Programme for International Student Assessment for International Student Assessment Luxembourg, 16...

PISA 2015 School Feedback European School I Luxembourg

OECD Programme for International

Student Assessment

Luxembourg, 16 June 2017SCRIPT

INTRODUCTION

2

• Initiative by the OECD

• “What is important for citizensto know and be able do do?”

• Internationally comparableevidence on studentperformance

• At the end of compulsoryeducation

15‐year‐old students

What is PISA?

3

Student questionnaire:Familiy background, Learning experiences, attitudes towardsschool

Key Features (1)

4

Key Features (2)

5

Participants in Luxembourg

• 44 schools(public, private, and international)

• 5300 studentsBorn in 1999

6

Participants at your school

L1 students:n=98 studentsStudents assessed in their firstlanguage of instruction• English, French or German International sample

L2 students:n=93 studentsStudents assessed in their firstforeign language (English, French or German) National option, not in theinternational sample

7

Composition of L1‐students at your school

8

37

37

24

Number of students tested in English, French or German

English French German

42

56

Number of boys and girls

Girls Boys

29

68

1

Number of studentsin each grade

Grade 9 Grade 10 Grade 11

9

42

51

Number of boys and girls

Girls Boys

39

11

1

Number of students tested in English, French or German

English French German

Composition of L2‐students at your school

19

71

1 2

Number of studentsin each grade

Grade 9 Grade 10 Grade 11 Grade 8

Limitations

• PISA School Feeback is only valid for a certaingroup of students at the school– 15‐year‐old students

Not representative for the whole school• But incentive for further pedagogicaldiscussions

10

HOW YOUR SCHOOL RESULTS ARECOMPARED

11

Fair comparison

• “A consistent finding throughout PISA assessments isthat socio‐economic status is related to performanceat the system, school and student levels” (OECD, 2016, p. 205)

• In PISA, the socio‐economic status is measured by the Index of economic, social and cultural status(ESCS)

12

ESCS Index

• ESCS includes the following three aspects:

1. highest parents’ education

2. highest parents’ occupation

3. material ressources(e.g. possession of cultural goods, educational ressources, material possessions, number of books at home)

13

‐1,5

‐1,0

‐,5

,0

,5

1,0

1,5

Your sc

hool

Meam ESCS

Mean ESCS* by school in Luxembourg

Distribution of mean ESCS by schoolin Luxembourg

Comparison group= similar schools by ESCS*= Roughly upper 16 % of thedistribution= from similar school types(International schools and Enseignement secondaire)

*Index of economic, social and cultural status (ESCS): Highest parents’ education, highest parents’ occupation and material ressourcesOnly schools in Luxembourg with more than 20 students are included in the graph

14

Difference in mean ESCS between “Enseignement Secondaire” (ES) and your school

‐1,5

‐1,0

‐,5

,0

,5

1,0

1,5

ES

Your sc

hool

Meam ESCS

15

Mean ESCS issignificantly lower in ES compared to yourschool. This difference needsto be taken intoaccount whencomparing resultsbetween your schooland the ES.

Names in the graphs

Your school: Students tested in their first language of instruction atyour school (= L1‐students)

Similar schools: Schools in the upper 16 % of the distribution by ESCS in Luxembourg

Comparison group: arithmetic mean of results across the 5 schools in the upper 16 % of the ESCS distribution in Luxembourg

ES: Enseignement secondaire

L2‐students: Students tested in their first foreign language at yourschool (national option, not in the international sample)

16

PISA 2015 RESULTS

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Proficiency levels

• Levels 1 (lowest) to 6 (highest)• Each level is characterized by a description of competencies• Level 2: baseline• Level 5 and 6: top performers• For further information (e.g. a detailed description of what

students know and can do at each level), please refer to OECD PISA 2015 Volume Ihttp://www.oecd.org/publications/pisa‐2015‐results‐volume‐i‐

9789264266490‐en.htm 18

19

Proficiency levels – Science

210

13

19

37

37

35

27

116 1

0

10

20

30

40

50

60

70

80

90

100

Your school ES

Percen

tage of stude

nts on

each proficiency

level

Science

level 6

level 5

level 4

level 3

level 2

level 1

633

708*

559

484

410

*Low

erscorelim

itof eachlevel

Your school: L1‐studentsES: Luxembourg’s “Enseignement secondaire” (ES)

Top performers(levels 5 + 6)

COMPARISON TO LUXEMBOURG’S “ENSEIGNEMENT SECONDAIRE”

210 11

1926

37

33

2722

6 6

0

10

20

30

40

50

60

70

80

90

100

Your school Comparison group

Percen

tage of stude

nts on

each proficiency level

Science

level 6

level 5

level 4

level 3

level 2

level 1


633

708*

559

484

410

20

Proficiency levels ‐ Science

Your school: L1‐studentsComparison group: arithmetic mean of schools in Luxembourg with a similar ESCS

COMPARISON TO THE AVERAGE OF SCHOOLS WITH A SIMILAR MEAN SOCIO‐ECONOMIC STATUS

*Low

erscorelim

itof eachlevel

21

Proficiency levels ‐ Reading

2 29 11

2233

33

38

28

146 2

0

10

20

30

40

50

60

70

80

90

100

Your school ES

Percen

tage of stude

nts on


Reading

level 6

level 5

level 4

level 3

level 2

level 1


626

698*

553

480

407335

*Low

erscorelim

itof eachlevel



2 49 10

2225

3335

28 20

6 6

0

10

20

30

40

50

60

70

80

90

100


Percen

tage of stude

nts on


Reading

level 6

level 5

level 4

level 3

level 2

level 1


626

698*

553

480

407335

*Low

erscorelim

itof eachlevel

22

Proficiency levels ‐ ReadingCOMPARISON TO THE AVERAGE OF SCHOOLS WITH A SIMILAR MEAN SOCIO‐ECONOMIC STATUS


Proficiency levels ‐Mathematics

23

3 3

14 12

23 30

3334

21 16

5 5

0

10

20

30

40

50

60

70

80

90

100

Your school ES

Percen

tage of stude

nts on


Mathematics

level 6level 5level 4level 3level 2level 1


607

669*

545

482

420358

*Low

erscorelim

itof eachlevel



Proficiency levels ‐Mathematics

3 3

14 11

2323

3332

2122

5 10

0

10

20

30

40

50

60

70

80

90

100


Percen

tage of stude

nts on


Mathematics

level 6level 5level 4level 3level 2level 1


607

669*

545

482

420358

*Low

erscorelim

itof eachlevel

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Mean scores in science, readingand mathematics

‐40 ‐30 ‐20 ‐10 0 10 20 30 40

Mathematics

Reading

Science

Difference in mean scores between your school and comparison group

Your school scores higherComparison group scores higher

25



Differences in mean scores by test language at your school (L1‐students)

‐40 ‐30 ‐20 ‐10 0 10 20 30 40

Mathematics

Reading

Science

Difference in mean scores compared to English

Test language French Test language German

These differences arenot statistically significant

26

Differences in mean scores betweenL1 and L2 students at your school

0 5 10 15 20 25 30 35 40

Mathematics

Reading

Science

Difference in mean scores (L1 scores higher)

27

Science subscales ‐ Definitions

• Recognise, offer and evaluate explanationsfor a range of natural and technologicalphenomena

Explain phenomenascientifically

• Describe and appraise scientific investigations and propose ways of addressing questions scientifically

Evaluate and designscientific enquiry

• Analyse and evaluate data, claims and arguments in a variety of representationsand draw appropriate scientificconclusions

Interpret data and evidence scientifically

28

Science subscales

‐40 ‐20 0 20 40Difference (subscale minus science overall

scale)

Explain phenomena scientifically

Scores in subscaleare lower than in total science scale

Scores in subscale arehigher than in total science scale

Your school

Similarschoo

ls

‐40 ‐20 0 20 40Difference (subscale minus science

overall scale)

Evaluate and design scientific enquiry



Your school

Similarschoo

ls

‐40 ‐20 0 20 40Difference (subscale minus science

overall scale)

Interpret data and evidence scientifically



Your school

Similarschoo

ls

29Your school: L1‐studentsSimilar schools: schools in Luxembourg with a similar mean ESCS

STUDENT MOTIVATION AND EXPERIENCES AT SCHOOL*

*On the following slides, results are shown for “your school” and the “comparison group” (arithmetic mean of schools in Luxembourg with a similar ESCS). All results for Luxembourg’s Enseignement secondaire, the Luxembourg national average, or the OECD‐average can befound under www.pisaluxembourg.lu

Student motivation in science

• E.g. “I generally have fun when I am learning broad science topics.”Enjoyment of science

• E.g. “How science can help us prevent disease”

Interest in sciencetopics

• E.g. “I learn school science topics quickly.”

Self‐concept in science

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• Answer categories: “Strongly disagree”, “Disagree”, “Agree”, “Strongly agree”

• Agreement comprises “Strongly agree” + “Agree”

Student motivation in science

69%

66%

74%

62%

63%

67%

0% 20% 40% 60% 80% 100%

Self‐concept science

Interest in science topics

Enjoyment of science

Agreement in %

Your schoolComparison group

32Your school: L1‐studentsComparison group: arithmetic mean of schools in Luxembourg with a similar ESCS

Students’ perception of scienceinstruction

• Answer categories: “Never or almost never/ hardly ever”, “Some lessons”, “Many/Most lessons”, Every lesson or almost every lesson”

• Agreement comprises “Many/Most lessons” + Every lesson or almost every lesson”

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• E.g. “Students don’t listen to what the teacher says.”Discipline

• E.g. “The teacher continues teaching until the students understand.”Teacher support

• E.g. “The teacher tells me in which areas I can still improve.”Teacher feedback

Students’ perception of scienceinstruction

27%

68%

22%

25%

58%

20%

0% 20% 40% 60% 80% 100%

Teacher feedback

Teacher support

Discipline

Agreement*


34


*Every lesson or most lessons

Enquiry‐based scienceteaching and learning

35

36%

29%

21%

80%

22%

13%

58%

70%

48%

34%

20%

15%

70%

12%

4%

60%

59%

40%

0% 20% 40% 60% 80% 100%

Students are required to argue about science questions.

Students are asked to do an investigation to test ideas.

There is a class debate about investigations.

Students are given opportunities to explain their ideas.

Students spend time in the laboratory doing practicalexperiments.

Students are allowed to design their own experiments.

Students are asked to draw conclusions from an experimentthey have conducted.

The teacher explains how a school science idea can be appliedto a number of different phenomena.

The teacher clearly explains the relevance of broad scienceconcepts to our lives.

Agreement in %

Your school

Comparison group

*Every lesson or most lessons


Students’ perceptions and attitudestowards school

• Answer categories: “Strongly disagree”, “Disagree”, “Agree”, “Strongly agree”

• Agreement comprises “Strongly agree” + “Agree”

36

• E.g. “Even if I am well‐prepared for a test I feel very anxious.”Test anxiety

• E.g. “I want to be the best, whatever I do.”Achievementmotivation

• E.g. “Other students seem to like me.”Sense of belonging toschool

Students’ perceptions and attitudestowards school

82%

76%

47%

85%

74%

53%

0% 20% 40% 60% 80% 100%

Sense of belonging

Achievement motivation

Test anxiety

Agreement


37Your school: L1‐studentsComparison group: arithmetic mean of schools in Luxembourg with a similar ESCS

PARENTS’ PERCEPTION OF THESCHOOL

Parents’ perception of the school

• Parent questionnaire return rate

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55%

84%

0% 20% 40% 60% 80% 100%

L2‐students

L1‐students

Return rate

Parents’ perception of the school

37%

75%

51%

89%

81%

82%

84%

82%

92%

92%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

My child’s school involves parents in the school's decision‐making process.

My child’s school provides effective communication between the school and families.

My child’s school provides an inviting atmosphere for parents to get involved.

My child’s school does a good job in educating students.

My child’s school provides regular and useful information on my child’s progress.

My child’s progress is carefully monitored by the school.

I am satisfied with the disciplinary atmosphere in my child’s school.

I am happy with the content taught and the instructional methods used in my child’s school.

Standards of achievement are high in my child’s school.

Most of my child’s school teachers seem competent and dedicated.

Agreement*

40*Parents of L1‐ and L2‐ students combined

Further reading• Frameworks for assessing mathematics, reading and science:

– PISA 2015 Assessment and Analytical Framework (OECD, 2016) http://www.oecd.org/edu/pisa‐2015‐assessment‐and‐analytical‐framework‐

9789264255425‐en.htm

• Published sample items from PISA 2015http://www.oecd.org/pisa/test/

• PISA 2015 Results– International OECD Report, Volumes I to III (OECD, 2016)

http://www.oecd.org/pisa/– National Report Luxembourg (SCRIPT & LUCET, 2016)

http://www.pisaluxembourg.lu/

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Thank youfor yourattention!

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