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Slide1: 

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

Slide2: 

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 .

Slide3: 

1998 PISA countries in 2000 2001 2003 2006 2009 Coverage of world economy 77% 81% 83% 85% 86% 87%

Slide4: 

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

Science in PISA 2006PISA defines scientific literacy in terms of an individual’s:: 

Science in PISA 2006 PISA defines scientific literacy in terms of an individual’s:

Slide6: 

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

Slide7: 

Mean science scores – OECD countries OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Table 2.1c

Comparison of performance on the different scales in science (UK): 

Comparison of performance on the different scales in science (UK) OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 2.13 Scientific competencies Scientific knowledge

Gender differences in science performance (UK): 

Gender differences in science performance (UK) OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Tables 2.1c, 2.2c, 2.3c, 2.4c, 2.7, 2.8, 2.9, 2.10

PISA Proficiency Levels in Science: 

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 Tomorrow’s World, Table 2.1a 8% 20% 27% 24% 14% 5% 11% 22% 26% 22% 12% 5%

Top and bottom performers: 

Large proportion of top performers OECD (2007), Learning for tomorrow’s world: First results from PISA 2006, Table 2.1a Top and bottom performers 20 Large prop. of poor perf.

Investments and outcomes: 

Investments and outcomes

Poland raised its reading performance by 28 PISA points, equivalent to ¾ of a school year - What happened?: 

Poland raised its reading performance by 28 PISA points, equivalent to ¾ of a school year - What happened? OECD (2007), Learning for tomorrow’s 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

Slide14: 

Mean reading scores – OECD countries OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Table 6.1c

Slide15: 

Mean mathematics scores – OECD countries OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Table 6.2c

Slide16: 

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

General value of science: 

General value of science OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 3.2

Personal value of science: 

Personal value of science OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 3.4

Student engagement with science: 

Student engagement with science OECD (2007), Learning for tomorrow’s 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 people’s 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

Slide20: 

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

Slide21: 

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

Slide22: 

School performance and socio-economic background Finland 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

Slide23: 

School performance and socio-economic background United Kingdom 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

Student performance and migration: 

OECD average = 500 Student performance and migration Native students Second-generation students First-generation students PISA 2006: Science Competencies for Tomorrow’s World, Figure 4.2a.

Is it all innate ability?Variation in student performance: 

Is it all innate ability? Variation in student performance OECD (2007), Learning for tomorrow’s world: First results from PISA 2006, Table 4.1a 20 Performance variation across schools

Is it all innate ability?Variation in student performance: 

Is it all innate ability? Variation in student performance PISA 2006: Science Competencies for Tomorrow’s World, Figure 4.1a.

Is it all innate ability?Variation in student performance: 

Variation of performance between schools Variation of performance within schools Is it all innate ability? Variation in student performance PISA 2006: Science Competencies for Tomorrow’s World, Figure 4.1a.

Slide28: 

Money matters - but other things do too Some school and system factors

School autonomy and standards-based examination on science performanceSchool autonomy in selecting teachers for hire: 

PISA score in science School autonomy and standards-based examination on science performance School autonomy in selecting teachers for hire

Impact of selected student and school factors on school performance (after accounting for all other factors in the model): 

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 Tomorrow’s World, Table 6.1a 20 Schools practicing ability grouping (gross and net) One additional hour of out-of-school lessons (gross and net) Each additional 10% of public funding (gross only) School principal’s perception that lack of qualified teachers hinders instruction (gross only) Measured effect Effect after accounting for the socio-economic background of students, schools and countries

Thank you !: 

Thank you ! 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.org