PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World OECD Programme for International Student Assessment (PISA) Launch of PISA 2006 Brussels, 4 December 2007 Barbara.
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PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 11 OECD Programme for International Student Assessment (PISA) Launch of PISA 2006 Brussels, 4 December 2007 Barbara Ischinger Director Directorate for Education, OECD PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 22 PISA 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 . PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 33 PISA countries in 2001 2003 2000 2009 2006 1998 Coverage of world economy 83% 81% 77% 87% 86% 85% PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 44 How PISA works 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 . Science in PISA 2006 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 55 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 . PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 66 High science performance 565 Finland Average performance of 15-year-olds in science – extrapolate 545 Hong Kong-China and apply Canada Japan New Zealand Australia 525 Netherlands Liechtenstein Korea Slovenia United Kingdom Germany Czech Republic Switzerland Macao-China Austria Belgium Ireland 505 Hungary Sweden Poland France Denmark Iceland Croatia United States Latvia Slovak Republic, Spain, Lithuania Norway 485 Luxembourg Chinese Taipei Estonia Quality in educational outcomes Portugal Russian Federation Italy Greece 465 Israel 445 16 … 18 countries perform below this line Low science performance 6 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 77 Mean science scores – OECD countries 300 350 400 450 500 550 600 Finland Canada Japan New Zealand Australia Netherlands Korea Germany United Kingdom Czech Republic Switzerland Austria Belgium Ireland Hungary Sweden Poland Denmark France Iceland United States Slovak Republic Spain Norway Luxembourg Italy Portugal Greece Turkey Mexico OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Table 2.1c 88 Overall science score Belgium=510 Scientific competencies Identifying scientific issues Explaining phenomena scientifically Using scientific evidence OECD Programme for International Student Assessment PISA Science Competencies for Tomorrow’s World Comparison of performance on the different scales in science (Belgium) Knowledge about science Earth and space Scientific knowledge Living systems Physical systems -35 -25 -15 -5 5 15 25 35 OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 2.13 Gender differences in science performance Belgium -35 -25 -15 -5 5 15 25 35 Overall Identifying scientific Explaining phenomena issues Using scientific scientifically Knowledge evidence about science Earth and Living systems Physical systems OECD average PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 99 Overall Identifying scientific issues Explaining phenomena scientifically Using scientific evidence Knowledge about science Earth and space Living systems Physical systems 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 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 10 10 PISA Proficiency Levels in Science OECD Level 6 OECD Belgium 1% 1% Level 5 8% Level 4 20% Level 3 Level 2 Level 1 Below Level 1 9% 25% 27% 24% 14% 28% 21% Science Level 6 Student can consistently identify, explain and apply scientific knowledge and knowledge about science in a variety of complex life situations Science Level 1 Student have such a limited scientific knowledge that it can only be applied to a few, familiar situations 12% Below Level 1 5% 5% Unable to use scientific skills in ways required by easiest PISA tasks. OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Table 2.1a Top and bottom performers PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 11 11 Large proportion of top performers Large prop. of poor perf. OECD (2007), Learning for tomorrow’s world: First results from PISA 2006, Table 2.1a PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 12 12 Investments 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… Poland raised its reading by 28 PISA points, Between PISA 2000performance and 2003 Poland delayed the equivalent to ¾ of a school year - What happened? separation of students into % different school types Level 1 theBelow Level 1 Level 2 beyond age of 15 years Level 3 Level 4 90 70 In 2003, performance Between 2000 and 2003 variation among schools had fallen from 51% toshowed the second16% of the variation of largest increase in reading (17 points) and a student performance further 11 point increase since 2003 But did this lead to genuine improvements of school performance? 30 10 10 Poland 2003 Poland 2000 30 Most of that increase resulted from smaller proportions at the bottom level (23% in 2000, and three-quarters in vocational tracks, 17%in 2003) Poland 2006 50 OECD 2006 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 13 13 Did this harm the better performers? OECD (2007), Learning for tomorrow’s world: First results from PISA 2006, Table 6.1a PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 14 14 Mean reading scores – OECD countries 300 350 400 450 500 550 600 Korea Finland Canada New Zealand Ireland Australia Poland Sweden Netherlands Belgium Switzerland Japan United Kingdom Germany Denmark Austria France Iceland Norway Czech Republic Hungary Luxembourg Portugal Italy Slovak Republic Spain Greece Turkey Mexico OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Table 6.1c PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 15 15 Mean mathematics scores – OECD countries 300 350 400 450 500 550 600 Finland Korea Netherlands Switzerland Canada Japan New Zealand Belgium Australia Denmark Czech Republic Iceland Austria Germany Sweden Ireland France United Poland Slovak Hungary Luxembourg Norway Spain United States Portugal Italy Greece Turkey Mexico OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Table 6.2c PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 16 16 High science performance 565 Finland Average performance of 15-year-olds in science – extrapolate 545 Hong Kong-China and apply Canada Japan New Zealand Australia 525 Netherlands Liechtenstein Korea Slovenia United Kingdom Germany Czech Republic Switzerland Macao-China Austria Belgium Ireland 505 Hungary Sweden Poland France Denmark Iceland Croatia United States Latvia Slovak Republic, Spain, Lithuania Norway 485 Luxembourg Chinese Taipei Estonia Attitudes towards science Portugal Russian Federation Italy Greece 465 Israel 445 16 … 18 countries perform below this line Low science performance 6 General value of science Belgium OECD average Science is important for helping us to understand the natural world Top performer Portugal Advances in science and technology usually improve people's living conditions Portugal Science is valuable to society Korea 100 Advances in science and technology usually bring social benefits 50 Korea 25 Advances in science and technology usually help to improve the economy 75 Portugal 0 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 17 17 OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 3.2 Personal value of science Belgium OECD average Top performer I find that science helps me to understand things around me Portugal I will use science in many ways when I am an adult Poland Some concepts in science help me see how I relate to other people Mexico When I leave school there will be many opportunities for me to use science Mexico Science is very relevant to me 100 75 50 25 Mexico 0 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 18 18 OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 3.4 PISA Student engagement with science Students show strong support for scientific enquiry 93% said that science was important for understanding the natural world 92% said that advances in science and technology usually improved people’s living conditions 75% said that science helped them to understand things around them 57% said that science was very relevant to them personally 0 OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 19 19 10 20 30 40 50 60 70 80 90 100 Students expressed confidence in be able to do scientific tasks, but more so for some tasks than others 76% said they could explain why earthquakes occurred more frequently in some areas than in others 64% said they could predict how changes to an environment would affect the survival of certain species 51% said they could discuss how new evidence could lead to a change in understanding about the possibility of life on Mars 0 10 20 30 40 50 60 70 80 90 100 OECD (2007), Learning for tomorrow’s world: First results from PISA 2006, Table 4.1a High science performance 565 Finland 20 20 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World High average performance Large socio-economic disparities Average performance 15-year-olds Highof average performancein science – extrapolate High social equity 545 Hong Kong-China and apply Canada Japan New Zealand Australia 525 Netherlands Liechtenstein Korea Slovenia United Kingdom Germany Czech Republic Switzerland Macao-China Austria Belgium Ireland Socially equitable 505 Hungary Sweden distribution of learning Poland opportunities France Denmark Iceland Croatia United States Latvia Slovak Republic, Spain, Lithuania Norway 485 Luxembourg Chinese Taipei Estonia Strong socioeconomic impact on student performance Equity in educational opportunities Portugal Russian Federation Italy Greece 465 Israel Low average performance Large socio-economic disparities Low average performance 445 16 Low science performance High social equity 6 High science performance 21 21 560 PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World High average performance Large socio-economic disparities 540 Chinese Taipei New Zealand Finland Durchschnittliche High average performance Schülerleistungen im High social equity Bereich Mathematik Hong Kong-China Estonai Australia Netherlands Slovenia 520 Germany United Kingdom Switzerland Czech Republic Austria Belgium Ireland Strong socioHungary Sweden economic impact on 500 Poland student performance Denmark France Croatia Latvia United States Slovak Republic Lithuania Spain Luxembourg Canada Japan Korea Liechtenstein Macao-China Socially equitable distribution of learning opportunities Iceland Norway 480 Portugal Russian Federation Italy Greece 460 Low average performance LowIsrael average performance Large socio-economic disparities High social equity 440 22 Low science performance 12 2 22 22School performance and socio-economic background Student performance and students’ socio-economic background within schools School performance and schools’ socio-economic background Student performance and students’ socio-economic background 700 Schools proportional to size Student performance PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World Finland 500 300 -3 Disadvantage -2 -1 0 1 PISA Index of socio-economic background 2 3 Advantage 23 23School performance and socio-economic background Student performance and students’ socio-economic background within schools School performance and schools’ socio-economic background Student performance and students’ socio-economic background 700 Schools proportional to size Student performance PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World Belgium 500 300 -3 Disadvantage -2 -1 0 1 PISA Index of socio-economic background 2 3 Advantage PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 24 24 Student performance and migration Native students 600 First-generation students Native students average = 500 Second-generationOECD students 550 500 450 400 First-generation students 350 300 PISA 2006: Science Competencies for Tomorrow’s World, Figure 4.2a. Second-generation students PISA Finland Iceland Norway Sweden Poland Spain Denmark Ireland Canada Australia New Zealand United Kingdom Mexico Portugal United States Luxembourg Korea Switzerland Turkey Slovak Republic Greece 60 Italy Japan Belgium Netherlands 80 Hungary 100 Austria Science Competencies for Tomorrow’s World 120 Czech Republic Germany OECD Programme for International Student Assessment 25 25 Is it all innate ability? Variation in student performance 140 Performance variation across schools 40 20 0 OECD (2007), Learning for tomorrow’s world: First results from PISA 2006, Table 4.1a PISA Finland Iceland Norway Sweden Poland Spain Denmark Ireland Canada Australia New Zealand United Kingdom Mexico Portugal United States Luxembourg Korea Switzerland Turkey Slovak Republic Greece Italy Japan Science Competencies for Tomorrow’s World 180 Belgium Netherlands Hungary Austria Czech Republic Germany OECD Programme for International Student Assessment 26 26 Is it all innate ability? Variation in student performance 160 140 120 100 80 60 40 20 0 PISA 2006: Science Competencies for Tomorrow’s World, Figure 4.1a. PISA Finland Iceland Norway Sweden Poland Spain Denmark Ireland Canada Australia New Zealand United Kingdom Mexico -60 Portugal -40 United States Luxembourg Korea Switzerland Turkey Slovak Republic Greece Italy Japan 100 Belgium Netherlands Hungary 60 Austria Science Competencies for Tomorrow’s World 80 Czech Republic Germany OECD Programme for International Student Assessment 27 27 Is it all innate ability? Variation in student performance Variation of performance within schools 40 20 0 -20 Variation of performance between schools -80 PISA 2006: Science Competencies for Tomorrow’s World, Figure 4.1a. PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 28 28 Money matters - but other things do too Science performance 575 Finland 550 Some school and system factors Japan New Zealand Australia Korea Germany Netherlands Switzerland Czech Republic Austria United Kingdom Belgium Ireland Sweden Hungary Denmark United States Poland France Slovak Republic Spain Iceland Norway Italy Greece Portugal 525 500 475 450 Turkey 425 y = 0.0006x + 462 R² = 0.1904 Mexico 400 0 10000 20000 30000 40000 50000 60000 70000 80000 90000 100000 Cumulative expenditure (US$ converted using PPPs) PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 29 29 School autonomy and standards-based examination on science performance School autonomy in selecting teachers for hire 70 PISA score in science 60 50 41 40 30 20 10 Yes 0 No No Yes School autonomy in selecting teachers for hire Standards based external examinations PISA OECD Programme for International Student Assessment Science Competencies for Tomorrow’s World 30 30 Impact of selected student and school factors on school performance (after accounting for all other factors in the model) % 100 90 80 70 60 50 40 30 20 10 0 10 20 30 Approx. one school year School principal’s positive evaluation of quality of Schools with more educational materials competing schools (gross only) (gross only) Schools with greater autonomy (resources) (gross and net) School activities to One additional of promote sciencehour learning self-study (gross or andhomework net) One additional hour of (gross and net) science learning at school School results posted (gross and net) publicly (grossselective and net) Academically schools (gross and net) but no system-wide effect Schools practicing ability One additional outgrouping (grosshour and of net) of-school lessons Each additional 10% of School principal’s (gross and net) public funding perception that lack of (gross only) Effect after accounting qualified teachers hinders for the socio-economic instruction Measured Gross effect Net (gross only) background of students, schools and countries OECD (2007), PISA 2006 – Science Competencies from Tomorrow’s World, Table 6.1a