1 1 PISA OECD Programme for International Student Assessment Strong performers and successful reformers Andreas Schleicher 13 October 2011 Lessons in learning An international perspective Andreas Schleicher Special advisor to the Secretary-General on Education Policy Head of the Indicators and Analysis Division, EDU Programme for International Student Assessment
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11P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11
Lessons in learningAn international perspective
Andreas SchleicherSpecial advisor to the Secretary-General on Education Policy
Head of the Indicators and Analysis Division, EDU
Programme for International Student Assessment
22P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
1995
Expe
ndit
ure
per
stud
ent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
Graduate supply
Cost
per
stu
den
t
33P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
1995
Expe
ndit
ure
per
stud
ent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
Graduate supply
Cost
per
stu
den
t
United States
Finland
Japan
44P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2000
Expe
ndit
ure
per
stud
ent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
United Kingdom
55P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2001
Expe
ndit
ure
per
stud
ent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
Australia
66P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2002
Expe
ndit
ure
per
stud
ent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
77P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2003
Expe
ndit
ure
per
stud
ent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
88P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2004
Expe
ndit
ure
per
stud
ent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
99P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2005
Expe
ndit
ure
per
stud
ent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
1010P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2006
Expe
ndit
ure
per
stud
ent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2007
Expe
ndit
ure
per
stud
ent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
1212P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2008 Ex
pend
itur
e pe
r st
uden
t at
ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
Finland
1313P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2008 Ex
pend
itur
e pe
r st
uden
t at
ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
United States
1414P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11
The composition of the global talent pool has changed…
Countries’ share in the population with tertiary education, for 25-34 and 55-64 year-old age groups, percentage (2009)
55-64-year-old population 25-34-year-old population
About 39 million people who attained tertiary level
About 81 million people who attained tertiary level
albiser_e
EAG 2011: chart A4.2OK
1515P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11
United States, 35.8
Japan, 12.4
China, 6.9Germany, 6.3
United Kingdom, 5.3
Canada, 4.2
France, 3.5
Brazil, 3.5
Spain, 2.1Italy, 1.9
Mexico, 1.8
Australia, 1.7
Korea, 1.6other, 12.9
55-64-year-old population
United States, 20.5
Japan, 10.9
China, 18.3
Germany, 3.1United Kingdom, 4.4
Canada, 3.1France, 4.1
Brazil, 4.5
Spain, 3.5
Italy, 2.0
Mexico, 3.9
Australia, 1.6
Korea, 5.7
other, 14.5
25-34-year-old population
The composition of the global talent pool has changed…
Countries’ share in the population with tertiary education, for 25-34 and 55-64 year-old age groups, percentage (2009)
albiser_e
EAG 2011: chart A4.2OK
1616P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11…and will continue to change
Share of new entrants into tertiary education in 2009 (all OECD and G20 countries)
School performance and socio-economic background United States
Stu
dent
perf
orm
ance
AdvantagePISA Index of socio-economic background
Disadvantage
Private school Public school in rural area Public school in urban area
700
3434P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11
What does it all mean?
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11Policies and practices
Learning climate
Discipline
Teacher behaviour
Parental pressure
Teacher-student relationships
Dealing with heterogeneity
Grade repetition
Prevalence of tracking
Expulsions
Ability grouping (all subjects)
Standards /accountability
Nat. examination
Standardised tests
PolicySystem
RSchool
REquity
E
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11
Commitment to universal achievement
Goals, gateways,
instructional systems
Capacity at point of delivery
Incentives and
accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems
A commitment to education and the belief that competencies can be learned and therefore all children can achieve
Universal educational standards and personalisation as the approach to heterogeneity in the student body…
…as opposed to a belief that students have different destinations to be met with different expectations, and selection/stratification as the approach to heterogeneity
Clear articulation who is responsible for ensuring student success and to whom
3838P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11
Commitment to universal achievement
Goals, gateways,
instructional systems
Capacity at point of delivery
Incentives and
accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems
Clear ambitious goals that are shared across the system and aligned with high stakes gateways and instructional systems
Well established delivery chain through which curricular goals translate into instructional systems, instructional practices and student learning (intended, implemented and achieved)
High level of metacognitive content of instruction
4040P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11
Commitment to universal achievement
Goals, gateways,
instructional systems
Capacity at point of delivery
Incentives and
accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems
Capacity at the point of delivery Attracting, developing and retaining high
quality teachers and school leaders and a work organisation in which they can use their potential
Instructional leadership and human resource management in schools
Keeping teaching an attractive profession System-wide career development
4141P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11
Teacher in-service development
No matter how good the pre-service education for teachers is… it cannot prepare teachers for rapidly changing challenges throughout
their careers
High-performing systems rely on ongoing professional to…… update individuals’ knowledge of a subject in light of recent advances
… update skills and approaches in light of new teaching techniques, new circumstances, and new research
… enable teachers to apply changes made to curricula or teaching practice
… enable schools to develop and apply new strategies concerning the curriculum and teaching practice
… exchange information and expertise among teachers and others
… help weaker teachers become more effective . Effective professional development is on-going…
… includes training, practice and feedback, and adequate time and follow-up support
4545P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11
Lessons from PISA on successful
education systems
Commitment to universal achievement
Goals, gateways,
instructional systems
Capacity at point of delivery
Incentives and
accountability
Resources where they yield most
A learning system
Coherence Incentives, accountability, knowledge
management Aligned incentive structures
For students How gateways affect the strength, direction, clarity and nature
of the incentives operating on students at each stage of their education
Degree to which students have incentives to take tough courses and study hard
Opportunity costs for staying in school and performing well
For teachers Make innovations in pedagogy and/or organisation Improve their own performance
and the performance of their colleagues Pursue professional development opportunities
that lead to stronger pedagogical practices A balance between vertical and lateral accountability Effective instruments to manage and share knowledge
and spread innovation – communication within the system and with stakeholders around it
A capable centre with authority and legitimacy to act
4848P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11
Systems with more accountability Systems with less
accountability
480
490
500
Schools with less autonomy
Schools with more autonomy
495
School autonomy in re-source allocation
System’s accountability arrangements
PISA score in reading
School autonomy, accountability and student performance
Impact of school autonomy on performance in systems with and without accountability arrangements
4949P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11Local responsibility
and system-level prescription
System-level prescription‘Tayloristic’ work organisation
Schools leading reformTeachers as ‘knowledge workers’
Schools todayThe industrial
model, detailed prescription of
what schools do
Schools tomorrow?
Building capacity
Finland todayEvery school an effective school
Trend in OECD countries
5151P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11
Commitment to universal achievement
Goals, gateways,
instructional systems
Capacity at point of delivery
Incentives and
accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems Investing resources where they can make
most of a difference Alignment of resources with key challenges
(e.g. attracting the most talented teachers to the most challenging classrooms)
Effective spending choices that prioritise high quality teachers over smaller classes
5252P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11
Commitment to universal achievement
Goals, gateways,
instructional systems
Capacity at point of delivery
Incentives and
accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems
A learning system An outward orientation of the system to
keep the system learning, international benchmarks as the ‘eyes’ and ‘ears’ of the system
Recognising challenges and potential future threats to current success, learning from them, designing responses and implementing these
5454P
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
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
11
Commitment to universal achievement
Goals, gateways,
instructional systems
Capacity at point of delivery
Incentives and
accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems
Coherence of policies and practices Alignment of policies
across all aspects of the system Coherence of policies
over sustained periods of time Consistency of implementation Fidelity of implementation
(without excessive control)
5656P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
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Ass
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Str
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13
Oct
ob
er
20
11
Some students learn at high levels
All students need to learn at high levels
Student inclusion
Routine cognitive skills, rote learning
Learning to learn, complex ways of
thinking, ways of workingCurriculum, instruction and assessment
Few years more than secondary
High-level professional knowledge workers
Teacher quality
‘Tayloristic’, hierarchical
Flat, collegial
Work organisation
Primarily to authorities
Primarily to peers and stakeholders
Accountability
Education reform trajectories
The old bureaucratic system The modern enabling system
5757P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
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13
Oct
ob
er
20
11
Moderate policy value
High policy value
More difficult Less difficult
Money pits
Must haves
Low-hanging fruits
Quick wins
PISA 2000
The development of PISA
Proliferation of assessment
areas .
Examining individual, institutional and systemic factors associated with quality, equity and efficiency in
education
Measuring student learning outcomes in
key subjects
Extending the range of competencies through which quality is assessed
Monitoring educational progress
Electronic delivery of assessments
Understanding drivers of successful reform trajectories
Understanding the instructional context of learning outcomes – linking how students learn
with what teachers do
‘Democratising PISA’
5858P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
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13
Oct
ob
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20
11
Moderate policy value
High policy value
More difficult Less difficult
Money pits
Must haves
Low-hanging fruits
Quick wins
PISA 2003
Proliferation of assessment
areas .
Examining individual, institutional and systemic factors associated with quality, equity and efficiency in
education
Measuring student learning outcomes in
key subjects and establishing the comparative strengths and
weaknesses of education systems
Monitoring educational progress
Electronic delivery of assessments
Understanding drivers of successful reform trajectories
Understanding the instructional context of learning outcomes – linking how students learn
with what teachers do
Extending the range of competencies through which quality is assessed
‘Democratising PISA’
5959P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
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chle
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13
Oct
ob
er
20
11
Moderate policy value
High policy value
More difficult Less difficult
Money pits
Must haves
Low-hanging fruits
Quick wins
PISA 2006
Proliferation of assessment
areas .
Examining individual, institutional and systemic factors associated with quality, equity and efficiency in
education
Measuring student learning outcomes in
key subjects and establishing the comparative strengths and
weaknesses of education systems
Extending the range of competencies through which quality is assessed
Monitoring educational progress
Understanding drivers of successful reform trajectories
Understanding the instructional context of learning outcomes – linking how students learn
with what teachers do
Electronic delivery of assessments
‘Democratising PISA’
6060P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
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chle
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13
Oct
ob
er
20
11
Moderate policy value
High policy value
More difficult Less difficult
Money pits
Must haves
Low-hanging fruits
Quick wins
PISA 2009
Proliferation of assessment areas
Examining individual, institutional and systemic factors associated with quality, equity and efficiency in
education
Measuring student learning outcomes in
key subjects and establishing the comparative strengths and
weaknesses of education systems
Extending the range of competencies through which quality is assessedAffective dimensions of outcomes
Electronic delivery of assessments
Understanding the instructional context of learning outcomes – linking how students learn
with what teachers do
Assessment of digital literacy
Understanding drivers of successful reform trajectories