PISA Survey Research Articles

Comparative Study of the Categorization of Items of Statistical Literacy in Mathematics textbooks of elementary, junior high, and high schools in Japan

There are many forms of statistical data; it is necessary for students to acquire reading comprehension and critical thinking skills for them to be able to judge the reliability of such data. Using the results of the PISA and TIMSS surveys, Seiji M. and Tatsuya H. (2015) showed that students’ reading comprehension and critical thinking abilities pertaining to the assessment of statistical data have decreased. The purpose of this study was to quantitatively analyze a number of issues related to statistical literacy derived from mathematics textbooks in Japan's elementary schools, junior high schools, and high schools. Problems that focus on reading comprehension and critical thinking abilities seldom appear in elementary school arithmetic and junior high school and high school mathematics textbook s. Thus, in this paper, it is suggested that the decrease in reading comprehension and critical thinking skills is partly the result of the lack of opportunities that students have to solve problems that target these skills. For this reason, teachers must teach reading comprehension and critical thinking by using additional teaching materials.

How Does the Achievement Gap Between Immigrant and Native-Born Pupils Progress From Primary to Secondary Education?

This paper documents the change in educational achievement differences between native and foreign background students between the ages of 10 and 15, as they progress from primary to secondary education. We examine three cohorts of students in a number of Western European and traditional English-speaking immigration countries using combinations of PIRLS, TIMSS and PISA survey data. While the performance of students with mixed parents is not markedly different from native students’, foreign background children — both first- and second-generation — exhibit a large achievement gap at age 10 in continental Europe, even when accounting for observable differences in socio-economic characteristics. The gap tends to narrow down by age 15 in reading, but no catching up is observed in mathematics. By contrast, we do not find significant differences between the academic achievements of immigrant children and their native-born peers in traditional immigration countries.

EDUCATION ET DÉMOCRACIE

Cet article s’adresse à trois questions : quelle est la relation précise entre démocratie et éducation dans les temps présents ? Que nous apprennent les résultats de la dernière enquête internationale PISA sur la situation de la démocratie dans les pays les plus avancés (soit l’Occident) ? Enfin, que nous révèlent les récents résultats des élections aux Etats-Unis, de nouveau, sur la situation de la démocratie mais aussi sur les besoins en termes d’éducation ? L’analyse montre que, dans un temps où les économies sont mondialisées, et à l’ère de l’économie de la connaissance et du numérique, il faut repenser le rôle que doit jouer l’éducation vis-à-vis de la démocratie. L’analyse montre aussi qu’il y a un risque de recul de la démocratie dans les pays occidentaux dû à l’augmentation du nombre de jeunes ayant une très faible éducation et à une diminution de ceux en ayant une excellente (c’est-à-dire l’élite). Enfin, le papier établit que face à une montée du nationalisme et d’un certain totalitarisme (notamment aux Etats-Unis), élever le niveau d’éducation de la population est certainement la meilleure réponse à apporter.

An Analysis of Students Error In Solving PISA 2012 And Its Scaffolding

Based on PISA survey in 2012, Indonesia was only placed on 64 out of 65 participating countries. The survey suggest that the students’ ability of reasoning, spatial orientation, and problem solving are lower compare with other participants countries, especially in Shouth East Asia. Nevertheless, the result of PISA does not elicit clearly on the students’ inability in solving PISA problem such as the location and the types of student’s errors. Therefore, analyzing students’ error in solving PISA problem would be essential countermeasure to help the students in solving mathematics problems and to develop scaffolding. Based on the data analysis, it is found that there are 5 types of error which is made by the subject. They consist of reading error, comprehension error, transformation error, process skill error, and encoding error. The most common mistake that subject do is encoding error with a percentage of 26%. While reading is the fewest errors made by the subjects that is only 12%. The types of given scaffolding was explaining the problem carefully and making a summary of new words and find the meaning of them, restructuring problem-solving strategies and reviewing the results of the completion of the problem.

High-School Students’ Epistemic Knowledge of Science and Its Relation to Learner Factors in Science Learning

The purpose of this study was to develop and validate an online contextualized test for assessing students’ understanding of epistemic knowledge of science. In addition, how students’ understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was also explored. The participants were 489 senior high school students (244 males and 245 females) from eight different schools in Taiwan. Based on the result of an extensive literature review, we first identified six factors of epistemic knowledge of science, such as status of scientific knowledge, the nature of scientific enterprise, measurement in science, and so on. An online test was then created for assessing students’ understanding of the epistemic knowledge of science. Also, a learner-factor survey was developed by adopting previous PISA survey items to measure the abovementioned learner factors. The results of this study show that; (1) by factor analysis, the six factors of epistemic knowledge of science could be grouped into two dimensions which reflect the nature of scientific knowledge and knowing in science, respectively; (2) there was a gender difference in the participants’ understanding of the epistemic knowledge of science; and (3) students’ interest in science learning and the time spent on science learning were positively correlated to their understanding of the epistemic knowledge of science.

Abortion Law Reforms and Cognitive Abilities of Teens in Romania

We exploit the drastic liberalization of abortion laws in Romania in 1989 to examine long-term unintended consequences of abortion law reforms for the educational performance of children. Using test scores from PISA surveys conducted among the 1990, 1993, and 1996 birth cohorts, we employ a before-after strategy and a differences-in-differences approach to identify the effect of abortion law liberalization on children’s cognitive abilities. Children born under a liberal abortion policy score significantly higher on tests, with the effects being higher in reading and science scores. Children born after abortion law liberalization are also more likely to attend an academic high school compared to those born under the old abortion law. Boys and children born in rural areas are more likely to benefit from the liberalization of abortion law. These outcomes can mainly be explained by the fact that these children were more likely to have been planned and wanted at the time of conception.

Estonska učna ura o bralni pismenosti za Slovenijo

After delineating the results of Slovenian students in the international PISA survey, the article presents a case study of the excellent reading literacy achievements of Estonian students. The Estonian education system takes into consideration other successful education systems: it emphasises a culture of work and high achievements, active teaching and learning methods, the responsibility of all stakeholders (especially teachers), and international benchmarking. In the final part of the article, several recommendations are proposed for Slovenia: it should strengthen school discipline and the authority of the teacher as a reading model, advocating high expectations, equity and quality based on accountability and responsibility (internal and external evaluation related to external assessment); there should also be more pronounced individualisation and differentiation of teaching (especially with more attention devoted to the gifted) and the development of ambitious reading strategies within all subjects, interlaced with diverse reading motivation factors.

The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study

TIMMS and PISA survey results illustrate that the indonesian student’s ability to think scientifically is low. It is because of students are less trained in solving HOTS. Then, lack or unavailability the assessment instrument designed to train HOTS, so it is necessary to develop the assessment instrument of HOTS. Model adapt the model development of Borg & Gall. The purpose of thisresearchare to determine the indicators and the effectiveness of the HOTS assessment instrument as assessment for learning for a high school students. The assessment instrument was developed based on HOTS indicators include the ability to analyze (C4), evaluate (C5), and create (C6). Results of the research are: (1) indicator of the ability to analyze (C4) which has been developed are ability to analysis of factual, conceptual, procedural, and metacognitive knowledge; (2) indicator of the ability to evaluate (C5) which has been developed are ability to evaluate of factual, conceptual, procedural, and metacognitive knowledge; (3) Indicator of the ability to create (C6) that has been developed are ability to create of conceptual, procedural, and metacognitive knowledge; (4) the HOTS assessment instrument as assessment for learning is effective to train student’s HOTS and effective measure student's thinking skills in accordance with the level of each student's thinking.

ПРОБЛЕМА БИЛИНГВИЗМА В СВЕТЕ ЯЗЫКОВОЙ СИТУАЦИИ ИНОСТРАННЫХ УЧАЩИХСЯ В ИТАЛИИ

The article is devoted to the issue of bilingualism in the Italian educational environment. An analysis of the phenomenon of bilingualism as a social product includes a series of social, as well as historical, cultural, demographic and didactic factors. The specific role of bilingualism in the contemporary context is analyzed on the example of Italian society. A particular attention is paid to the issue of effective teaching of bilingual students.The analysis of PISA survey data and other statistical materials (Eurydice, Eurostat), leads us to the conclusion that the need for teaching Italian language has grown strongly in recent years, while the level of the educational offer is still insufficient. The growth of these phenomena is often caused by external conditions of social nature, as well as by the vertical position of bilingualism, which often recognizes the value of the local language, at the expense of the first language.

PISA fenomenas: daugiaveidė tarptautinio moksleivių vertinimo programa

Tarptautinio moksleivių vertinimo programa, kurios angliškojo pavadinimo santrumpa PISA yra gerai žinoma Lietuvos edukologams, jau seniai tapo išskirtiniu šiuolaikinio švietimo fenomenu. Programą 2000 metais inicijavo Ekonominio bendradarbiavimo ir plėtros organizacija (EBPO), o dabar joje dalyvauja 65 pasaulio šalys ir teritorijos. PISA yra vienintelis tarptautinis lyginamasis tyrimas, kurio metu vertinami 15-mečių moksleivių pasiekimai skaitymo, matematinio ir gamtamokslinio raštingumo srityse. Šis tyrimas yra tapęs tiek edukologų, politikų ir žurnalistų įkvėpimo šaltiniu, tiek ir dalies mokslininkų aršios kritikos objektu. Nesvarbu, esame šio tyrimo šalininkai ar priešininkai, negalėtume nuneigti didžiulio šio tarptautinio tyrimo poveikio švietimui. Tačiau debatų apie PISA metu išsakydami savo argumentus diskutantai dažnai turi omenyje skirtingus PISA aspektus, todėl, vertinant šį tyrimą, nėra lengva rasti bendro sutarimo. Šis tyrimas yra daugiaveidis: tai reiškia, kad vienu metu PISA atlieka daug skirtingų vaidmenų. Šiame straipsnyje mūsų nagrinėjimo objektas buvo PISA fenomeno raiška. Tikslas: išsiaiškinti skirtingus šio tarptautinio tyrimo atliekamusvaidmenis edukologijos teorijos ir praktikos lauke. Mes identifikavome dešimt skirtingų tarptautinio 15-mečių tyrimo vaidmenų: PISA kaip globalizacijos simbolis, PISA kaip neoliberalizmo apraiška švietime, PISA kaip metodologinė kontroversija, PISA kaip tyrimo duomenų bazė, PISA kaip švietimo pasiekimų matavimo priemonė, PISA kaip reitingavimo sistema, PISA kaip reklamos būdas, PISA kaip baudžiamoji priemonė, PISA kaip verslas ir PISA kaip švietimo politikos formavimo instrumentas. Pagrindinė išvada, prie kurios priėjome, skamba taip: skirtingų interesų grupių atstovai, siekdami savo tikslų arba norėdami apginti savo interesus, turėtų dėmesingiau ir selektyviau pasitelkti į pagalbą skirtingus PISA tyrimo aspektus. Vieni tyrimo aspektai jiems gali būti labiau naudingi ar patrauklūs, kiti – mažiau, tačiau vargu ar įmanoma ignoruoti patį PISA tyrimo fenomeną, neabejotinai turintį didelį poveikį šiuolaikinio švietimo raidai.

Within the teacher evaluation policies black box: two case studies

This paper analyzes the relationship between teacher evaluation policies in Chile and Uruguay, teacher professional development, and teacher performance effectiveness. The analysis tries to understand the extent to which the existing processes for teacher evaluation stimulate an improvement in the quality of teaching. The comparison of two national cases with similar educational results but radically different educational policies allows the authors to take a close look within the ‘black box’ of educational policy-making. The paper is based on in-depth analysis of the PISA survey to heads of schools and in-depth interviews with teachers, heads, and key informants. The paper finds that policies aiming to strengthen teacher development and teacher performance through teacher evaluation cannot be understood in dichotomist ways; lack of attention to teachers’ perspectives and unintended effects of policy implementation can lead to marginal effects. Uruguay, where teacher evaluation policies have weak practical effects, has managed to obtain similar educational results to Chile. However, the experience of Chile shows that teacher evaluation can have an effect on teacher professional development and, in the long run, this may have an effect on the quality of teaching and student results.

Problem-Based Learning and Teaching in Construction-Oriented Secondary Vocational Education

Abstract It is a commonplace view today that schools do not prepare students properly for solving technical problems emerging in an ever-changing world. As attested by various PISA surveys, Hungarian students can only retrieve their knowledge situations. Their self-regulated learning, problem solving and cooperative skills do not develop in accord with the requirements of their future career. Positive transfer effects are only slightly expressed in learning, especially in the long run.

The Role of ICT for Supporting Relationships between Students. Evidence for Spain

Abstract At present, the use of ICT (Information Communication Technology) is integrated in everyday teaching. Apart from developing new knowledge, it is convenient to test if computer enhances communication and solidarity among students. The implementation of the Program School 2.0 in Spain in conjunction with PISA survey for 2012 provides a unique opportunity for analyzing this issue. We estimate a bivariate ordered probit model for the frequency of support provided to other students and Mathematics performance. We posit the potential endogeneity of the variable Mathematics performance given that support received from others could have a significant effect over the resulting Mathematics achievement. We highlight two main results. First, the probability of helping other classmates with Mathematics increases notoriously in participant Communities in School 2.0 for “strong performers” and “top performers”. Second, for repeater and immigrant students (and specifically those with different mother tongue), the probability of providing support “always/almost always” or “often” increases significantly in participant Communities with respect to non-participant Communities for all Mathematics performance levels. ICT provide an incentive for exchanging mathematical problems and discussing different solutions. And what is even more valuable, ICT may foster togetherness and ease the integration of different profiles of students.

Lasting effects of quality of schooling: Evidence from PISA and PIAAC

The aim was to investigate to what extent quality of compulsory schooling is reflected in adult literacy and numeracy performance levels. Data from five administrations of the PISA survey between 2000 and 2012 for 20 countries were analyzed, along with data from corresponding age cohorts for the same set of countries participating in the cross-sectional PIAAC survey. For each country the PISA data was used to estimate linear achievement trends for literacy, numeracy and science to indicate change in quality of schooling and for the PIAAC data mean differences were computed between a younger and an older age group. The PIAAC performance differences were strongly related to the PISA achievement trends (r=0.70), and relations held up when controls were introduced for level of education attained (β=0.55) and for general social and cultural development of the country (β=0.48). It is concluded that quality of schooling has lasting impact on adult literacy and numeracy performance levels.

School Policy Differences between Two Major Political Parties in Germany: Focus on the PISA Survey, the United Nations Investigation, and the Parent Movement

School Policy Differences between Two Major Political Parties in Germany: Focus on the PISA Survey, the United Nations Investigation, and the Parent Movement

Computer Gaming and Test Scores: Cross-Country Gender Differences Among Teenagers

Using the PISA surveys (2000-2012), this paper explores the relationship between math test scores and everyday computer gaming by gender and for high income and middle income countries. We use two identification strategies in the spirit of an ideal experiment that would reduce computer gaming through limited internet access or through schools alternative demands. We find that everyday computer gaming has positive effects for boys, but negative effects for girls arising mostly in collaborative games suggesting a role for social effects. Computer gaming is becoming the new swimming upstream factor in the quest to close the gender gap in math.

School autonomy and accountability in Thailand: Does the gap between policy intent and implementation matter?

This article contrasts policy intent and policy implementation in school autonomy and accountability. The analysis uses a conceptual framework based on the interaction between school autonomy, student assessment, and accountability as elements of a closed system. The article analyzes the implementation of school autonomy and accountability policy, using data collected from 226 schools in Thailand that participated in the 2009 PISA survey. To understand how autonomy and accountability relate to student achievement, the study estimates a linear regression with PISA reading achievement as the dependent variable and indicators of autonomy and accountability (and control variables) as the independent variables. The estimates suggest that students at schools exercising a higher level of operational autonomy than the level ascribed by regulation tend to have PISA reading scores 6.0–8.6 points higher than students at schools that behave less autonomously. These results are consistent with other research findings.

A New Cross-Country Measure of Material Wellbeing and Inequality: Methodology, Construction and Results

This paper advances a new framework for defining a country’s material wellbeing based on the distribution of consumer durables, building on the recent material wellbeing literature that calls for an increased focus on both the level and the distribution of consumption and wealth. Our framework is demonstrated using household-level data from the OECD PISA surveys, from which triennial metrics are constructed consistently for 40 countries since 2000. Comparisons with income-based alternative metrics suggest that our consumption-based measure captures important aspects of material wellbeing at both the micro and the macro level. Differences between the two approaches is shown to be associated with life-cycle smoothing, an important aspect that should be captured in material wellbeing estimates.

Education Capability: A Focus on Gender and Science

The focus of the paper is on the measurement of science education capability with a gender perspective and in the capability approach framework. Measuring science education capability implies going beyond the measurement of children test scores. In the capability approach, we aim at the real opportunities that children can develop later in life and therefore it is important to include some measures of non-cognitive skills. We utilize, therefore, different indicators in addition to test scores in science: enjoyment in science, interest in science, general and personal values of science, self-confidence in performing science related tasks, awareness and perception of environmental issues, and responsibility for sustainable development. We utilize the 2006 PISA survey for Italian 15 years old children because it contains a particular focus on science and we estimate a Structural Equation Model to take into account that capabilities are latent constructs of which we only observe some indicators. We also investigate the determinants of children’s science education capability in Italy taking into account household, individual and school factors. Results confirm that boys outperform girls in science education capability. Our theoretical construct for the science education capability confirms that all the indicators are relevant to measure this capability. School activities to promote sciences improve girls’ capability and interactive methods of teaching improve both girls and boys capability. The household educational resources and the household educational possession are also positively correlated with girls’ and boys’ science education capability.

An ELECTRE approach for evaluating secondary education profiles: evidence from PISA survey in Serbia

The use of multi-criteria decision making has been recognized as a useful tool for economic applications, especially in the last decade. The aim of our study is to promote the potential of the ELimination Et Choix Traduisant la REalite (ELECTRE) method in the field of economics of education. To evaluate the secondary education profiles in Serbia, we have used PISA data and the ELECTRE multi-level outranking (ELECTRE MLO) approach, as an alternative to commonly used econometric models. We introduce a new outranking relation, which is important for decision makers for two reasons. First, it allows the establishment of an acyclic relation, for which we provide a threshold value, that assures there will be no cycles in the relation graph. Second, the procedure does not require an excessive number of parameters as in other existing ranking methods, which enables an easier understanding, simplified use and less bias in the decision making process. After neutralizing the impact of socio-economic status and regional disparities, we obtain the performance levels for secondary education profiles in Serbia.