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Launch of PISA 2006

OECD Programme for International Student Assessment (PISA)

London, 4 December 2007

Barbara IschingerDirector

Directorate for Education, OECD

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ldPISA

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 .

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1998PISA countries in

20002001200320062009Coverage of world economy 77%81%83%85%86%87%

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ld 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

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ldScience in PISA 2006

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

Scientific knowledge and use of that knowledge to… … identify scientific issues, … explain scientific phenomena, and … draw evidence-based conclusions about science-related issues

Understanding of the characteristic features of science as a form of human knowledge and enquiry

Awareness of how science and technology shape our material, intellectual and cultural environments

Willingness to engage with science-related issues .

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ldAverage performanceof 15-year-olds in science – extrapolate and apply

High science performance

Low science performance

I srael

I talyPortugal Greece

Russian Federation

LuxembourgSlovak Republic,Spain,Iceland Latvia

Croatia

Sweden

DenmarkFrancePoland

Hungary

AustriaBelgiumIreland

Czech Republic SwitzerlandMacao- ChinaGermanyUnited Kingdom

Korea

J apanAustralia

Slovenia

NetherlandsLiechtenstein

New ZealandChinese Taipei

Hong Kong- China

Finland

CanadaEstonia

United States LithuaniaNorway

445

465

485

505

525

545

565

616 … 18 countries perform below this line

Quality in educational outcomes

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300 350 400 450 500 550 600

FinlandCanadaJ apan

New ZealandAustralia

NetherlandsKorea

GermanyUnited KingdomCzech Republic

SwitzerlandAustriaBelgiumI reland

HungarySwedenPoland

DenmarkFrance

IcelandUnited States

Slovak RepublicSpain

NorwayLuxembourg

I talyPortugalGreeceTurkeyMexico

Mean science scores – OECD countries

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

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United Kingdom=515

- 35 - 25 - 15 - 5 5 15 25 35

Overall science score

I dentifying scientific issues

Explaining phenomena scientifically

Using scientific evidence

Knowledge about science

Earth and space

Living systems

Physical systems

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

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performance (UK)

- 35 - 25 - 15 - 5 5 15 25 35

Uni

ted

Kin

gdom

OECD

ave

rage

I dentifying scientific

issuesExplaining phenomena

scientificallyUsing scientific

evidenceKnowledge about science

Earth and

Living systemsPhysical systems

Overall

OverallI dentifying scientific issues

Using scientific evidence

Earth and space

Physical systems

Explaining phenomena scientifically

Living systems

Knowledge about science

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

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Below Level 1Unable to use scientific

skills in ways required by easiest PISA tasks.

Science Level 1Student have such a limited scientific knowledge that it

can only be applied to a few, familiar situations

OECDScience 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

BelowLevel 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%

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Large proportion of top performers

OECD (2007), Learning for tomorrow’s world: First results from PISA 2006, Table 2.1a

Top and bottom performers

Large prop. of poor perf.

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ldInvestments and outcomes

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…

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ldPoland 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

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?

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300 350 400 450 500 550 600

KoreaFinlandCanada

New ZealandIreland

AustraliaPoland

SwedenNetherlands

BelgiumSwitzerland

J apanUnited Kingdom

GermanyDenmarkAustriaFrance

IcelandNorway

Czech RepublicHungary

LuxembourgPortugal

ItalySlovak Republic

SpainGreeceTurkeyMexico

Mean reading scores – OECD countries

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

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300 350 400 450 500 550 600

FinlandKorea

NetherlandsSwitzerland

CanadaJ apan

New ZealandBelgium

AustraliaDenmark

Czech RepublicIcelandAustria

GermanySwedenIrelandFranceUnitedPolandSlovak

HungaryLuxembourg

NorwaySpain

United StatesPortugal

ItalyGreeceTurkeyMexico

Mean mathematics scores – OECD countries

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

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ldAverage performanceof 15-year-olds in science – extrapolate and apply

High science performance

Low science performance

I srael

I talyPortugal Greece

Russian Federation

LuxembourgSlovak Republic,Spain,Iceland Latvia

Croatia

Sweden

DenmarkFrancePoland

Hungary

AustriaBelgiumIreland

Czech Republic SwitzerlandMacao- ChinaGermanyUnited Kingdom

Korea

J apanAustralia

Slovenia

NetherlandsLiechtenstein

New ZealandChinese Taipei

Hong Kong- China

Finland

CanadaEstonia

United States LithuaniaNorway

445

465

485

505

525

545

565

616 … 18 countries perform below this line

Attitudes towards science

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General value of science

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

0

25

50

75

100

United Kingdom OECD average Top performer

Science is valuable to society

Advances in science and technology usually improve people's living

conditions

Advances in science and technology usually bring social benefits

Advances in science and technology usually help to improve the economy

Science is important for helping us to understand the natural world Portugal

Portugal

Portugal

Korea

Korea

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Personal value of science

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

0

25

50

75

100

United Kingdom OECD average Top performer

Some concepts in science help me see how I relate to other people

I will use science in many ways when I am an adult

Science is very relevant to me

When I leave school there will be many opportunities for me to use

science

I find that science helps me to understand things around me Portugal

Poland

Mexico

Mexico

Mexico

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0 10 20 30 40 50 60 70 80 90 100

Student engagement with science

OECD (2007), Learning for tomorrow’s world: First results from PISA 2006, Table 4.1a

0 10 20 30 40 50 60 70 80 90 100

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 conditions75% 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 others64% said they could predict how changes to an environment would affect the survival of certain species51% said they could discuss how new evidence could lead to a change in understanding about the possibility of life on Mars

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ldAverage performanceof 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

I srael

I talyPortugal Greece

Russian Federation

LuxembourgSlovak Republic,Spain,Iceland Latvia

Croatia

Sweden

DenmarkFrancePoland

Hungary

AustriaBelgiumIreland

Czech Republic SwitzerlandMacao- ChinaGermanyUnited Kingdom

Korea

J apanAustralia

Slovenia

NetherlandsLiechtenstein

New ZealandChinese Taipei

Hong Kong- China

Finland

CanadaEstonia

United States LithuaniaNorway

445

465

485

505

525

545

565

616

Equity in educational opportunities

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ldDurchschnittliche 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

I srael

GreecePortugal I talyRussian Federation

LuxembourgSlovak Republic SpainIcelandLatvia

Croatia

Sweden

DenmarkFrancePoland

Hungary

AustriaBelgiumIreland

Czech Republic Switzerland Macao- China

Germany United Kingdom

Korea

J apanAustralia

SloveniaNetherlands

Liechtenstein

New ZealandChinese Taipei

Hong Kong- China

Finland

CanadaEstonai

United StatesLithuania Norway

440

460

480

500

520

540

560

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ldSchool performance and socio-economic

background Finland

Stu

dent

perf

orm

ance

AdvantagePISA 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

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OECD average = 500

Student performance and migration

Native studentsSecond-generation

students

First-generation students

PISA 2006: Science Competencies for Tomorrow’s World, Figure 4.2a.

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0

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100

120

140

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in

Pola

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Swed

en

Nor

way

Icel

and

Fin

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Is it all innate ability?Variation in student performance

OECD (2007), Learning for tomorrow’s world: First results from PISA 2006, Table 4.1a

Performance variation across schools

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Is it all innate ability?Variation in student performance

PISA 2006: Science Competencies for Tomorrow’s World, Figure 4.1a.

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-20

0

20

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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.

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ldMoney matters - but other things do too

Some school and system factors

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PISA score in science

School autonomy and standards-based examination on science performance

School autonomy in selecting teachers for hire

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ldImpact 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

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 principal’s perception that lack of

qualified teachers hinders instruction

(gross only)

School principal’s positive evaluation of quality of educational

materials(gross only)

Measured effect

Effect after accounting for the socio-economic

background of students, schools and countries