PISA Northern Ireland
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1 Transinfo PISA Northern Ireland Programme for International Student Assessment Northern Ireland 2017
2 All figures used in this publication are taken from PISA assessments and used to produce visual representations for the three disciplines of science, reading and mathematics from the perspective of Northern Ireland. It is not the intention to repoduce findings that are published elsewhere rather than juxtapose and present information in such a way that additional thinking is brought to PISA outcomes. The reader is asked to reach beyond a 'league table' approach and to consider the health of education across Northern Ireland, whether that health differs across the disciplines and what are the longer term trends. Like all data, contradictions are exposed and 'disturbing realities' are uncovered. This is as it should be but the point, as is often the case, is how do we bring about necessary change? The official PISA 2015 report for NI can be accessed here: Index 1.1 The Northern Ireland sample 2.1 Science 3.1 Reading 4.1 Mathematics 5.1 UK comparison 6.1 Progress of highest and lowest achievers 7.1 Inequality performance 8.1 Gender differences 9.1 Socio-economic status 9.2 Resilience in science Sectoral differences Additional countries results Notes 1. According to PISA, 30 points in an assessment equates to one year of schooling. 2. PISA assessments are carried out every three years, 2015 being the most recent with data reports being released in December Computer-based assessments were used in 2012 for the first time, replacing paper-based assessments. PISA acknowldges this has negatively impacted on the performance of girls and individual boys. 1.1 The Northern Ireland sample The following table is derived from Table 7.1 of the NI PISA report (see link above) and suggests that 2,376 students and 92 schools participated from Grammar and non-selective sectors. Sample sizes for Grammar and non-selective schools Non-selective Grammar Total Management type Pupils Schools Average Pupils Schools Average Pupils Schools Average Controlled Catholic maintained Voluntary Other Total On page 234 of the report, under the heading 'Response rates in PISA 2015' it is stated that "A total of 95 schools and 2,401 pupils completed the PISA study in Northern Ireland." This means that 25 pupils from 3 independent schools also participated. 12/02/2017 2
3 2.1 Science Science Reading Mathematics The average score for Northern Ireland in Science is 500. According to PISA outcomes, students in Singapore exhibit two more years of schooling (60 points) than NI students Singapore Japan Estonia Chinese Taipei Finland Macao (China) Canada Vietnam Hong Kong B-S-J-G (China) Korea New Zealand Slovenia England Australia United Kingdom Germany Netherlands Switzerland Ireland Belgium Denmark Poland Portugal N Ireland Norway Scotland United States Austria France Sweden OECD average Czech Republic Spain Latvia Russia Wales Luxembourg Italy /02/2017 3
4 3.1 Reading Science Reading Mathematics The average score in reading for NI is 497. This performance is very similar to that of England (500) and Scotland (493) Singapore Canada Hong Kong Finland Ireland Estonia Korea Japan Norway Macao (China) New Zealand Germany Poland Slovenia Australia Netherlands England Denmark Sweden Belgium France United Kingdom Portugal Chinese Taipei N Ireland United States Spain Russia B-S-J-G (China) Scotland OECD average Switzerland Latvia Vietnam Czech Republic Austria Italy Luxembourg Wales /02/2017 4
5 4.1 Mathematics Science Reading Mathematics The average score in mathematics for NI and England is 493. Singapore dominates again with an average interpreted as being over two years of additional schooling Singapore Hong Kong Macao (China) Chinese Taipei Japan B-S-J-G (China) Korea Switzerland Estonia Canada Netherlands Finland Denmark Slovenia Belgium Germany Ireland Poland Norway Austria New Zealand Vietnam Australia Sweden Russia England France N Ireland United Kingdom Portugal Czech Republic Scotland OECD average Italy Spain Luxembourg Latvia Wales United States /02/2017 5
6 5.1 UK comparison Science Reading Across the three disciplines, all four 'UK nations' have declined since PISA was carried out in If the earlier assessment scores are accurate, this would suggest for instance that the average for mathematics in NI has fallen by almost one year of additional schooling over the period 2000 to Since 2006 the average has remained at just under 495. Note that Wales only began to engage with PISA in the same year that the results for England were deemed not reliable Mathematics Wales England Scotland N Ireland OECD Average 12/02/2017 6
7 6.1 Progress of highest and lowest achievers The 10th and 90th percentile are benchmark proxies for lower and higher achievers respectively. This translates into measuring how the bottom 10% and top 10% of achievers perform. Across the three disciplines there has been a steady decline of performance amongst the highest achievers in NI, narrowing the gap with the OECD average. Throughout the same period there has been a general increase of performance amongst the lowest achievers, surpassing the OECD average at the 10th percentile. International comparisons of NI student achievement suggests that lower achievers are performing better with their international peers than higher achievers. This finding contradicts the common perception that top pupils perform better in NI and amongst lower achievers there is a long tail of underachievement. The difference between the 90th and 10th percentile is defined as inequality. Science 90th percentile 10th percentile Reading 90th percentile 10th percentile Mathematics 90th percentile 10th percentile saw the introduction of computer based testing hence the dashed line. N Ireland OECD Average 12/02/2017 7
8 7.1 Inequality performance The difference between the 90th and 10th percentile is defined as inequality. N Ireland OECD Average Science Reading Mathematics The fall in performance in higher achieving students and the improvement for lower achieving students means that the spread of inequality has narrowed for each discipline. For instance in science in 2015 about 240 points separates the top and bottom 10 percentiles compared to over 290 nine years earlier. In each discipline the level of inequality has fallen below the average for OECD countries. The NI education system is a selective one and these outcomes suggests an appearance of less inequality than non-selective systems. However it can be asserted that the NI system is not catering for higher achieving students - a feature that is at odds with a main rationale for selection in the first instance. Science Pts Years Reading Pts Years Maths Pts Years New Zealand * France * China * China * China * South Korea * Singapore * Luxembourg * Belgium * Sweden * New Zealand * France * France * Australia * Portugal * Australia * Austria * Austria * Netherlands * Belgium * Singapore * Belgium * Czech Republic * Switzerland * England * Netherlands * England * Luxembourg * Sweden * Luxembourg * Germany * United States * Australia * Switzerland * Germany * Italy * United States * Singapore * New Zealand * Austria * Norway * Netherlands * Czech Republic England * Czech Republic * Norway Switzerland * Sweden * Finland South Korea * Hong Kong * Slovenia Italy * Germany * South Korea Portugal * United States * Scotland Finland * Slovenia * Japan Slovenia * Canada * Portugal Canada * Japan * Canada Japan * Poland * Italy Scotland Spain Northern Ireland Poland Norway * Poland Russia Scotland Wales Estonia Vietnam Denmark Denmark Russia Estonia Spain Finland Republic of Ireland Republic of Ireland Denmark Spain Latvia Estonia Russia * Hong Kong Republic of Ireland Latvia * Northern Ireland Macao Macao * Wales Northern Ireland Hong Kong * Macao Wales Vietnam * Vietnam * Latvia The adjacent tables shows international comparisons in inequality. Countries marked * have significant differences with NI. In Scotland therefore, the level of inequality is 247 points for science - a difference of 8.2 school years from the top 10% of achievers to the lowest 10%. 12/02/2017 8
9 8.1 Gender differences Read Girls Sci Boys Sci Girls Math Boys Math Girls Read Boys The difference in gender performance across the three disciplines in NI has coalesced over the four periods of assessment. In part this has been the result of intoducing computer-based assessment. The biggest gender gap is in reading with girls outperforming boys. Across science and mathematics boys slightly outperform boys in NI and most other countries. However girls outperform boys significantly in reading both NI and internationally. This would explain to some extent why girls outperform boys at GCSE almost entirely across the curriculum. Girls stronger Boys stronger Science Reading Mathematics Count r y Gap Count r y Gap Count r y Gap Austria Wales Austria Italy Ireland Italy Japan Japan Germany Belgium N Ireland Ireland Ireland Belgium Spain Germany Italy Belgium Portugal China Japan China 9 9 Portugal England Czech Rep 9 9 United States Switzerland Luxembourg 8 8 Austria Poland United States 7 7 Singapore Luxembourg Spain 7 7 Spain Portugal Singapore 6 6 Germany Wales Poland 6 6 Scotland Denmark 9 9 Switzerland 6 6 Luxembourg Canada 9 9 Denmark 6 6 Denmark New Zealand 9 9 Wales 5 5 England United States 9 9 New Zealand 5 5 Netherlands Czech Rep 7 7 Russia 4 4 Vietnam Scotland 7 7 Netherlands 4 4 Switzerland N Ireland 7 7 Estonia 3 3 Czech Rep France 6 6 Norway 3 3 Russia Russia 6 6 N Ireland 3 3 Canada China 6 6 Australia 2 2 Estonia Australia 6 6 France 2 2 Hong Kong Estonia 5 5 Scotland 1 1 France Slovenia 4 4 Canada 1 1 Poland Netherlands 2 2 England 0 0 Macao Hong Kong 2 2 Hong Kong -1-1 Australia Singapore 0 0 Vietnam -3-3 New Zealand Latvia -2-2 Sweden -5-5 Sweden Sweden -2-2 Slovenia -6-6 Norway Norway -2-2 Macao -8-8 South Korea Vietnam -3-3 South Korea Latvia South Korea -7-7 Latvia Slovenia Finland -8-8 Finland Finland Macao /02/2017 9
10 9.1 Socio-economic status Science Reading Mathematics Poorest 25% Second Quartile Third Quartile Richest 25% Poorest 25% Second Quartile Third Richest Quartile 25% Across the three disciplines NI students from the most advantaged 25 per cent of families score significantly higher than the other three NI groups. There is points differnce (up to two and two thirds years of schooling) between students from the richest backgrounds compared to pupils from the most disadvantaged backgrounds Poorest 25% Second Quartile Third Richest Quartile 25% 9.2 Resilience in science Country Resilence % Vietnam Macao Hong Kong Japan Singapore Estonia Taiwan China Finland South Korea Canada Portugal England Poland Slovenia Germany Australia United States Netherlands Ireland New Zealand Northern Ireland Switzerland Wales Denmark Belgium France Italy Scotland Austria Norway Russia Czech Republic Sweden Luxembourg A student is denoted as resilient if their socio-economic status is in the poorest 25% of their own country but they perform in the top quarter of all students in the PISA study. According to PISA there is no evidence that countries with academically selective schooling systems have a greater proportion of resilient pupils. 12/02/
11 10.1 Sectoral differences Grammar Non-selective Science Reading Maths The difference in performance between Grammar and non-selective schools in NI for 2015: Science: 96 Reading: 86 Mathematics: 84 This means that students in Grammar schools are on avarge ahead by 3 years of additional schooling Additional countries results Science Reading Mathematics The following countries also participated in PISA but typically performed lower across the disciplines and don't appear in the visuals above Hungary Lithuania Croatia CABA (Argentina) Iceland Israel Malta Slovak Republic Greece Chile Bulgaria United Arab Emirates Uruguay Romania Cyprus Moldova Albania Turkey Trinidad and Tobago Thailand Costa Rica Qatar Colombia Mexico Montenegro Georgia Jordan Indonesia Brazil Peru Lebanon Tunisia FYROM Kosovo Algeria Dominican Republic 12/02/
12 Transinfo is a provider of educational support on the effective use of data. In order to develop the capacity to fully self-evaluate and improve, schools should utilise data to facilitate staff access and understanding. At Transinfo, we offer : analysis and visual representation of data design of unique visual data packs for schools approaches to school value added measures standardised test analysis and advice guidance in data use for school improvement Contact us to discuss your needs regarding educational data E: info@transinfo.co.uk T: Transinfo info@transinfo.co.uk
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