Israel through the Global Education Prismcms.education.gov.il/NR/rdonlyres/45CCC357-4A00-42... · Israel & PISA Lessons In Other Words Conclusion Israel through ... • (2000, 2003,

© 2009 # 1© 2009 # 1

רש ות ארצית למדידה והערכהבחינוך

ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Israel through the Global Education Prism:

Policy Implications

Michal BellerDirector-General of RAMA

The National Authority for Measurement and Evaluation in Education

A paper presented at the Van Leer Education Conference From Vision and Policy to Implementation

May 20, 2009

© 2009 # 2© 2009 # 2


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

ConclusionIntroduction

© 2009 # 3© 2009 # 3


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

“Without data, you are just

another person with an opinion”Andreas Schleicher

OECDHead of the Indicators and Analysis Division

(Directorate for Education)

© 2009 # 4© 2009 # 4


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Large Scale Assessments in IsraelLarge Scale Assessments in Israel Matriculation Exams – Bagrut (upper secondary school)

National Assessments - Meitzav - Language, Math, Science, English – 5th and 8th grades (+ 2nd grade in Language)

School Climate and Pedagogical Environment Survey

International Assessments: TIMSS - Math and Science Study – 9th grade

• (1995, 1999, 2003, 2007, 2011) – 67 countries

PIRLS - Reading Assessment – 4th grade

• (2001, 2006, 2011) – 41 countries

PISA - Reading, Math & Science Literacy – 15 Years

• (2000, 2003, 2006, 2009, 2012) – 64 countries

SITES - Information Technology• (1997, 2006)

Group-Score A

ssessments

© 2009 # 5© 2009 # 5


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Campbell's LawCampbell's Law"The more any quantitative social indicator is used for

social decision making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.”

"achievement tests may well be valuable indicators of general school achievement under conditions of normal teaching aimed at general competence.

But when test scores become the goal of the teaching process, they both lose their value as indicators of educational status and distort the educational process in undesirable ways.”

Campbell, Donald T., "Assessing the Impact of Planned Social Change“. The Public Affairs Center, Dartmouth College, December, 1976.

© 2009 # 6© 2009 # 6


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Unintended Negative Effects of External Testing

Between-Subject

Reallocation of time

The Impact of Setting a

Specific Target

“Most Children are

Left Behind…”

Teaching to the Test;

Test Inflation

Narrowing the

Curriculum

Assessment is Only a

Sample of the

Curriculum

© 2009 # 7© 2009 # 7


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Collateral Damage & Tyranny of TestingCollateral Damage & Tyranny of Testing

© 2009 # 8© 2009 # 8


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Can We Measure Learning When Stakes are High?Can We Measure Learning When Stakes are High?

Information from test-based accountability (TBA) systems is likely to be more valid under some conditions than others

But scores on high-stakes tests will always provide an incomplete indicator of learning

Developers of TBA systems must create conditions that will promote valid information while informing users of the limitations of this information

Recent research suggests that TBA has some potential to promote positive outcomes, but efforts must be taken to reduce likelihood of negative consequences

Hamilton, 2005

© 2009 # 9© 2009 # 9


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

On the Intended Positive Effects of External Testing

And Intelligent Accountability

The focus of my presentation

© 2009 # 10© 2009 # 10


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Shift of skills required to function in modern world

… and in the ways to guagethem

© 2009 # 11© 2009 # 11


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

DeSeCoDeSeCo: THE DEFINITION AND SELECTION : THE DEFINITION AND SELECTION OF KEY COMPETENCIESOF KEY COMPETENCIES

Source: http://www.oecd.org/dataoecd/47/61/35070367.pdf

© 2009 # 12© 2009 # 12


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

How the demand for skills has changedHow the demand for skills has changedEconomyEconomy--wide measures of routine and nonwide measures of routine and non--routine task input (US)routine task input (US)

From

40

45

50

55

60

65

1960 1970 1980 1990 2002

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine interactive

(Levy and Murnane)

Mea

n ta

sk in

put

as p

erce

ntile

s of

the

196

0 ta

sk d

istr

ibut

ion

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

From: Andreas Schleicher

© 2009 # 13© 2009 # 13


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

looking back at what students were expected to have learned

…or…looking ahead to how well they can extrapolate from what they have

learned and apply their knowledge and skills in novel settings.

For the PISA assessment of the knowledge and skills of 15-year-olds, OECD governments chose the latter

Deciding what to assess...


© 2009 # 14© 2009 # 14


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

AlignmentAlignment

CurriculumCurriculum…and beyond

Content & Performance

StandardsTeaching & Learning

Assessment

© 2009 # 15© 2009 # 15


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

New Constructs Initiative at ETSNew Constructs Initiative at ETS

CognitiveCognitiveskillsskills

• Critical thinking • Communication

skills• …

NonNon--Cognitive Cognitive skillsskills

• Work Ethic• Teamwork• Leadership• Ethics & integrity• Adaptability• …

© 2009 # 16© 2009 # 16


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

PISAPISA The Program for International Student Assessment

(PISA) is a system of international assessments that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy.

PISA also includes measures of general or cross-curricular competencies such as learning strategies.

PISA emphasizes functional skills that students have acquired as they near the end of mandatory schooling.

PISA is organized by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries.

Begun in 2000, PISA is administered every 3 years. Each administration includes assessments of all three subjects, but assesses one of the subjects in depth. The most recent administration was in 2009 and focused on reading literacy

© 2009 # 17© 2009 # 17


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Strengths and weaknesses in mathStrengths and weaknesses in math

The real world The mathematical World

A real situation

A model of reality A mathematical model

Mathematical results

Real results

Understanding, structuring and simplifying the situation

Making the problem amenable to mathematical treatment

Interpreting the mathematical results

Using relevant mathematical tools to solve the problemValidating

the results


© 2009 # 18© 2009 # 18


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

” Education in one country can be better understood in

comparison to education in other countries ”

Porter & Gamoran, 2002Methodological Advances in cross-national surveys of educational

achievement. Washington, DC: National Academy Press.

© 2009 # 19© 2009 # 19


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

The National Educational The National Educational PlanPlan

Because every child deserves moreBecause every child deserves more

National Task Force for the Advancement of Education

"If you want to reform the world"If you want to reform the world-- you must reform educationyou must reform education " "

Janusz KorczakJanusz KorczakSeptember 2003 – December 2004

ח פיזה לפני "ועדת דברת הוקמה בעקבות דו"... ח הבא של "לפני שנה פורסם הדו. חמש שנים

..." המצב רק הוחמר, פיזה2008מרץ , שלמה דבר ת

© 2009 # 20© 2009 # 20


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

PISA 2006 PISA 2006 –– Science Performance LevelsScience Performance Levels

© 2009 # 21© 2009 # 21


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

PISA 2006 PISA 2006 –– Science Performance LevelsScience Performance Levels

14.9%

21.2%

24.0%

20.8%

13.8%

4.4%0.8%

5.2%

14.1%

24.0%

27.4%

20.3%

7.7%1.3%

0.5%3.6%

13.6%

29.1%

32.2%

17.0%

3.9%

0%

20%

40%

60%

80%

100%

ישראל ממוצע מדינות ה-OECD

פינלנד

רמה 6

רמה 5

רמה 4

רמה 3

רמה 2

רמה 1

מתחתרמה 1

© 2009 # 22© 2009 # 22


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

150

200

250

300

350

400

450

500

550

600

650

700

750Fi

nlan

dH

ong

Kong

-Chi

naC

anad

aC

hine

se T

aipe

iEs

toni

aJa

pan

New

Zea

land

Aust

ralia

Net

herla

nds

Liec

hten

stei

nKo

rea

Slov

enia

Ger

man

yU

nite

d Ki

ngdo

mC

zech

Rep

ublic

Switz

erla

ndM

acao

-Chi

naAu

stria

Belg

ium

Irela

ndH

unga

rySw

eden

Pola

ndD

enm

ark

Fran

ceC

roat

iaIc

elan

dLa

tvia

Uni

ted

Stat

esSl

ovak

Rep

ublic

Spai

nLi

thua

nia

Nor

way

Luxe

mbo

urg

Rus

sian

Fed

erat

ion

Italy

Portu

gal

Gre

ece

Isra

elC

hile

Serb

iaBu

lgar

iaU

rugu

ayTu

rkey

Jord

anTh

aila

ndR

oman

iaM

onte

negr

oM

exic

oIn

done

sia

Arge

ntin

aBr

azil

Col

ombi

aTu

nisi

aAz

erba

ijan

Qat

arKy

rgyz

stan

PISAPISA 20062006 : Variance of Science Scores: Variance of Science Scores

© 2009 # 23© 2009 # 23


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Lessons from International

Comparisons on PISA

© 2009 # 24© 2009 # 24


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Israel

Money matters - but other things do too


#1

© 2009 # 25© 2009 # 25


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

MckinseyMckinsey ReportReport

#2

© 2009 # 26© 2009 # 26


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

High ambitions and universal standards

Rigor,focus and coherence

Great systems attract great teachers and provide access to best practice

and quality professional development

Sympathy doesnSympathy doesn’’t raise standardst raise standards


#3

© 2009 # 27© 2009 # 27


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Challenge and supportChallenge and support

Weak support

Strong support

Lowchallenge

Highchallenge

Strong performance

Systemic improvement

Poor performance

Improvements idiosyncratic

Conflict

Demoralisation

Poor performance

Stagnation


© 2009 # 28© 2009 # 28


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion


Rigor, focus and coherence

Great systems attract great teachers and

provide access to best practice


Autonomy and AccountabilityAutonomy and Accountability

Devolved responsibility,the school as the centre of

actionAccountability and intervention

in inverse proportion to

success


#4

© 2009 # 29© 2009 # 29


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

NoYes

No

Yes

46

63

0

41

0

10

20

30

40

50

60

70

Standards based

external examination

s School autonomyin selecting teachers for hire

PISA score in science

School autonomy, standardsSchool autonomy, standards--basedbasedexaminations and science performanceexaminations and science performance

School autonomy in selecting teachers for hire


© 2009 # 30© 2009 # 30


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion


Rigor, focus and coherence




Devolved responsibility,the school as the centre of

actionAccountability and intervention


success

Integrated educational opportunities

From prescribed forms of

teaching and assessment towards

personalised learning

#5


© 2009 # 31© 2009 # 31


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Creating a knowledgeCreating a knowledge--rich professionrich profession

The tradition of education systems has been “knowledge poor”

The future of education systems is “knowledge rich”

National prescription

Professional judgement

Informed professional judgement, the teacher as a “knowledge worker”

Informed prescription

Uninformed professional judgement, teachers working in isolation

Uninformed prescription, teachers

implement curricula

in which schools and teachers have the authority to act, the necessary knowledge to do so wisely, and

access to effective support systems


© 2009 # 32© 2009 # 32


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Local Responsibility and National PrescriptionLocal Responsibility and National Prescription

National prescription

Schools leading reform

Schools todayThe industrial model, detailed prescription of what schools do

Schools tomorrow?

Building capacity

Finland todayEvery school an effective school

Towards system-wide sustainable reform

Personalized Learning High Excellence, High Excellence, High EquityHigh Equity


© 2009 # 33© 2009 # 33


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Between and Within Variance of Science Between and Within Variance of Science Scores on PISA 2006Scores on PISA 2006

WithinBetween

Finland excels in personalized

learning:30% of instruction hours are spent by teacher outside the

classroom with individual students

© 2009 # 34© 2009 # 34


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

““New HorizonNew Horizon”” Reform in IsraelReform in Israel

Fosters a new understanding of the interaction between

teachers and students

placing notions such as: intimacy, responsibility, and accountability at the core of the pedagogical exchange

It’s about Time

Quality time

© 2009 # 35© 2009 # 35


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Accountability and intervention


success

Framework for ImprovementFramework for Improvement

Devolved responsibility,

the school as the centre of action

Integrated educational

opportunities

From prescribed forms of

teaching and assessment

towards personalised

learning




High ambitionsand universal

standardsRigor, focus and

coherence


© 2009 # 36© 2009 # 36


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

ConclusionIn Other Words

© 2009 # 37© 2009 # 37


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

High Equity and High ExcellenceHigh Equity and High ExcellenceIn the drive for high equity and high

excellence we need more emphasis on:

i. Personalisation of Teaching and Learning

ii. A Focus on System Leadership

iii. A New Relationship with Schools

iv. Workforce Reform and Reducing Within School Variation

v. Segmentation and Collaboration

From: David HopkinsFrom: David Hopkins

© 2009 # 38© 2009 # 38


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Identifying School Performance on Identifying School Performance on MeitzavMeitzavper SES Categoryper SES Category

SES

© 2009 # 39© 2009 # 39


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Segmentation StrategiesSegmentation Strategies

- Intensive Support Programme

- New provider: eg: Academy.

Failing schools

- Formal support in Federation structure

- Consultancy in core subjects and best practice,

eg: curriculum content for low-attaining students.

Low attaining schools

- Tailored consultancy for underperforming depts.

- Underperforming pupil interventions, eg: catch-up.

Underperforming schools

- Consistency interventions: such as AfL.

- Subject specialist support to particular depts.

Succeeding schools with internal variations

- Regular local networking for school leaders

- Entitlement time from consultants

Succeeding, self-improving schools

- Funding to become leading practitioners

- Formal federation with lower-performing schools

Leading SchoolsKey elements of the offerType of School

From: David Hopkins

© 2009 # 40© 2009 # 40


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Public and private schools

-150 -100 -50 0 50 100

Observed performance difference

Difference after accounting for socio-economic backgroundof students and schools

Private schools perform better

Public schools perform better

%

Score point difference

Public and Private SchoolsPublic and Private Schools

0 20 40 60 80 100

LuxembourgJapanItaly

SwitzerlandFinland

DenmarkCzech Republic

SwedenHungaryAustriaPortugal

United StatesNetherlands

Slovak RepublicKorea

IrelandSpain

CanadaMexico

New ZealandGermany

OECDUnited Kingdom

Government schoolsGovernment dependent privateGovernment independent private


#6

© 2009 # 41© 2009 # 41


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

ConclusionConclusions

© 2009 # 42© 2009 # 42


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Lessons from High Achieving SchoolsLessons from High Achieving Schools

“…Success will go to those individuals and nations that are swift to adapt, slow to complain, and open to change. The task for public policy is to ensure that countries rise to this challenge.”

Andreas Schleicher, Seeing the United States Education System through the Prism of International Comparisons, May 2009

• Positive school climate with high expectations

• Engaging diversity without retentions or tracking

• Professionalized teaching ranks

© 2009 # 43© 2009 # 43


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

““IntelligentIntelligent”” AccountabilityAccountability

Vertical accountabilityis about systems that provide information on performance to a higher level in the administration.

Lateral accountabilityis about systems that provide incentives for teachers and schools to learn from other teachers and schools.

© 2009 # 44© 2009 # 44


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

RAMA: RAMA: Assessment in the Service of LearningAssessment in the Service of Learning

Accountability Starts from school self-evaluation

© 2009 # 45© 2009 # 45


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

National Education GoalsNational Education Goals

• Maximizing individual achievements

• Narrowing achievement gaps

• Promoting moral and social values

• Preparing graduates to effectively function in the changing world

© 2009 # 46© 2009 # 46


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

Conclusion

Towards Enduring SettlementTowards Enduring Settlement

Equal worth. Active learning.Informed professionalism.

Record resources. High expectations.These are the foundations

of a new education settlement.

The ultimate test is not that they hold firm for a few months,

or even two Parliamentary terms, but that they endure.

““A Modern Social Democratic Education SettlementA Modern Social Democratic Education Settlement””, , David David MilibandMiliband –– School Standards Minister School Standards Minister -- Oxford, March 2003Oxford, March 2003

© 2009 # 47© 2009 # 47


ה"ראמ

Introduction

Shift

Israel & PISA

Lessons

In Other Words

ConclusionThank You

Israel through the Global Education Prismcms.education.gov.il/NR/rdonlyres/45CCC357-4A00-42... · Israel & PISA Lessons In Other Words Conclusion Israel through ... • (2000, 2003,

Documents