Programme in International Student Assessment (PISA). Jenny Bradshaw. PISA in brief. Over half a million students… representing 28 million 15-year-olds in 65 countries/economies … took an internationally agreed 2-hour test…
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… took an internationally agreed 2-hour test…
… to assess students’ capacity to extrapolate from what they know and creatively apply their knowledge in novel situations
… and responded to questions on…
… guided by governments on the basis of shared policy interests
Mount Fuji is a famous dormant volcano in Japan.
Mount Fuji is only open to the public for climbing from 1 July to 27 August each year. About 200 000 people climb Mount Fuji during this time.
A revolving door includes three wings which rotate within a circular-shaped space. The inside diameter of this space is 2 metres(200 centimetres). The three door wings divide the space into three equal sectors.
The plan below shows the door wings in three different positions viewed from the top.
The two door openings (the dotted arcs in the diagram) are the same size. If these openings are too wide the revolving wings cannot provide a sealed space and air could then flow freely between the entrance and the exit, causing unwanted heat loss or gain. This is shown in the diagram opposite.
What is the maximum arc length in centimetres (cm) that each door opening can have, so that air never flows freely between the entrance and the exit?
Maximum arc length: ____________ cm
… Shanghai-China performs above this line (613)
Average performanceof 15-year-olds in
… 12 countries perform below this line
Low mathematics performance
PISA 2003 performance below the OECD average
PISA 2003 performance
above the OECD average
Variation in mathematics performance attributable to differences:
All participating countries and economies
School autonomy for curriculum and assessment
x system's level of posting achievement data publicly
High mathematics performance
High impact of
condition on student
Low impact of
Low mean performance
A resilient student is situatedin the bottom quarter of
the PISA index of economic, social and cultural
status (ESCS) in the country of assessment and
performs in the top quarter of students among all
countries, after accounting for socio-economic status.
Socio-economically disadvantaged students not only score lower in mathematics, they also report lower levels of engagement, drive, motivation and self-beliefs. Resilient students break this link and share many characteristics of advantaged high-achievers.
More than 40% resilient
Between 20%-40% of resilient students
Less than 20%
Boys perform better than girls
Girls perform better than boys
…but only up to a point
Cumulative expenditure per student less than USD 50 000
Cumulative expenditure per student USD 50 000 or more
Disadvantaged and public schools reported better educational resources
Advantaged and private schools reported better educational resources
Per capita GDP less than USD 20 000
Per capita GDP over USD 20 000
In 33 countries schools where a higher share of principals reported that teacher shortages hinder learning tend to show lower performance
Among low-income countries a host of other resources are the principal barriers
Adjusted by per capita GDP
30% of the variation in math performance across OECD countries is explained by the degree of similarity of educational resources between advantaged and disadvantaged schools
OECD countries tend to allocate at least an equal, if not a larger, number of teachers per student to disadvantaged schools; but disadvantaged schools tend to have great difficulty in attracting qualified teachers.
… and how have they done it?
Brazil’s average scores in PISA assessments
Strong Performers and Successful Reformers in Education
Find out more about PISA at www.pisa.oecd.org
National and international publications
The complete micro-level database