PISA Program Research Articles

Lifelong learning as a governing technique of subjectivation from the perspective of the discourse of hope and fear

Neoliberal governmentality highlights that the mode of governing technologies has moved from government toward governance in modern society. Accordingly, as the self becomes the nexus between social control and self-regulation, configuring self-knowledge is mainly achieved through subjectivation, as argued by M. Foucault. The OECD's PISA program implicitly carries out this technique by holding teachers responsible for national prospects through its assumption of a close linkage between teaching quality and human capital. More importantly, PISA data facilitates international comparisons and rankings by which the international competitiveness of its participants can be identified and categorized. Unsurprisingly, those member countries/regions classified in the first tier are confident of their prospects for future economic growth in contrast with those ranked below the average, which are unable to escape from a state of fear engendered by their assumed lack of economic prospects. Teachers thus become the subject and object of educational reforms. Teachers need to improve their teaching quality through professional development to eliminate the stigma of being viewed as social burdens. The discourses of hope and fear set in motion by PISA thus turn lifelong learning into a powerful means of facilitating the government to fabricate teachers' subjectivity. This is the art of subjectivation, commanding teachers to perform as enterprising subjects who are dedicated to contributing to social progression through good teaching quality, which is perceived as the gateway for them to bring honor upon themselves.

Contained Testing: Comparison of Scientific Literacy Ability of Middle and High School Students Aged 15 Years Old

One of skills used as the basic of high order thinking skills is scientific literacy ability. This ability is evaluated by OECD in PISA program follow by students aged 15 years old from various countries. Therefore, this article is amied to compare scientific literacy ability of middle and high school students aged 15 years old on a limited scale. Scientific literacy ability has 4 indicators which are nominal literacy, functional literacy, conceptual/procedural literacy, and multi-dimensional literacy. The data were gained from the comparison between 25 students grade IX SMP Negeri 7 Jember and 25 students grade X SMA Negeri 2 Situbondo. The data were analyzed using Kruskal Wallis with SPSS program. The result showed that 3 among 4 indicators of scientific literacy test of middle and high school students aged 15 years old had sig >0.05, which means there is no significant difference. Those 3 indicators are nominal literacy (0.204), functional literacy (0.107), and conceptual/procedural literacy (0.154). Meanwhile, for multi-dimensional literacy showed sig 0.04 or <0.05, hence it can be concluded that there is significant difference of multi-dimensional literacy ability between middle and high school students aged 15 years old.

SECONDARY SCHOOL MATURITA READING LISTS AS A MOTIVATION TO SUPPORT READING

Reading motivation is incredibly important for both formal and informal lifelong learning. According to research studies such as PISA (2018) (Programme for International Student Assessment), PIRLS (2021) (Progress in International Reading Literacy Study), educating active readers is a key priority. A study was conducted using the content analysis method of documents "School Maturita reading lists" to determine the actual content of the current school reading lists of artistic texts in the reality of technically oriented secondary schools in the Moravian-Silesian and Olomouc regions of the Czech Republic. In addition, the researchers aimed to discover what kinds of non-cognitive aspects influence reading among students at technical secondary schools using the method of semi-structured interviews with 12 students. One of the most exciting findings of this research was that more than half (75%) of respondents believed that motivational reading recommendations from parents, family spending free time reading, and awareness of the value of reading for life were among the solid non-cognitive factors influencing their interest in reading, the joy of talking about what they have read, experience sharing. External and internal factors can shape pupils' attitudes and motivation to read. The majority (90%) of the respondents considered school Maturita reading lists a formal study obligation.

PENGEMBANGAN MODUL MATEMATIKA BERBASIS PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN LITERASI MATEMATIS KELAS VII

Indonesia in participating in assessing student’s literacy and numeracy abilities obtained unsatisfactory results. The level of literacy ability of students is still said to be low. So that the PISA report is used as a basis for improving the curriculum in Indonesia, where (Pratiwi (2019:51)) reveals that the PISA program greatly impacts changes in the Indonesian curriculum. Therefore, theacers are required to be creative in announcing learning that involves the active participation of students. In general, the teaching materials used by teachers and students in learning are in the form of worksheets that were not designed by the teacher himself. The problem-based learning module discusses learning material based on objects that are presented contextually. The type of research used is research and development (R&D). Where the aim is that from this research a module can e developed that can improve student’s literacy skills. The validity of the learning module gets a value of 83,34%, which concludes that the module is valid from all aspects of validity that has been compiled so that it is good to use or try out on students. Then, after being tried out this module was assessed for practicality with a value 88,06% so it was also concluded that this module was very practical and feasible to use. So, in the end this module as a vaid and practical module.Keywrods –Module, PBL, Practicality, Validity

DEVELOPMENT OF ALGORITHMIC COMPETENCE OF STUDENTS IN MATHEMATICS LESSONS USING INFORMATION AND COMMUNICATION TECHNOLOGIES

This article provides a brief overview οf scientific works, the authors of which conduct research in the field οf educatiοn aimed at developing the algorithmic competence of students in teaching mathematics. The main οbjective of the study is to show the importance of developing students' algorithmic competence with the help of infοrmation and cοmmunication technοlogies (ICT). And also, the concept and formation of algorithmic competence in mathematics classes through ICT is considered. A detailed solution of the problem with the development of an algorithm is described. The proposed model for solving problems in mathematics will be useful for the development of mathematical literacy of students and literacy of students in the field of ICT. The elements of the author's methodology of teaching the subject "mathematical literacy" using the algorithmization of the educational process are presented. The proposed teaching method cοntributes tο the develοpment of intuition, logic in students, students are not afraid to make mistakes, expressing their answer, their pοint οf view. The idea is substantiated that the development of algorithmic competence in students in mathematics lessons through ICT remains relevant today, as this is emphasized by international studies under the PISA program (Prοgramme fοr International Student Assessment), which assesses mathematical literacy and literacy in the field οf infοrmation and cοmmunication technolοgies. The ability tο create, apply and transfοrm signs and symbοls, mοdels and schemes tο sοlve educatiοnal, cοgnitive and practical prοblems, as well as evaluate the results οbtained is a necessity fοr the digitalization οf mοdern life.

Global trends in the education system of high-ranking countries according to PISA-2018

Problem and aim. The modern education system is a complex of developed social institutions that form a system of connections and social norms that correspond to promising tasks focused on personal development and socialization. The PISA program evaluates the educational achievements of students and thereby identifies and interprets new global trends in the field of education. The aim of the article is to study the global trends in the education system of the high-ranking countries according to the PISA-2018. Materials and research methods. Empirical research has three stages. The first stage is the actualization of materials generated according to the Report PISA-2018 from three groups of ratings: TOP-10 OECD countries, TOP-10 OECD partner countries and an integral TOP-10 of all participating countries. The second stage is the study of the TOP-10 of all participating countries, where the focus is shifted to a specific group of indicators that identify global trends: globalization, practice-oriented learning, digitalization, individual educational track, sustainable development, social climate and emotional intelligence. At the third stage, a comparative analysis of global trend indicators was carried out. The empirical study included descriptive statistics (range of variation, standard deviation and coefficient of variation) to assess the homogeneity of the group of countries identified by the authors and the degree of difference between them. Research results. TOP-10 countries of the world with the best education systems according to PISA-2018 were selected, and those that maximally reveal the global trends in education systems in the high-ranking countries were identified. The highest indicators were found: practical orientation of education in Estonia – 100%; having digital devices at home in Finland – 82.6%; individual educational track (teacher's agreement with the student's opinion) in Chinese Taipei – 82.4%; emotional intelligence and a sense of belonging to school in Korea – 78.7%; social climate and parental participation in school activities in China (Beijing – Shanghai – Jiangsu – Guangdong) – 52.3%. Discussion and conclusion. The infiltration of global trends in the educational activities of a modern school makes it competitive in the context of global digitalization and strengthens the position of the entire country in the PISA ratings. All countries of the world recognizing the high role of education in the development of their country are introducing new digital technologies and improving existing ones. As a result, a picture emerges in which the leading countries of the world set global trends for digitalization and globalization of education, and other countries are implementing them.

ОҚУ САУАТТЫЛЫҒЫ ТАПСЫРМАЛАРЫНА ҚОЙЫЛАТЫН ТАЛАПТАР

The proposed article is devoted to the state of general literacy of the Kazakh education system today, the level of literacy of students, new requirements and tasks for reading literacy, the state of the goals achieved by the National Plan. According to the authors, reading literacy involves, first of all, reading books by children. This article also discusses the pros and cons of evaluating educational achievements. To this end, we decided to tell you about how PISA – the international student achievement assessment program - helps students and students. This is due to the fact that the PISA program evaluates the ability to use the knowledge and skills acquired in school to solve life problems in various spheres of society.

Evaluatıon of PISA Exam Results by Varıous Countrıes Accordıng to Organızatıon for Economıc Cooperatıon and Development (OECD) Data

The aim of this study is to examine the reading skills, math literacy and science literacy data of four different countries (Brazil, Bulgaria, Mexico and Turkey) determined within the scope of the research using the 2018 data of students in the International Student Evaluation Program (PISA). In addition, the average reading skills of Turkey (PISA) between 2012, 2015 and 2018 differ by year; Turkey (PISA) 2018 reading skills average is intended to examine the differences in the number of books found in students’ homes and their reading preferences. The difference in the 2018 PISA program reading skills, math literacy and science literacy score averages of the countries determined within the scope of the research from the average of the participating countries was examined by T Test. Then the 2018 PISA program of 4 different countries tested their reading skills, math literacy and science literacy averages with a one-way ANOVA. Then, a one-way ANOVA was made to determine whether there was a significant difference between Turkey's reading skills score averages in 2012, 2015 and 2018. After these procedures, in the last part of the study, a one-way ANOVA analysis was conducted to determine whether the average reading skills score in Turkey in the 2018 PISA program significantly differed according to the number of books in the students’ homes and their reading preferences. According to the results of the study, Brazil, Bulgaria, Mexico and Turkey have a score below the PISA average in reading skills, math literacy and science literacy when the PISA averages are examined in 2018. According to the results of the analysis, there was a significant increase and improvement in the average PISA reading skills scores in Turkey compared to 2012, 2015, 2018. In addition, it was observed that the difference between the average PISA reading skills in Turkey 2018 differed according to the number of books found in students’ homes and the preferences of students for reading books.

Provincializing the OECD-PISA global competences project

ABSTRACT In 2018 the OECD added a set of global competence measures to its PISA programme, and reported on the outcomes in November 2020. In this paper I explore the provenance of the idea of global competence underpinning the OECD-PISA Global Competence framework and measure. The official account by the OECD references the OECD PISA Governing Board, Expert Panels, National Teams and Consortia engaged in the creation and delivery of this assessment tool. However, in this paper I problematise this narrative and sketch out an alternate genealogy that seems to operate in the shadowlands of the official account. I describe a web of relationships and projects and identify nodal actors like Asia Society, experts and brokers in élite US universities, agencies involved in the circulation of results. I argue that this rendering of global competence is not only provincial in that its ideational base can be linked to US corporate interests, but its pedagogical impulse is in shaping the culture of the new capitalism, on the one hand, and managing its tendencies to reduce social cohesion, on the other.

Formation of Students’ Competence of Tertiary Educational Institutions by Practical Training Aids

The purpose of the scientific article is aimed at studying the features of students’ competenceformation at tertiary educational institutions by practical training aids. To reveal the purpose of a scientific article, methods of theoretical analysis and synthesis have been used (to study the theoretical framework of students’ competence formation at tertiary educational institutions by practical training aids) and methods of comparison, grouping and concretization (to analyze and assess the practical results of students’ competence formation at tertiary educational institutions by practical training aids). The practical results of the study are presented through: the results of assessing students’ knowledge of Mathematics, Reading and Science, according to the PISA program; dynamics and structure of the number of students enrolled in tertiary education; the proportion of undergraduate students in% of the population at the age of 20-24 years old. According to the results of the PISA program, developed by the Organization for Economic Cooperation and Development (OECD), it has been found that Austria, Belgium and Germany have the highest average scores in Mathematics, Reading and Science, compared to the average scores in OECD countries. It has been established that in Ukraine the average students’score in Mathematics in 2018 is lower than the average score in OECD countries by 21 points, in Reading - by 36 points, and in Science - by 20 points. In the course of the study it hasbeenestablished that currentlyeducators use the following practical training aids for the formation of students’ competence in the learning process, namely: introduction of a modular academic program in the educational process, providing the necessary level of theoretical basis, implementation of introductory,educational, training, undergraduate practices, work experience internship in the educational process of students’ training, application of information, innovation and interactive technologies in the educational process, teaching and training of students in accordance with the requirements of the labor market and employers, ensuring cooperation between tertiary educational institutionsin the framework of student exchange programs.

PISA EVALUATION RESEARCH AND INDEPENDENT MANAGED LEARNING

The article analyzes process of PISA evaluation research and independent managed learning sources by the helping scientific literatures and media as well. KEY WORDS: education system, international experience, historical development, syllabus, research results, political education, science, PISA program.

The issues of using PISA in school geography classes

This article about the importance of working pisa tests with geographic lessons for learning geography is determined by the fact that without a new pedagogic technology can not be realized the main feature of any geography, object and phenomenon, namely geographic.In addition to, this article about what is the PISA program.

Er búsetumunur á námsárangri þegar ólík þjóðfélagsstaða er tekin með í reikninginn?

Um áratugaskeið hafa yfirvöld menntamála hér á landi kynnt niðurstöður samræmdra prófa og PISA-rannsóknar OECD þannig að búseta sé önnur lykilbreytan til skýringar á námsframmistöðu ásamt kyni. Framleiðsla stjórnsýslu menntamála á þekkingu á tengslum búsetu og námsárangurs var skoðuð, rætt er hvernig skilgreiningar móta sýn á búsetumuninn og niðurstöður rannsókna á tengslum búsetu og þjóðfélagsstöðu raktar. Gerð var athugun á því að hve miklu leyti þjóðfélagsstaða skýrir muninn milli landsbyggðar og höfuðborgarsvæðis á frammistöðu á PISA í lesskilningi, læsi á stærðfræði og læsi á náttúruvísindi í fimm umferðum PISA, frá 2003 til 2015. Algengast var að lítil eða engin tengsl væru milli búsetu og námsframmistöðu þegar þjóðfélagsstaða nemenda hefur verið tekin með í reikninginn samkvæmt fjölbreytuaðhvarfsgreiningum. Þó voru dæmi um að þjóðfélagsstaða skýri ekki búsetumuninn. Búsetusamanburður stjórnsýslu menntamála, sem gerður er í þágu markmiða um framfarir í menntun, gerir ekki ráð fyrir mismunandi þjóðfélagsstöðu nemenda og nærir þannig þjóðarímyndun um vanmáttugt skólastarf á landsbyggðunum.

ЯКІСТЬ ОСВІТИ УКРАЇНИ ЗА РЕЗУЛЬТАТАМИ PISA–2018 І ПРОЄКТ ОЕСР «МАЙБУТНЄ ОСВІТИ І КОМПЕТЕНТНОСТЕЙ 2030»

Since its inception in 2000, the international comparative survey of education qua­lity PISA has become a globally recognized powerful lever for improving national education systems, determining their state and development trends according to internationally agreed indicators based on measurements using internationally agreed tools (tests and questionnaires) and procedures for preparation, administration and evaluation of results. In 2015, the OECD launched the "Future of Education and Skills 2030" project, aimed at developing the foundations for an effective education system for the future, the first phase of which culminated in 2019 with the creation of the OECD Learning Compass 2030, a conceptual framework for future school curricula and studying in a learner context. At the second stage, it is planned to create the foundations of effective educating in the context of a teacher. These documents should play the role of the foundation for making the PISA program better by improving, first of all, the PISA subject frameworks in the main domains: reading, mathematics and natural sciences. For the effective improvement of Ukraine's education system, it is important not only to analyse its current state, in particular, its PISA-2018 results, but also to pursue a long-term educational policy aimed at developing an educational model that is based on national educational and cultural achievements and traditions, and is also consistent with the developments of the OECD project "The Future of Education and Skills 2030". The article analyzes the key ideas of the OECD Learning Compass 2030 and discusses some issues of their implementation in the educational practice of Ukraine.

Assessing the performance of Spanish secondary education institutions: Distinguishing between transient and persistent inefficiency, separated from heterogeneity

AbstractThis paper evaluated the performance of Spanish secondary schools whose 15‐year‐old students were assessed in mathematical competencies by the OECD (PISA program) in 2003 and 2012. The technique employed was the stochastic frontier analysis for panel data using a sample of schools which participated simultaneously in both waves. First, the parametric measurement of time‐varying technical inefficiency was done in this paper using three standard models. Second, we used the four random component stochastic frontier model proposed by Kumbhakar, Lien, and Hardaker [2014. Journal of Productivity Analysis, 41(2), 321–337] that distinguishes between residual or transient technical inefficiency and persistent technical inefficiency, separated from heterogeneity. Persistent (time invariant) inefficiency was a larger problem than residual (time varying) inefficiency when evaluating the educational performance of Spanish secondary schools over time. Finally, we introduced the recent model recommended by Badunenko and Kumbhakar [2017. European Journal of Operational Research, 260(2), 789–803] to accommodate heteroscedasticity associated with both heterogeneity and the noise terms, incorporating at the same time determinants of both persistent and time‐varying inefficiency. School inefficiency was presumably not caused by something unexpected within each year such as greater difficulty in hiring teachers, but rather by persistent factors such as classroom management—schools with better disciplinary climate tend to be less inefficient in educational production. In addition, we identified the motivation of the students of each school (interest in and enjoyment of mathematics) as the effect of heterogeneity on learning outcomes.

Didáctica del teorema de Pitágoras mediada por las TIC: el caso de una clase de Matemáticas

De acuerdo con los resultados históricos del programa PISA de la Organización de Cooperación y Desarrollo Económico, los jóvenes latinoamericanos tienen deficiencias en la resolución de problemas matemáticos que exigen habilidades y competencias de alto nivel. En este contexto, aunque el promedio de desempeño de Colombia ha mejorado considerablemente desde 2006, todavía se evidencian dificultades en dicha área. En tal sentido, este trabajo, por medio de la investigación-acción participativa (IAP), hace una propuesta de implementación de herramientas TIC para facilitar la enseñanza y aprendizaje del teorema de Pitágoras en la clase de Matemáticas del grado octavo (8) del colegio San Vicente de Paúl de Barranquilla. Se emplea un enfoque cualitativo para analizar la información recabada por medio de observaciones, entrevistas y encuestas. Los hallazgos indican que la mediación de herramientas TIC, específicamente de software matemático, puede mejorar la competencia de profesor e influye en la mejora del aprendizaje de los alumnos porque potencia el interés y la comprensión de los temas.

Alumnado español de alto y bajo rendimiento en ciencias en PISA 2015: análisis del impacto de algunas variables de contexto

In line with the previous results, the 2015 edition of the PISA program shows that one of the main problems of the Spanish education system is that almost 20% of students are in the lower two levels of performance and only 5% of students achieve the highest levels of competence in science. Firstly, this paper aims to characterize extreme performance groups of students in PISA 2015 Science. Second, to identify variables that have a significant impact on the performance of these groups in order to generate information that allows intervention by educational authorities or schools. For this, a secondary analysis is performed on the database of PISA 2015 Spanish students. The variables analyzed in this paper are indicators of different constructs measured in the context questionnaires administered to students, teachers and principals. The results show that the variables that most differentiate between the two extreme groups at student’ level are those related to perceived self-efficacy in science, interest and enjoyment of scientific issues, epistemological beliefs, among others. And, at school level the most impact indicator is related to the behaviors that make learning difficult emerge. The set of variables that make up this factor point to the importance of a school climate that favors and enhances an adequate classroom work environment.

PISA: multiple ‘truths’ and mediatised global governance

ABSTRACTThe OECD’s PISA programme has been portrayed as central to the emergence of a regime of global educational governance and the subsequent convergence of policies towards a standardised model. Whilst there is an extensive literature describing PISA’s impact on education policies, there is a paucity of analysis of how PISA data is presented to the public within nations by three main actors which interpret the results; namely the OECD itself, politicians, and the media. This study analyses how England’s 2012 PISA results were interpreted by those actors, focusing particularly on the role of the media. We demonstrate that the OECD’s original messages were significantly distorted by the UK Government and show how the media, driven by its own logic, framed the results in terms of a narrative of decline, crisis and the need for urgent reform, while, significantly, giving little coverage to either the recommended policy actions or the contrasting interpretations of the PISA results by politicians and the OECD. We argue that a form of ‘mediatised governance’ shaped and limited the overall frame within which the results were debated and had a powerful influence on how local politicians represented the PISA results and advocated their own policy actions.

Common legacy, different paths: the transformation of educational systems in the Czech Republic, Slovakia, Hungary and Poland

The goal of this work is to better understand the institutional changes in the educational systems of the Czech Republic, Hungary, Poland and Slovakia. We demonstrate that the educational reforms implemented during the transformation introduced very different institutional arrangements in the four countries, despite the fact that their systems shared many common characteristics at the beginning of the 1990s. Differences between the national approaches to educational reforms are particularly reflected in the modes of education decentralisation, the level of school autonomy, accountability and funding mechanisms. We believe that different institutional arrangements may have contributed to the divergent achievements of the Czech Republic, Slovakia, Hungary and Poland in the PISA programme.

The Many Facets of PISA

Trying to understand PISA is analogous to the parable of the blind men and the elephant. There are many facets of the PISA program, and thus many ways to both applaud and critique this ambitious international program of assessment that has gained enormous importance in the crafting of contemporary educational policy. One of the facets discussed in this paper is the issue of the comparability of the cognitions elicited by items across national and linguistic cultures. Valid interpretations of PISA results cannot proceed without assurance that items across nations are interpreted in the same way. A second facet examined is the association of PISA with economic outcomes for nations, still an unsettled area of importance. A third facet discussed is the search in PISA data for universally applicable instructional techniques, a possible will-o-the-wisp. A fourth facet examined is the differences in cross-national attitudes toward the PISA subjects and how those affect test scores. Given these many facets of the program, a fifth facet that is arguably the most important of all the issues associated with PISA is discussed, namely the interpretation of PISA scores.