03:21:48 PM 27-07-2010By Boo Su-Lyn July 27, 2010
PUTRAJAYA, July 27 — Political parties and educationists want the UPSR and PMR public examinations retained, an Education Ministry dialogue was told today.
Representatives from political parties like DAP and MIC and non-governmental organisations such as the Parent Action Group for Education Malaysia (PAGE) and the United Chinese School Committees Association of Malaysia (Dong Zong) said that today’s meeting of about 40 representatives saw a chorus of reservation against abolishing the two public examinations.
“Majority do not agree to abolish both,” said Dong Zong representative Dr Lai Hoi Chaw today.
“Majority also thought this exam system has to be modified,” he added, saying that creative content should be increased in the examination system.
Lai, the deputy director of the Malaysian Independent Chinese Secondary School Unified Examination Committee under Dong Zong, said that Dong Zong rejected the UPSR move until the government proposed a detailed alternative student assessment system.
“We do not agree to abolish UPSR immediately until we know more about the alternative formula,” Lai said, adding that the group would also decide on the matter of PMR when an alternative assessment system was proposed.
Lai also demanded for the school-based assessment proposal by Malaysia Examination Board director Datuk Dr Salbiah Ismail at the discussion today to be made public.
Salbiah’s proposal included creating an internal school assessment system and a guided methodology on how to conduct assessments up to the Form 5 SPM level, as well as implementing “psychometric tests” on students’ emotions and character, said DAP national publicity secretary Tony Pua.
Pua said Salbiah’s proposal showed that the Education Ministry seemed to have decided to scrap the two public examinations even before talks were completed.
Education Director-General Tan Sri Alimuddin Mohd Dom said last week that a report on the roundtable discussions would be submitted to the Education Minister by the end of August.
The ministry’s first official roundtable discussion took place on July 19, and was attended by over 120 educators, district education officers and teachers’ unions representatives.
The National Union of the Teaching Profession (NUTP), the Sarawak Teachers’ Union, the West Malaysia Malay Teachers’ Union, and education academics reportedly favoured replacing the two public examinations with school-based assessments.
However, PAGE chairman Datin Noor Azimah Abdul Rahim said that her organisation favoured retaining the two public examinations because a school-based assessment system was open to abuse.
“If we were to rely on school-based assessment, it is subject to manipulation, leaks, favouritism. A national assessment is independent,” said Azimah.
“Most (in the discussion) were in favour of keeping both (examinations), but with the adjustments of making it better,” added Azimah, pointing out that the focus of the current examination system on rote should be replaced with more open-ended questions.
Academic Tan Sri Datuk Seri Panglima Dr Abdul Rahman Arshad also called for the rigid examination system to be revised instead of abolishing UPSR and PMR.
“We must change the nature of the exam. You don’t demolish everything,” said the University-College Sedaya International chancellor.
“A good number are for adjustments to be made,” added Abdul Rahman.
MIC representative Tan Sri Professor T. Marimuthu said that his party was against scrapping the UPSR and PMR examinations, citing concerns of a school-based assessment system that is open to abuse.
“We are concerned about teacher load and teacher bias in a school-based assessment,” said the MIC education committee chairman.
Marimuthu added that the MIC wanted UPSR especially to be retained and for the government to address the pressure faced by UPSR students.
“Any change must be based on informed research. I am not sure what research has been done on this,” said Marimuthu, adding that majority in the discussion wanted to retain the two public examinations.
The DAP is also against scrapping the UPSR and PMR examinations and claimed yesterday that students performed better when subjected to public examinations as shown by international research.
“If the government is insistent in proceeding, as it appears to be, to scrap the exams, do a pilot project first,” said Pua, adding that the government should compare those who took public examinations and those who did not after several years.
“The consequence of scrapping exams for the whole country at one go is a highly risky move. We call for the (Education) Ministry not to repeat the mistake of PPSMI,” said Pua, pointing out that Putrajaya had proceeded with implementing the policy of teaching science and mathematics in English despite public reservation but was forced to abolish it a few years later.
Monday, July 26, 2010
Academic Studies Support Retaining Examinations
The call by Ministry of Education to abolish UPSR and PMR examinations must not be based on proper quantitative and qualitative studies and not based on unsubstantiated fads or whims of the day
The Ministry of Education is currently studying seriously on the proposal to abolish UPSR and PMR examinations in order to improve the standards of education and to create more “thinking” students rather than those relying purely on 'regurgitation' to pass examinations.
The response from the public and interested parties to date has been generally in favour of such abolition, with some expressing reservation.
I'll like to call upon the Ministry of Education to conduct a more scientific or quantitative study determine the effects of examinations on a student and his or her achievements before taking the hasty and drastic measure of abolishing examinations only to suffer irreversible damage to the quality of our education subsequently.
There are a lot of studies conducted by academics at top universities around the world on the impact of “central exams” and their effects on the educational achievements of the students. Most of these studies however almost always concludes that central examinations have substantial positive impact on the students. The following findings by eminent academics are as follow:
1. “How Central Exams Affect Educational Achievement: International Evidence from TIMSS and TIMSS-Repeat” by Ludger Woessmann (2002) of John F Kennedy School of Government, Harvard University
The data used in the paper are sourced from the Third International Mathematics and Science Study (TIMSS; 1994-1995) and the TIMSS-Repeat (1998-1999) covering 40 nations. They include performance data in both math and science for about 450,000 students, as well as background data on families, school resources and institutional setting for individual students, teachers and schools.
This study showed that “students in countries with central exit-exam systems perform 35 to 47 percent of an international standard deviation in test scores better in their middle-school years in both mathematics and science than students in countries without central exams.”
2. “The Effect Of Central Exit Examinations On Student Achievement: Quasi-Experimental Evidence From TIMSS Germany” by Hendrik Jürges & Kerstin Schneider & Felix Büchel, 2003.
This paper makes use of the regional variation in schooling legislation within the German secondary education system to estimate the effect of central exit examinations on student performance. The study concluded that “students in federal states with central exit examinations clearly outperform students in other federal states” although they did qualify that part of the difference could be attributable to other factors.
3. “Are National Exit Examinations Important for Educational Efficiency?” by John H. Bishop (1999), Cornell University
Students in countries with national exit exams exams tend to outperform students in other countries in science, math, reading, and geography, when national economic development levels are accounted for.
A study of the elimination of the Swedish exit examination system in the 1970s, in combination with changes in the way university applicants were selected, also “appears to have led to a decline in the number of upper secondary school students taking rigorous courses in mathematics and science.”
This study covered extensively data sourced from (i) TIMSS, (ii) the reading literacy of 14 year olds in the International Association of the Evaluation of Educational Achievement's (IEA) Reading Study, Science, (iii) math and geography scores of 13 year olds on the International Assessment of Educational Progress (IAEP) for 16 nations and (iv) Science and math scores of 13 year olds in nine Canadian provinces.
4. “The Effect of National Standard and Curriculum-Based Exams on Achievement” by John H. Bishop (1997)
In this study, Bishop concluded that “our review of the evidence suggests that the claims of the advocates of standards and examination based reform of American secondary education my be right. The countries and Canadian provinces with such system outperform other countries at comparable levels of development.
This study also looked at the (i) TIMSS data, (ii) the International Assessment of Educational Progress 1991 covering 15 nations including England, Switzerland, Taiwan and Korea and (iii) the Canada IAEP 1990-91 with data from more than 1,400 schools.
Studies which provides contrary conclusions are few and far in between and often focuses on the negative impact of excessive stress on a student while accepting that a moderate amount of stress for the students is beneficial in terms of student achievement.
Given the above studies, I'll like to reiterate my earlier assertion that it is the nature of examinations and teaching methods which will determine the quality of student achievements and not the fact as to whether examinations are abolished.
Even if the UPSR and PMR is abolished, but the nature of the Form 5 SPM examination as well as the teaching methods and quality remains unchanged, then the student output from our education system will remain little changed from what it is today. In fact, the removal of examinations may disincentivise students, particularly from the lower income groups as well as from families with lower educational qualifications to fare worse than before due to the lack of uniform achievement standards.
The Ministry of Education is currently studying seriously on the proposal to abolish UPSR and PMR examinations in order to improve the standards of education and to create more “thinking” students rather than those relying purely on 'regurgitation' to pass examinations.
The response from the public and interested parties to date has been generally in favour of such abolition, with some expressing reservation.
I'll like to call upon the Ministry of Education to conduct a more scientific or quantitative study determine the effects of examinations on a student and his or her achievements before taking the hasty and drastic measure of abolishing examinations only to suffer irreversible damage to the quality of our education subsequently.
There are a lot of studies conducted by academics at top universities around the world on the impact of “central exams” and their effects on the educational achievements of the students. Most of these studies however almost always concludes that central examinations have substantial positive impact on the students. The following findings by eminent academics are as follow:
1. “How Central Exams Affect Educational Achievement: International Evidence from TIMSS and TIMSS-Repeat” by Ludger Woessmann (2002) of John F Kennedy School of Government, Harvard University
The data used in the paper are sourced from the Third International Mathematics and Science Study (TIMSS; 1994-1995) and the TIMSS-Repeat (1998-1999) covering 40 nations. They include performance data in both math and science for about 450,000 students, as well as background data on families, school resources and institutional setting for individual students, teachers and schools.
This study showed that “students in countries with central exit-exam systems perform 35 to 47 percent of an international standard deviation in test scores better in their middle-school years in both mathematics and science than students in countries without central exams.”
2. “The Effect Of Central Exit Examinations On Student Achievement: Quasi-Experimental Evidence From TIMSS Germany” by Hendrik Jürges & Kerstin Schneider & Felix Büchel, 2003.
This paper makes use of the regional variation in schooling legislation within the German secondary education system to estimate the effect of central exit examinations on student performance. The study concluded that “students in federal states with central exit examinations clearly outperform students in other federal states” although they did qualify that part of the difference could be attributable to other factors.
3. “Are National Exit Examinations Important for Educational Efficiency?” by John H. Bishop (1999), Cornell University
Students in countries with national exit exams exams tend to outperform students in other countries in science, math, reading, and geography, when national economic development levels are accounted for.
A study of the elimination of the Swedish exit examination system in the 1970s, in combination with changes in the way university applicants were selected, also “appears to have led to a decline in the number of upper secondary school students taking rigorous courses in mathematics and science.”
This study covered extensively data sourced from (i) TIMSS, (ii) the reading literacy of 14 year olds in the International Association of the Evaluation of Educational Achievement's (IEA) Reading Study, Science, (iii) math and geography scores of 13 year olds on the International Assessment of Educational Progress (IAEP) for 16 nations and (iv) Science and math scores of 13 year olds in nine Canadian provinces.
4. “The Effect of National Standard and Curriculum-Based Exams on Achievement” by John H. Bishop (1997)
In this study, Bishop concluded that “our review of the evidence suggests that the claims of the advocates of standards and examination based reform of American secondary education my be right. The countries and Canadian provinces with such system outperform other countries at comparable levels of development.
This study also looked at the (i) TIMSS data, (ii) the International Assessment of Educational Progress 1991 covering 15 nations including England, Switzerland, Taiwan and Korea and (iii) the Canada IAEP 1990-91 with data from more than 1,400 schools.
Studies which provides contrary conclusions are few and far in between and often focuses on the negative impact of excessive stress on a student while accepting that a moderate amount of stress for the students is beneficial in terms of student achievement.
Given the above studies, I'll like to reiterate my earlier assertion that it is the nature of examinations and teaching methods which will determine the quality of student achievements and not the fact as to whether examinations are abolished.
Even if the UPSR and PMR is abolished, but the nature of the Form 5 SPM examination as well as the teaching methods and quality remains unchanged, then the student output from our education system will remain little changed from what it is today. In fact, the removal of examinations may disincentivise students, particularly from the lower income groups as well as from families with lower educational qualifications to fare worse than before due to the lack of uniform achievement standards.
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