Post on 27-Mar-2015
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Launch of PISA 2006
OECD Programme for International Student Assessment (PISA)
London, 4 December 2007
Barbara IschingerDirector
Directorate for Education, OECD
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ldPISA
A three-yearly global assessment that… …examines the performance of 15-year-olds in
key subject areas as well as a wider range of educational outcomes
• Including students attitudes to learning, their beliefs about themselves, and their learning strategies
…
collects contextual data from students schools, parents and systems to identify policy levers
Coverage Representative samples of between 3,500 and
50,000 15-year-old students drawn in each country
Most federal countries also draw regional samples
PISA covers roughly 90% of the world economy .
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1998PISA countries in
20002001200320062009Coverage of world economy 77%81%83%85%86%87%
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ld A strong international network of expertise among the participating countries…
From establishing the assessment frameworks…– The PISA assessments include tasks from more than 40
countries …developing the instruments…
– Cross-national and cross-cultural validity …to analysing and interpreting the results
– National, regional and international analyses and reports – In-depths country peer reviews
…supported by a consortium of the leading research institutions…
ACER, CITO, ETS, NIER, WESTAT
…co-ordinated through the OECD in collaboration with other international organisations .
How PISA works
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ldScience in PISA 2006
PISA defines scientific literacy in terms of an individual’s:
Scientific knowledge and use of that knowledge to… … identify scientific issues, … explain scientific phenomena, and … draw evidence-based conclusions about science-related issues
Understanding of the characteristic features of science as a form of human knowledge and enquiry
Awareness of how science and technology shape our material, intellectual and cultural environments
Willingness to engage with science-related issues .
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ldAverage performanceof 15-year-olds in science – extrapolate and apply
High science performance
Low science performance
I srael
I talyPortugal Greece
Russian Federation
LuxembourgSlovak Republic,Spain,Iceland Latvia
Croatia
Sweden
DenmarkFrancePoland
Hungary
AustriaBelgiumIreland
Czech Republic SwitzerlandMacao- ChinaGermanyUnited Kingdom
Korea
J apanAustralia
Slovenia
NetherlandsLiechtenstein
New ZealandChinese Taipei
Hong Kong- China
Finland
CanadaEstonia
United States LithuaniaNorway
445
465
485
505
525
545
565
616 … 18 countries perform below this line
Quality in educational outcomes
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300 350 400 450 500 550 600
FinlandCanadaJ apan
New ZealandAustralia
NetherlandsKorea
GermanyUnited KingdomCzech Republic
SwitzerlandAustriaBelgiumI reland
HungarySwedenPoland
DenmarkFrance
IcelandUnited States
Slovak RepublicSpain
NorwayLuxembourg
I talyPortugalGreeceTurkeyMexico
Mean science scores – OECD countries
OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Table 2.1c
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United Kingdom=515
- 35 - 25 - 15 - 5 5 15 25 35
Overall science score
I dentifying scientific issues
Explaining phenomena scientifically
Using scientific evidence
Knowledge about science
Earth and space
Living systems
Physical systems
Comparison of performance on the different scales in science (UK)
OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 2.13
Scientific competencies
Scientific knowledge
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performance (UK)
- 35 - 25 - 15 - 5 5 15 25 35
Uni
ted
Kin
gdom
OECD
ave
rage
I dentifying scientific
issuesExplaining phenomena
scientificallyUsing scientific
evidenceKnowledge about science
Earth and
Living systemsPhysical systems
Overall
OverallI dentifying scientific issues
Using scientific evidence
Earth and space
Physical systems
Explaining phenomena scientifically
Living systems
Knowledge about science
OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Tables 2.1c, 2.2c, 2.3c, 2.4c, 2.7, 2.8, 2.9, 2.10
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Below Level 1Unable to use scientific
skills in ways required by easiest PISA tasks.
Science Level 1Student have such a limited scientific knowledge that it
can only be applied to a few, familiar situations
OECDScience Level 6
Student can consistently identify, explain and apply scientific knowledge and knowledge about science
in a variety of complex life situations
Level 6
Level 5
Level 4
Level 3
Level 2
Level 1
BelowLevel 1
PISA Proficiency Levels in Science
1% 3%
OECD
UK
OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Table 2.1a
8%
20%
27%
24%
14%
5%
11%
22%
26%
22%
12%
5%
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Large proportion of top performers
OECD (2007), Learning for tomorrow’s world: First results from PISA 2006, Table 2.1a
Top and bottom performers
Large prop. of poor perf.
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ldInvestments and outcomes
Since 2000, expenditure per primary and secondary student increased across OECD countries by 39% (in real terms) …
…while PISA outcomes generally remained flat…
…but there are notable exceptions…
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ldPoland raised its reading performance by 28 PISA
points, equivalent to ¾ of a school year - What happened?
OECD (2007), Learning for tomorrow’s world: First results from PISA 2006, Table 6.1a
Between PISA 2000 and 2003 Poland delayed the separation of students
into different school types
beyond the age of 15 years
In 2003, performance variation among
schools had fallen from 51% to 16% of the variation of student
performance
But did this lead to genuine
improvements of school performance?
Between 2000 and 2003 showed the second-largest increase in
reading (17 points) and a further 11 point
increase since 2003
Most of that increase resulted from smaller
proportions at the bottom level (23% in 2000, and
three-quarters in vocational tracks, 17%in
2003)
Did this harm the better performers?
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300 350 400 450 500 550 600
KoreaFinlandCanada
New ZealandIreland
AustraliaPoland
SwedenNetherlands
BelgiumSwitzerland
J apanUnited Kingdom
GermanyDenmarkAustriaFrance
IcelandNorway
Czech RepublicHungary
LuxembourgPortugal
ItalySlovak Republic
SpainGreeceTurkeyMexico
Mean reading scores – OECD countries
OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Table 6.1c
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300 350 400 450 500 550 600
FinlandKorea
NetherlandsSwitzerland
CanadaJ apan
New ZealandBelgium
AustraliaDenmark
Czech RepublicIcelandAustria
GermanySwedenIrelandFranceUnitedPolandSlovak
HungaryLuxembourg
NorwaySpain
United StatesPortugal
ItalyGreeceTurkeyMexico
Mean mathematics scores – OECD countries
OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Table 6.2c
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ldAverage performanceof 15-year-olds in science – extrapolate and apply
High science performance
Low science performance
I srael
I talyPortugal Greece
Russian Federation
LuxembourgSlovak Republic,Spain,Iceland Latvia
Croatia
Sweden
DenmarkFrancePoland
Hungary
AustriaBelgiumIreland
Czech Republic SwitzerlandMacao- ChinaGermanyUnited Kingdom
Korea
J apanAustralia
Slovenia
NetherlandsLiechtenstein
New ZealandChinese Taipei
Hong Kong- China
Finland
CanadaEstonia
United States LithuaniaNorway
445
465
485
505
525
545
565
616 … 18 countries perform below this line
Attitudes towards science
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General value of science
OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 3.2
0
25
50
75
100
United Kingdom OECD average Top performer
Science is valuable to society
Advances in science and technology usually improve people's living
conditions
Advances in science and technology usually bring social benefits
Advances in science and technology usually help to improve the economy
Science is important for helping us to understand the natural world Portugal
Portugal
Portugal
Korea
Korea
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Personal value of science
OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 3.4
0
25
50
75
100
United Kingdom OECD average Top performer
Some concepts in science help me see how I relate to other people
I will use science in many ways when I am an adult
Science is very relevant to me
When I leave school there will be many opportunities for me to use
science
I find that science helps me to understand things around me Portugal
Poland
Mexico
Mexico
Mexico
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0 10 20 30 40 50 60 70 80 90 100
Student engagement with science
OECD (2007), Learning for tomorrow’s world: First results from PISA 2006, Table 4.1a
0 10 20 30 40 50 60 70 80 90 100
Students show strong support for scientific enquiry
Students expressed confidence in be able to do scientific tasks, but more so for some tasks than others
93% said that science was important for understanding the natural world
92% said that advances in science and technology usually improved people’s living conditions75% said that science helped them to understand things around them
57% said that science was very relevant to them personally
76% said they could explain why earthquakes occurred more frequently in some areas than in others64% said they could predict how changes to an environment would affect the survival of certain species51% said they could discuss how new evidence could lead to a change in understanding about the possibility of life on Mars
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ldAverage performanceof 15-year-olds in science – extrapolate and apply
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High science performance
Low science performance
I srael
I talyPortugal Greece
Russian Federation
LuxembourgSlovak Republic,Spain,Iceland Latvia
Croatia
Sweden
DenmarkFrancePoland
Hungary
AustriaBelgiumIreland
Czech Republic SwitzerlandMacao- ChinaGermanyUnited Kingdom
Korea
J apanAustralia
Slovenia
NetherlandsLiechtenstein
New ZealandChinese Taipei
Hong Kong- China
Finland
CanadaEstonia
United States LithuaniaNorway
445
465
485
505
525
545
565
616
Equity in educational opportunities
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ldDurchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High science performance
Low science performance
I srael
GreecePortugal I talyRussian Federation
LuxembourgSlovak Republic SpainIcelandLatvia
Croatia
Sweden
DenmarkFrancePoland
Hungary
AustriaBelgiumIreland
Czech Republic Switzerland Macao- China
Germany United Kingdom
Korea
J apanAustralia
SloveniaNetherlands
Liechtenstein
New ZealandChinese Taipei
Hong Kong- China
Finland
CanadaEstonai
United StatesLithuania Norway
440
460
480
500
520
540
560
21222
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ldSchool performance and socio-economic
background Finland
Stu
dent
perf
orm
ance
AdvantagePISA Index of socio-economic background
Disadvantage
Schools proportional to size
Student performance and students’ socio-economic background within schools
School performance and schools’ socio-economic background
Student performance and students’ socio-economic background
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OECD average = 500
Student performance and migration
Native studentsSecond-generation
students
First-generation students
PISA 2006: Science Competencies for Tomorrow’s World, Figure 4.2a.
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Nor
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Icel
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Is it all innate ability?Variation in student performance
OECD (2007), Learning for tomorrow’s world: First results from PISA 2006, Table 4.1a
Performance variation across schools
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Is it all innate ability?Variation in student performance
PISA 2006: Science Competencies for Tomorrow’s World, Figure 4.1a.
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Variation of performance between
schools
Variation of performance within
schools
Is it all innate ability?Variation in student performance
PISA 2006: Science Competencies for Tomorrow’s World, Figure 4.1a.
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ldMoney matters - but other things do too
Some school and system factors
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PISA score in science
School autonomy and standards-based examination on science performance
School autonomy in selecting teachers for hire
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ldImpact of selected student and school factors
on school performance (after accounting for all other factors in the model)
OECD (2007), PISA 2006 – Science Competencies from Tomorrow’s World, Table 6.1a
Schools practicing ability grouping (gross
and net)
Academically selective schools (gross and net)
but no system-wide effect
School results posted publicly (gross and net)
One additional hour of science learning at
school (gross and net)
One additional hour of out-of-school lessons
(gross and net)
One additional hour of self-study or homework
(gross and net)
School activities to promote science
learning(gross and net)
Schools with greater autonomy (resources)
(gross and net)
Each additional 10% of public funding(gross only)
Schools with more competing schools
(gross only)
School principal’s perception that lack of
qualified teachers hinders instruction
(gross only)
School principal’s positive evaluation of quality of educational
materials(gross only)
Measured effect
Effect after accounting for the socio-economic
background of students, schools and countries