1 1 PISA OECD Programme for International Student Assessment 8 th Educational Publishers Forum - Paris Francesca Borgonovi 20 September 2012 Strong Performers and Successful Reformers in Education Francesca Borgonovi Early Childhood and Schools Division, EDU OECD Programme for International Student Assessment
PISA OECD Programme for International Student Assessment 8 th Educational Publishers Forum - Paris Francesca Borgonovi 20 September 2012 Strong Performers.
Dec 26, 2015
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
1111P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 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
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
Foundation 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
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
Advanced 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
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 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
5555P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
Implications 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
6666P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 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 + digital reading assessment
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 .
7777P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
PISA... 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
8888P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Strong Performers and Successful
Reformers in Education
Quality of Learning outcomes
Equity of learning opportunities
Factors that make a difference
9999P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Average performanceof 15-year-olds in reading
High reading performance
Low reading performance … 17 countries perform below this line
10101010P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Performance in reading (2009)
539
11111111P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Change in reading performance between 2000 and
2009
Reading performance
improved
Reading performance
declined
12121212P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
Percentage of students below proficiency Level 2 in reading between 2000 and 2009
2000
2009
13131313P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
Percentage of top performers in reading between 2000 and 2009
2000
2009
14141414P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
Equity of learning opportunities
Are students held back because of their socio-economic condition?
The role of schools: between and within school differences in performance
Gender gap
15151515P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
Strength of the relationship between performance and socio-economic backgroundabove the OECD average
impactbelow the OECD average impact
Percentage of variance in performance explained by ESCS (r-squared x 100)
Above average reading performanceAbove average impact of socio-economic background
Below average reading performanceAbove average impact of socio-economic background
Below average reading performanceBelow average impact of socio-economic background
not statistically significantly different from the OECD average impact
Above average reading performanceBelow average impact of socio-economic background
16161616P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2School performance and socio-economic
background Finland
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
17171717P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2School performance and socio-economic
background Germany
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
18181818P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Variability in student performance
19191919P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Variability in student performance
between and within schools
Performance variation of students in schools
Performance differences between schools
20202020P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Gender Gap in Reading
(PISA 2009, girls - boys)
Girls perform better
21212121P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
Factors that make a difference
22222222P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
Differences between boys and girls compared with print reading
Gender difference in digital reading performance (girls-boys)
Gender difference in print reading performance (girls- boys)
Colombia
Denmark
Hong Kong -China
Macao - ChinaKorea
Spain
New Zealand
NorwayPoland
Ireland
Iceland
Australia
Sweden
OECD Average
Belgium
Japan
Austria
Hungary
France
Chile
Girls have a larger advantage in print reading
Girls have a larger advantage in digital
reading
23232323P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
The role of digital resources
Digital reading can be a lever to reduce the gender gap
The gender gap in digital reading is much smaller than in print reading, and relates to differences in navigation skills between boys and girls
Reading more and reading with enjoyment promotes better reading, and better reading fosters stronger engagement.
24242424P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Digital Reading Performance and
computer use at home
25252525P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Digital Reading Performance and
computer use at school
26262626P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
Computer use at home for leisure and digital reading performance -
Japan
27272727P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
Computer use at home for leisure and digital reading performance -
Chile
28282828P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2ICT use at school and digital
reading performance
29292929P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
The role of digital resources
ICT use at home for leisure is – up to a point – positively related to performance, navigation skills and self-confidence in completing high-level ICT tasks
Parents and teachers need to encourage students to use computers so that they can improve their navigation skills but also provide guidance on balancing time spent using computers with time for other activities
30303030P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Changes in percentage of students who
reported having a computer at home between PISA 2000 and 2009
31313131P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Changes in computers-per-student ratio
between PISA 2000 and 2009
32323232P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Digital divide by country
However, some countries lag behind on digital use
Percentage of students who use a computer at home
33333333P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
Disadvantaged students have less access to a computer at home
Digital divide by socio-economic background within countries
Disadvantaged students have less access to a computer at school
Disadvantaged students have more access to a computer at school
Within countries, there is a digital divide by socio-economic background of students
34343434P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2The role of digital resources at
school
Access to computers has improved significantly, both at home and at school, but important gaps remain between countries and social groups
Strategies that promote wider access to ICT at school can help minimise impact of social background on digital competency gaps, with possible consequences for future employment opportunities
35353535P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2ICT can…
Enable students to obtain more regular feedback on their learning processes
Make students more active participants in learning processes in classrooms and tailor these processes to individual students’ needs
Provide students with up-to-date access to the world’s current research and thinking
However, identifying effective strategies to teach digital reading skills is an important policy objective
Ability to critically evaluate the quality and credibility of texts, integrate information from multiple texts and – crucially – navigate effectively
36363636P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Who chooses which textbooks are
used in school?
Percentage of students in schools whose principals reported that only teachers or school principals choose which textbooks are used
School level autonomy in the choice of textbooks
37373737P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Who chooses which textbooks are
used in school?
Percentage of students in schools whose principals reported that only regional and/or national educational authority choose which textbooks are used
School level autonomy in the choice of textbooks
38383838P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Who determines
course content in school?School level autonomy in the choice of course content (curricular
autonomy)
Percentage of students in schools whose principals reported that only teachers or school principals determine course content
39393939P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Who determines
course content in school?School level autonomy in the choice of course content (curricular
autonomy)
Percentage of students in schools whose principals reported that only regional and/or national educational authority determine course content
40404040P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2Does autonomy in curriculum and assessment make a difference?
Between country association with reading performance: Positive (countries with more autonomy in curriculum and assessment have higher mean performance)
Within country association with reading performance:
Without accounting for the socio-economic and demographic
background of students and schools
After accounting for the socio-economic and demographic
background of students and schools
Negative relationship
Positive relationship
Negative relationship
Positive relationship
OECD Austria, GermanyLuxembourg,
Portugal, Switzerland
Italy, Luxembourg
Belgium, Netherlands, Switzerland
OECD average change in score: 1.6
OECD average change in score: -1.0
Partner countries
and economies
Argentina, Bulgaria,
Kazakhstan, Panama, Peru,
Serbia, Shanghai-China
Dubai (UAE)
Argentina, Bulgaria, Peru,
Shanghai-China, Chinese Taipei
Dubai (UAE), Lithuania
41414141P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
PISA score in reading
School autonomy, accountability and student performance
Impact of school autonomy on performance in systems with and without accountability arrangements
42424242P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
Increased likelihood of postsec. particip. at age 19/21 associated with PISA reading proficiency at age 15
(Canada)after accounting for school engagement, gender, mother
tongue, place of residence, parental, education and family income (reference group PISA Level 1)
Odds ratiohigher education entry
School marks at age 15
PISA performance at age
15
43434343P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
Student inclusion
Curriculum, instruction and assessment
Teacher quality
Work organisation
Accountability
Education reform trajectories
The old bureaucratic system The modern enabling system
44444444P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
8th E
du
catio
na
l Pu
blis
he
rs F
oru
m -
Pa
risF
ran
cesc
a B
org
on
ovi
20
S
ep
tem
be
r 2
01
2
Find out more about PISA at…www.oecd.org/pisa
Email: [email protected]
Related Documents
