• A Narrow Measurement

• Statistical Uncertainty
• Pressure to Narrow Curricula
ISSUES AND
• Overlooking Inquiry-based Learning
CHALLENGE
S ON PISA • Relation to Indigenous and Special Needs
Schools
 A Narrow Measurement
- PISA numbers are limited in what they can explain and the conclusions they can support.
- PISA does not measure a more holistic educational goal or understanding of literacy (UNESCO)
- PISA typically samples 5,000 to 10,000 15-year-old students from about 500 randomly selected
schools in each country every three years. 
- Up to 53 students are randomly selected in each of these schools.
- In small countries with fewer than 5,000 students, all 15-year-old students are sampled. 
- The two-hour test relies heavily on multiple choice and rating scale questions.
- PISA ignores the importance of engagement and positive attitudes to learning for future success.
- Educational outcomes that are important for future citizens or a well-rounded education are not
captured
 Statistical Uncertainty
• PISA tests a sample of students and the results are then adjusted to reflect a whole
population of 15-year-old students.
• The scores therefore include a measure of statistical uncertainty and PISA only
reports a range of positions (upper rank and lower rank) where a country can be
placed.
• There is a co-relation between poverty and lower test result; it ultimately reflects
countries that have socio-economic disadvantages.
 Pressure to Narrow Curricula
• relegating subjects such as the arts and social studies to second-class status, and
to introduce testing cultures to monitor performance and achievement.
• Testing culture and curriculum narrowing have been linked to students dropping
out, students and teachers cheating, students undergoing stress and anxiety
disorders, teachers leaving the profession, a fear of failing and a dislike of schools
and learning.
 Overlooking Inquiry-Based Learning
• Students may reach high levels of proficiency in a few subjects but lose out on
programs of study based on active, inquiry-based processes and content.
• Countries with the highest PISA scores appear to have the lowest levels of inquiry-
based learning. 
• High levels of inquiry-based science appear to have a negative association with
PISA science scores.
• Focusing on PISA may increase skill levels but cause students to miss out on
learning that generates higher-order thinking.
 Relations to Indigenous and Special Needs Schools
• In Canada, federally funded Indigenous schools are not considered in PISA data
and would likely impact provincial scores.
• The absence of Indigenous schools may help mask disparities in educational equity
in Canada and marginalize the significance of chronic under-funding of Indigenous-
controlled education and basic infrastructure necessary to Indigenous child well-
being.
• PISA data in conclusion, is not inclusive and it alienate indigenous and special
needs schools.