pisa oecd programme for international student assessment strong performers and successful reformers...
Post on 11-Jan-2016
216 Views
Preview:
TRANSCRIPT
1111P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2 Strong Performers and Successful Reformers in
Education
Francesca BorgonoviEarly Childhood and Schools Division, EDU
OECD
Programme for International Student Assessment
2222P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Foundation skills for the future
Rapid pace of change in most work environments requires strong foundation skills even in relatively routine manual occupations
Strong foundation skills are needed to make the most of computerisation and digitisation
Literacy to understand descriptions of new procedures for rapidly changing tasks
Numeracy to be able to understand the basic mathematics that permeates models used by computers
3333P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Advanced skills for the future
Expert thinking and ability to solve problems with no rules-based solutions
Complex communication and the ability of interacting with humans to acquire information, explain it and lead others to action.
4444P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Skill use by occupational groups
Source: PIAAC Field trial
5555P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Skill mismatch by occupational
groups
Source: PIAAC Field trial
6666P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2How the demand for skills has changed
Economy-wide measures of routine and non-routine task input (US)
(Levy and Murnane)
Mean t
ask
inp
ut
as
perc
enti
les
of
th
e 1
960 t
ask
dis
trib
uti
on
The dilemma of schools:The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource
7777P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Implications for education systems
Technology can change the nature of work faster than people can change their skills
Education systems need to proactively and continuously re-think about how to develop the advanced skills that will be needed in the unpredictable labour markets and societies of the future
8888P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2
A world of change in the global talent pool
Approximated by percentage of persons with high school or equivalent qualfications in the age groups 55-64, 45-55, 45-44 und 25-34 years
%
1. Excluding ISCED 3C short programmes 2. Year of reference 20043. Including some ISCED 3C short programmes 3. Year of reference 2003.
13
1
1
27
9999P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2
1998PISA countries in
2000200120032006200977%81%83%85%86%
Coverage of world economy 87%
PISA in brief Methods…
Target population 15-year-old students Random samples
– PISA 2009: over half a million students…
….representing 28 million 15-year-olds in 74 countries/economies
2 hour paper and pencil test in reading, mathematics and science
Item types- constructed response and multiple choice; real life tasks
Student background questionnaire– their personal background, their schools
and their engagement with learning and school School and system background questionnaires
– school policies, practices, resources and institutional factors that help explain performance differences .
10101010P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2PISA... a (relatively) long story
PISA in 2000, 2003, 2006 and 2009 PISA 2012 – In the field PISA 2015 – Work in Progress
Focus on students’ capacity to extrapolate from what they know and creatively apply their knowledge in novel situations
Less emphasis on whether they can reproduce what they were taught
11111111P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Strong Performers and Successful
Reformers in Education
Quality of Learning outcomes
Equity of learning opportunities
Factors that make a difference
12121212P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Quality of Learning Outcomes
High performance
Increasing performance over time
The learning outcomes of poor performing and top performing students
13131313P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Quality of Learning Outcomes
High performance
Increasing performance over time
The learning outcomes of poor performing and top performing students
14141414P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Average performanceof 15-year-olds in reading
High reading performance
Low reading performance … 17 countries perform below this line
15151515P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Performance in reading (2009)
495
539
16161616P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Quality of Learning Outcomes
High performance
Increasing performance over time
The learning outcomes of poor performing and top performing students
17171717P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Change in reading performance between 2000 and
2009
Reading performance
improved
Reading performance
declined
18181818P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Quality of Learning Outcomes
High performance
Increasing performance over time
The learning outcomes of poor performing and top performing students
19191919P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2
Percentage of students below proficiency Level 2 in reading between 2000 and 2009
2000
2009
20202020P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2
Percentage of top performers in reading between 2000 and 2009
2000
2009
21212121P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Equity of learning opportunities
Are students held back because of their socio-economic condition?
The role of schools: between and within school differences in performance
The performance of students with an immigrant background
Gender gap
22222222P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Equity of learning opportunities
Are students held back because of their socio-economic condition?
The role of schools: between and within school differences in performance
The performance of students with an immigrant background
Gender gap
23232323P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2
Measures of the relationship between socio-economic background and reading
performance
24242424P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2
Percentage of resilient students among disadvantaged students%
More than 30% resilient students
among disadvantaged students
Between 15%-30% of resilient students among
disadvantaged students
Less than 15% resilient students among disadvantaged
students
Resilient student: Comes from the bottom quarter of the socially most disadvantaged
students but performs among the top quarter of students internationally (after
accounting for social background)
25252525P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Equity of learning opportunities
Are students held back because of their socio-economic condition?
The role of schools: between and within school differences in performance
The performance of students with an immigrant background
Gender gap
26262626P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2
School performance and socio-economic background
DenmarkStu
dent
perf
orm
ance
AdvantagePISA Index of socio-economic background
Disadvantage
Private school Public school in rural area Public school in urban area
700
27272727P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2
School performance and socio-economic background
FinlandStu
dent
perf
orm
ance
AdvantagePISA Index of socio-economic background
Disadvantage
Private school Public school in rural area Public school in urban area
700
28282828P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2
School performance and socio-economic background
GermanyStu
dent
perf
orm
ance
AdvantagePISA Index of socio-economic background
Disadvantage
Private school Public school in rural area Public school in urban area
700
29292929P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Variability in student performance
30303030P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Variability in student performance
between and within schools
Performance variation of students in schools
Performance differences between schools
31313131P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Equity of learning opportunities
Are students held back because of their socio-economic condition?
The role of schools: between and within school differences in performance
The performance of students with an immigrant background
Gender gap
32323232P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2
Immigrants and reading performance
Native studentsSecond-generation
students
First-generation students
33333333P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Equity of learning opportunities
Are students held back because of their socio-economic condition?
The role of schools: between and within school differences in performance
The performance of students with an immigrant background
Gender gap
34343434P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Gender Gap in Reading
(PISA 2009, girls - boys)
Girls perform better
35353535P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Gender Gap in Mathematics
(PISA 2009, girls - boys)
Boys perform better
36363636P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2
Factors that make a difference
37373737P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2What factors make a difference?
For the individual student Reading for enjoyment
– Very strongly related to performance in all countries– 37% of students in OECD countries on average do not
read for enjoyment Diversity of reading materials
– Better readers tend to read a diversity of materials Knowledge of strategies
– High-performing countries are generally those whose students know how to summarise information well
And for system and school policies……
38383838P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2Durchschnittliche 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 reading performance
Low reading performance
2009
Early selection and institutional differentiation
High degree of stratification
Low degree of stratification
39393939P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2
40404040P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2
What does it all mean?
41414141P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2
Some lessons Some lessons from successful from successful
systemssystems
49494949P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g P
erf
orm
ers
an
d S
ucc
ess
ful R
efo
rme
rs
in E
du
catio
n -
Co
pe
nh
ag
en
Fra
nce
sca
Bo
rgo
no
vi9
Ma
y 2
01
2
Find out more about PISA at…www.oecd.org/pisa
PISA In Focuswww.oecd.org/pisa/infocus
Email: Francesca.Borgonovi@oecd.org
top related