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PISA and the Montenegrin Experience: Insights from the Examination Centre of Montenegro

This paper examines Montenegro's participation in PISA (Programme for International Student Assessment) from 2006 to 2015, highlighting the educational reforms following the 2000s. It discusses the roles of various educational institutions, training for teachers, and the incorporation of PISA results into national policies. The study elaborates on the challenges faced in reporting school-level results and the impact of social networks in disseminating information. The findings provide valuable insights into the evaluation and improvement of the education system in Montenegro.

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PISA and the Montenegrin Experience: Insights from the Examination Centre of Montenegro

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  1. PISA and Montenegrin experience Divna Paljevic Sturm Examination Centre of Montenegro Pristina, May 2014

  2. Educational Context - reform Education reform 2000 – • Book of Changes of EducationSystem in Montenegro (2001 ) • Pre-school • Primary • General secondary • Vocational secondary • Adult

  3. Educational Context - institutions • Ministry of Education • Bureau for Education Services • Centre for Vocational Education • Examination Centre

  4. National examinations in Montenegro PISA

  5. Participation in PISA • 2006, 2009, 2012 – paper-based • 2015 – computer-based • 70-80 % of 15-year-olds – PISA participants • all secondary schools (50) • two languages in 2009 and 2012 • only one language in 2015

  6. Montenegro and PISA – cooperation with other NCs

  7. PISA and schools • Communication with schools • Principals, SCs, TAs • Teachers • Students

  8. PISA and teachers

  9. PISA and students PISA MNE social networks in MS 2012

  10. PISA MNE and social networks -MS 2012 • About PISA • PISA items • Questions, comments, suggestions • Facebook • most successful with students, • pedagogues and teachers

  11. PISA reports 1. National report – education specialists, advisors, teachers • About PISA • Domains – framework, levels, examples of items • Equity • PISA results • Recommendations 2. Summary report – policy makers No school reports – why?

  12. School reports in Montenegro School reports School reports School reports School reports PISA ?

  13. Example of school reports Pilot of national examination at the end of primary education • Aims of the examination • General description • Sample • Instructions how to interpret data from graphs and tables • School results in comparison with national results National assessment at the end of cycles 1 and 2 (2008) • Aims of the assessment • General description • Sample • Instructions how to interpret data from graphs and tables • Subjects (national and school results and ranking by domains) Prosječno postignuće iz predmeta engleski jezik – oblast Vokabular, na državnom nivou je 244,7505. Prosječno postignuće učenika koji su test radili na albanskom jeziku je 253,76. Prosječno postignuće učenika vaše škole je 252,418.

  14. PISA school reports – why (not)? Advantages Problems • Schools are interested in results • Results used as part of variety of school plans such as • School development plan • professional development plans • Action plan • Certain school bodies use results • Middle managers, subject areas groups, school councils, individual teachers • Bureau for education services • External evaluation of schools (supervision) • CPR • Received results at national level, but not at school or individual level • Which schools are assessed – primary or secondary? • PISA eligible students are in grade 1 of secondary schools. Administering of PISA starts in March/April – school reports do not reflect quality of instruction in secondary but in primary schools. • E.g. Podgorica Grammar School – 400 students from 30 different primary schools. • Is the sample representative for each of primary schools?

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