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Potential impact of PISA Organisation for Economic Cooperation and Development (OECD) Michael Davidson OECD/ Directorate for Education.

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Presentation on theme: "Potential impact of PISA Organisation for Economic Cooperation and Development (OECD) Michael Davidson OECD/ Directorate for Education."— Presentation transcript:

1 Potential impact of PISA Organisation for Economic Cooperation and Development (OECD) Michael Davidson OECD/ Directorate for Education

2 What is PISA? A three-yearly 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 Contextual data explain 71% of the performance variation among schools internationally 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

3 Creating Effective Teaching and Learning Environments 1 st results from TALIS Results from PISA 2006 r Scientific knowledge and use of that knowledge in… … identifying scientific issues, …explaining scientific phenomena, …using scientific evidence

4 PISA provides key benchmarks for the quality of education systems 1.Overall performance of education systems 2.Equity in the distribution of learning opportunities Measured by the impact students and schools socio-economic background has on performance… Measured by the impact students and schools socio-economic background has on performance… …not merely by the distribution of learning outcomes 3.Consistency of performance standards across schools 4.Gender differences

5 Mean science scores OECD (2007), PISA 2006 – Science Competencies for Tomorrows World, Table 2.1c The centre line is the mean The boundaries indicate the 95% confidence limits There is only a significant difference if there is no overlap of scores

6 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

7 Variation in student performance PISA 2006: Science Competencies for Tomorrows World, Figure 4.1a.

8 Variation of performance between schools Variation of performance within schools PISA 2006: Science Competencies for Tomorrows World, Figure 4.1a. Variation in student performance

9 Average performance of 15-year-olds in science – extrapolate and apply High science performance Low science performance … 18 countries perform below this line Equity

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11 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 practising ability grouping for all subjects Academically selective schools but no system- wide effect School results posted publicly One additional hour of science learning at school One additional hour of self-study or homework School activities to promote science learning Schools with greater autonomy (resources) Effect after accounting for the socio-economic background of students, schools and countries

12 Creating Effective Teaching and Learning Environments 1 st results from TALIS Evaluating the policy impact of PISA

13 External evaluation of the policy impact of PISA r Objective To what degree does PISA impact policies, meet expectations and priorities of the participants? r Evaluation criteria Relevance Effectiveness Sustainability Unexpected / Unplanned impacts

14 External evaluation of the policy impact of PISA r Team of three external evaluators David Hopkins, Dianne Pennock, Jo Ritzen r Two-step procedure Questionnaire to stakeholders in the country In-depth evaluation of 5 case studies r Stakeholder groups Policy makers at the national/federal and local level as well as members of the PISA Governing Board School principals, representatives of teacher and parent organisations Academics and researchers Representatives of the business community and the media r Evaluation report Conclusions and recommendations based on the empirical results obtained

15 Strategy for an evaluation of the policy impact of PISA r Effectiveness – Specific questions To what extent are the participating countries and other stakeholders aware of the output results of PISA? To what extent are these output results being used as input into the policy-making processes of clients and other stakeholders? How significant is the influence of the PISA output results used in the policy-making processes? What is the role of PISA in the context of national assessment strategies, i.e. to what extent have countries used PISA to add to, or complement, their national assessments or data? To what extent has PISA provided added value to the national assessment strategies? What impact has PISA had on policy coherence in participating countries?

16 Policy makers are considered the most significant stakeholder group in relation to PISA and its results. Policy makers are also considered as the major group responsible for implementing policies in light of PISA. The various stakeholder groups assume relatively low levels of responsibility for the PISA results in their countries. Outcomes – Relevance of PISA

17 Overall, PISA is seen as a useful tool for identifying and addressing nationally relevant themes and problems In many countries PISA is used to monitor and evaluate the quality and equity of the education system Impact of PISA varies from country to country: In countries with unsatisfactory outcomes often direct policy impact In high-performing systems: PISA as an evaluation mechanism Outcomes – Relevance of PISA

18 Important aspects of PISA

19 In all countries, PISA is seen as an important instrument for policy making with a high level of credibility Impact of PISA on policy formation increasing from PISA 2000 to PISA 2006 Influence of PISA greater at the national / federal level than at the local level or in school practices and classroom instruction Policy makers, academics and researchers and the media most aware of PISA Outcomes – Effectiveness and sustainability of PISA

20 Addressing policy needs

21 Contributing to change

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23 According to respondents, the influence of PISA could be increased by: a better coordinated and strategic approach for the dissemination of PISA results; further support for various stakeholder groups in interpreting PISA results and in designing strategies for improvement in light of PISA; In some countries, clearer linkage of PISA results to national or federal assessment strategies; and, greater utilisation of the PISA results by participating countries. Outcomes – Effectiveness and sustainability of PISA

24 Great public interest and debate PISA as an instrument to justify reform Culture of blame Increased interest in empirical educational research Unexpected / unplanned outcomes

25 Next step

26 Thank you very much for your attention! http://www.pisa.oecd.org Michael.davidson@oecd.org


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