Abstract
AbstractPISA 2018 was the largest large-scale international assessment to date. Its results confirm the improvements of some countries, the challenges other countries face, and the decline observed in a few others. This chapter reflects on the detailed analyses of ten countries policies, constraints, and evolutions. It highlights key factors, such as investment, curriculum, teaching, and student assessment. And it concludes by arguing that curriculum coherence, an emphasis on knowledge, student observable outcomes, assessment, and public transparency are key elements. These elements are crucial both for education success in general and for its reflection on PISA and other international assessments.
Highlights
PISA 2018 was the largest large-scale international assessment to date
It is difficult to translate PISA scores into years of schooling in order to estimate effect size of differences, various studies have suggested that a difference in 40 score points is roughly equivalent to a difference between two adjacent year grades
Low-achievers are de facto defined by the European offices as students scoring below level 2 in the PISA scale
Summary
Modern international surveys on student knowledge and skills can be traced back to the First International Mathematics Study, FIMS, held in 1964, involving 12 countries and organized by the International Association for the Evaluation of Educational Achievement, IEA. A few countries have been participating in some of these international tests for decades, having a series of results that allow for assessing progress over time and estimate the impact of educational policy measures that have been introduced. Taking advantage of the panel data structure of countries and countries’ performance across six PISA waves, from 2000 to 2015, authors show that “standardized testing with external comparison, both school-based and studentbased, is associated with improvements in student achievement”. They reveal that such effect is stronger in low-performing countries and that relying on internal testing without a standardized external comparison doesn’t lead to improvement in student achievement
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