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PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Launch of PISA 2006 OECD Programme for International.

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Presentation on theme: "PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Launch of PISA 2006 OECD Programme for International."— Presentation transcript:

1 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Launch of PISA 2006 OECD Programme for International Student Assessment (PISA) London, 4 December 2007 Barbara Ischinger Director Directorate for Education, OECD

2 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World PISA A three-yearly global assessment that… … examines the performance of 15-year-olds in key subject areas as well as a wider range of educational outcomes Including students attitudes to learning, their beliefs about themselves, and their learning strategies …collects contextual data from students schools, parents and systems to identify policy levers Coverage Representative samples of between 3,500 and 50,000 15-year-old students drawn in each country Most federal countries also draw regional samples PISA covers roughly 90% of the world economy.

3 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World 1998 PISA countries in2000 2001 2003 20062009 Coverage of world economy 77%81% 83% 85%86%87%

4 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World r A strong international network of expertise among the participating countries… From establishing the assessment frameworks… –The PISA assessments include tasks from more than 40 countries …developing the instruments… –Cross-national and cross-cultural validity …to analysing and interpreting the results –National, regional and international analyses and reports –In-depths country peer reviews …supported by a consortium of the leading research institutions… ACER, CITO, ETS, NIER, WESTAT …co-ordinated through the OECD in collaboration with other international organisations. How PISA works

5 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Science in PISA 2006 PISA defines scientific literacy in terms of an individuals: r Scientific knowledge and use of that knowledge to… …identify scientific issues, …explain scientific phenomena, and …draw evidence-based conclusions about science-related issues r Understanding of the characteristic features of science as a form of human knowledge and enquiry r Awareness of how science and technology shape our material, intellectual and cultural environments r Willingness to engage with science-related issues.

6 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Average performance of 15-year-olds in science – extrapolate and apply High science performance Low science performance … 18 countries perform below this line Quality in educational outcomes

7 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Mean science scores – OECD countries OECD (2007), PISA 2006 – Science Competencies for Tomorrows World, Table 2.1c

8 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Comparison of performance on the different scales in science (UK) OECD (2007), PISA 2006 – Science Competencies for Tomorrows World, Figure 2.13 Scientific competencies Scientific knowledge

9 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Gender differences in science performance (UK) OECD (2007), PISA 2006 – Science Competencies for Tomorrows World, Tables 2.1c, 2.2c, 2.3c, 2.4c, 2.7, 2.8, 2.9, 2.10

10 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Below Level 1 Unable to use scientific skills in ways required by easiest PISA tasks. Science Level 1 Student have such a limited scientific knowledge that it can only be applied to a few, familiar situations OECD Science Level 6 Student can consistently identify, explain and apply scientific knowledge and knowledge about science in a variety of complex life situations Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Below Level 1 PISA Proficiency Levels in Science 1% 3% OECD UK OECD (2007), PISA 2006 – Science Competencies for Tomorrows World, Table 2.1a 8% 20% 27% 24% 14% 5% 11% 22% 26% 22% 12% 5%

11 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Large proportion of top performers OECD (2007), Learning for tomorrows world: First results from PISA 2006, Table 2.1a Top and bottom performers 20 Large prop. of poor perf.

12 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Investments and outcomes r Since 2000, expenditure per primary and secondary student increased across OECD countries by 39% (in real terms) … …while PISA outcomes generally remained flat… …but there are notable exceptions…

13 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Poland raised its reading performance by 28 PISA points, equivalent to ¾ of a school year - What happened? OECD (2007), Learning for tomorrows world: First results from PISA 2006, Table 6.1a 20 Between PISA 2000 and 2003 Poland delayed the separation of students into different school types beyond the age of 15 years In 2003, performance variation among schools had fallen from 51% to 16% of the variation of student performance But did this lead to genuine improvements of school performance? Between 2000 and 2003 showed the second- largest increase in reading (17 points) and a further 11 point increase since 2003 Most of that increase resulted from smaller proportions at the bottom level (23% in 2000, and three-quarters in vocational tracks, 17%in 2003) Did this harm the better performers?

14 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Mean reading scores – OECD countries OECD (2007), PISA 2006 – Science Competencies for Tomorrows World, Table 6.1c

15 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Mean mathematics scores – OECD countries OECD (2007), PISA 2006 – Science Competencies for Tomorrows World, Table 6.2c

16 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Average performance of 15-year-olds in science – extrapolate and apply High science performance Low science performance … 18 countries perform below this line Attitudes towards science

17 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World General value of science OECD (2007), PISA 2006 – Science Competencies for Tomorrows World, Figure 3.2

18 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Personal value of science OECD (2007), PISA 2006 – Science Competencies for Tomorrows World, Figure 3.4

19 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Student engagement with science OECD (2007), Learning for tomorrows world: First results from PISA 2006, Table 4.1a 20 Students show strong support for scientific enquiry Students expressed confidence in be able to do scientific tasks, but more so for some tasks than others 93% said that science was important for understanding the natural world 92% said that advances in science and technology usually improved peoples living conditions 75% said that science helped them to understand things around them 57% said that science was very relevant to them personally 76% said they could explain why earthquakes occurred more frequently in some areas than in others 64% said they could predict how changes to an environment would affect the survival of certain species 51% said they could discuss how new evidence could lead to a change in understanding about the possibility of life on Mars

20 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Average performance of 15-year-olds in science – extrapolate and apply 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 science performance Low science performance Equity in educational opportunities

21 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Durchschnittliche 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 science performance Low science performance

22 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World School performance and socio-economic background Finland Student performance Advantage PISA Index of socio-economic background Disadvantage Schools proportional to size Student performance and students socio-economic background within schools School performance and schools socio-economic background Student performance and students socio-economic background

23 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World School performance and socio-economic background United Kingdom Student performance Advantage PISA Index of socio-economic background Disadvantage Schools proportional to size Student performance and students socio-economic background within schools School performance and schools socio-economic background Student performance and students socio-economic background

24 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World OECD average = 500 Student performance and migration Native students Second-generation students First-generation students PISA 2006: Science Competencies for Tomorrows World, Figure 4.2a.

25 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Is it all innate ability? Variation in student performance OECD (2007), Learning for tomorrows world: First results from PISA 2006, Table 4.1a 20 Performance variation across schools

26 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Is it all innate ability? Variation in student performance PISA 2006: Science Competencies for Tomorrows World, Figure 4.1a.

27 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Variation of performance between schools Variation of performance within schools Is it all innate ability? Variation in student performance PISA 2006: Science Competencies for Tomorrows World, Figure 4.1a.

28 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Money matters - but other things do too Some school and system factors

29 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World PISA score in science School autonomy and standards-based examination on science performance School autonomy in selecting teachers for hire

30 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World Impact of selected student and school factors on school performance (after accounting for all other factors in the model) OECD (2007), PISA 2006 – Science Competencies from Tomorrows World, Table 6.1a 20 Schools practicing ability grouping (gross and net) Academically selective schools (gross and net) but no system-wide effect School results posted publicly (gross and net) One additional hour of science learning at school (gross and net) One additional hour of out- of-school lessons (gross and net) One additional hour of self-study or homework (gross and net) School activities to promote science learning (gross and net) Schools with greater autonomy (resources) (gross and net) Each additional 10% of public funding (gross only) Schools with more competing schools (gross only) School principals perception that lack of qualified teachers hinders instruction (gross only) School principals positive evaluation of quality of educational materials (gross only) Measured effect Effect after accounting for the socio-economic background of students, schools and countries

31 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrows World www.oecd.org; www.pisa.oecd.org –All national and international publications –The complete micro-level database (data from students, parents, schools and systems) email: pisa@oecd.orgpisa@oecd.org


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