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It argues that fixed grading standards can distort the meaning of “excellent,” since students with similar raw performance may receive different outcomes depending on passing thresholds. It highlights claims about low pass marks, inflated A grades, and the broader consequences for teaching quality, classroom disruption, and long-standing neglect in educational reforms.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/when-mediocrity-poses-as-brilliance-analysis/618589/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Rainbow Cat","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-19",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"How does the text compare SPM and PISA scoring outcomes?","Question",{"text":106,"@type":107},"It contrasts SPM’s grading approach with PISA, arguing that SPM can classify students as “excellent” even when only a small proportion of answers are correct, while PISA performance reflects different expectations.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"Why does the article say mediocrity can appear as brilliance?",{"text":111,"@type":107},"It attributes the effect to fixed or low pass mark thresholds and grading practices that allow students to receive high grades despite limited correct answers.",{"name":113,"@type":104,"acceptedAnswer":114},"What change does the text propose regarding grade boundaries?",{"text":115,"@type":107},"It discusses the idea of introducing fixed grade boundaries for SPM similar to PISA-style approaches, claiming this could reveal real proficiency and push remedial measures and improved standards.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},618589,1792449091,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":24},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","SEKTOR DOKUMENTASI PENDIDIKAN  \nBPPDP, Kementerian Pendidikan Aras SB-4, Blok E8, Kompleks E,  \nPusat Pentadbiran Kerajaan Persekutuan 62604 Putrajaya.  \nTel : 03-8884 6425  \nFaks: 03-8884 6284  \nTARIKH : 17 OKTOBER 2026 (SABTU)  \nBERITA HARIAN □ UTUSAN M'SIA O N.  \n\"'f.-5 ,:;,t,i.;i, fen;  \nOUR schools are in the news-and .  \nit's not just because of the confu  \nsion over whether they are open ·  \nor closed on any given day.  \nThe Education Ministry seems· to be groping about with mini-.mum vision, trying· to- figure out if  \nSTRAITS TIME O THE STAR jZJ SINAR HARIAN 0  \nDORAiRAJ  \nNADASON  \nnewsdesk  \n@[thestar.com.my](thestar.com.my)  \nV!!!Rlf.l  \n_v-Ji11'1r,.....  \n· ·  \n· have for the latest results? Even MCA president Datuk Seri  \nDr Wee Ka Siong is unhappy. He  \nhas asked whether the ministry. would introduce fixe,d grade boundaries-like those in Pisafor SPM instead of adjusting them  \nthe haze is coming or going. ••---•-la!II-􀀉••  \nBut bothersome as the haze •  \nmay be, it's not the biggest of our  \nproblems. '  \nThe ProgramJ:!le for Inter-  \n􀀆---•-1111111-•---  \nnational Student Assessment you get excellent marks. Get (Pisa) scores have come in-and many wrong, and you get poor · reality is hitting home. Our . stu- marks. 100% is excellent and40% dents are not as brilliant as the is poor, or ·maybe just good ministry wants us to thipk they · enough to pegiven a pass mark. are. _ · · Not ·so for SPM. Here, good is  \n. The Pisa results were ,a huge: not necessarily good. Mediocre  \ncomedown from the euphoria of can be exce􀅝ent, too.  \nbased on students' performance. That's probably wµat we need. I .  \nremember back in the late 70s · when the Form 5 exam was still knownasthe MalaysianC􀅜rtificate  \nof Education and marking followed a fixed standard.  \nThree mistakes in the 60 questions and you were down to A2, missing out on the coveted Al. It did not matter how the rest of your cohort scored.  \nHow things have changed.  \nthe recOFtl performanc􀅞 iil SPM It doesn't matter if you get just [Prof Jani.es](Prof Jani.es) .Chin, a prominent  \nlast year. · 40% of the answers right. If most commentator on SUUth-E_ast Asia,  \nIn the regional Pisa scores, [of the top scorers..alsn](of the top scorers..alsn.g.et.ar:ound-highlighted)[.](of the top scorers..alsn.g.et.ar:ound-highlighted)[g.et.ar:ound](of the top scorers..alsn.g.et.ar:ound-highlighted)[-](of the top scorers..alsn.g.et.ar:ound-highlighted)[highlighted](of the top scorers..alsn.g.et.ar:ound-highlighted)-01;king social Malaysia was fifth in both Maths 40%, you all get anA and are con- media post a · few days ago. The · and Science, behind Singapore sidered excellent. writer claimetl he had copied the  \n(obviously); an_d even Vietnam,, The passing mark could be as questions on his SPM exam paper Brunei and Thailand. It was low as 10% or 15%. Last year, just and left half, the paper blankembarrassing for the nation, over 400,000 studer:tts sat for SPM, and still got an A.  \nespecially when supposedly back- and 366,435 candidates-94.29% The writer could belying. But if ward countries like Vietnam did · - were awarded certificates. it's true, it's jaw-dropping. • better than us in the two subjects. Many of them obviously did not · A nephe,w who is an examiner  \nSo, why do students who do so quite meet the specifications. tells of how he would get about  \nwell in SPM flop miserably . in Covid-19 was the excuse in ear- 300 scripts to ·mark, along with Pisa? Experts tellus it's because of Uer· years. Schools were closed, · nµie other examiners in his how the grading is done. students · were missing classes, group. After marking and draw  \nPisa's marking is simple. If you classes had to be cancelled, many ing up statistics ·on the scores, all are good, you are good. students and teachers wer􀅟f􀅠0would gathei-.and look over the  \nGet all the questions right, and ing ill. But' what excuses do we results.  \nSEKTOR DOKUMENTASI PENDIDIKAN  \nBPPDP, Kementerian Pendidikan  \nAras SB-4, Blok ","cbCaiahpy22Dr3Rp","https://ap.wps.com/l/cbCaiahpy22Dr3Rp","pdf",341783,"English","# Comparing SPM and PISA scoring\n## Fixed standards and pass marks\n## Impact on student outcomes\n## Grading, teaching quality, and reform","[{\"question\":\"How does the text compare SPM and PISA scoring outcomes?\",\"answer\":\"It contrasts SPM’s grading approach with PISA, arguing that SPM can classify students as “excellent” even when only a small proportion of answers are correct, while PISA performance reflects different expectations.\"},{\"question\":\"Why does the article say mediocrity can appear as brilliance?\",\"answer\":\"It attributes the effect to fixed or low pass mark thresholds and grading practices that allow students to receive high grades despite limited correct answers.\"},{\"question\":\"What change does the text propose regarding grade boundaries?\",\"answer\":\"It discusses the idea of introducing fixed grade boundaries for SPM similar to PISA-style approaches, claiming this could reveal real proficiency and push remedial measures and improved standards.\"}]","WHEN MEDIOCRITY POSES AS BRILLIANCE - Analysis | PDF"]