PISA Test results for the European School of Luxembourg Bettina Böhm Ulrich Keller

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1 1

2 PISA 2006 Test results for the European School of Luxembourg Bettina Böhm Ulrich Keller

3 Structure PISA 2006 An overview Sample tasks in science Mean performance of students in the EU Test results and student characteristics for the European School Perspectives on PISA

4 PISA 2006 An overview

5 Background PISA = Programme for International Student Assessment Sponsored and created by the OECD together with participating countries Why PISA? To compare students performance to that of other countries To understand why students achieve certain levels of performance To ensure that students obtain basic skills 5

6 Assessment areas 3 key subject areas Reading, math and science Cross-curricular competencies Motivation, attitudes towards learning, problem-solving, information and communication technology, learning strategies 6

7 Framework: Literacy Literacy =broad conception of knowledge and skills Is concerned with the capacity of students To extrapolate from what they have learned, and to apply their knowledge in new settings To analyse, reason and communicate effectively as they pose, solve and interpret problems in a variety of situations PISA does not measure the reproduction of narrowly defined subject-matter knowledge. 7

8 Survey cycle Conducted every 3 years In each cycle, one of the three domains is examined in-depth 2000: Reading 2003: Math 2006: Science The two other domains become minor subjects of assessment 8

9 Student population 15-year-old students Altogether around 400,000 students in 57 participating countries Randomly selected Between 4,500 and 10,000 students per country Census in Luxembourg 9

10 Test instruments Students School principals Parents 2 hour paper-andpencil tasks 60% multiple choice items 40% open-format items Questionnaire about their school 30 min questionnaire Questionnaire about their child s science learning and their child s school 10

11 PISA Outcomes A profile of knowledge and skills among 15- year-olds a detailed profile in science an update for reading and mathematics Trend data In reading and math Contextual indicators Relating student performance to student and school characteristics 11

12 PISA 2006 Participating Countries OECD-Countries (30) OECD-Partner Countries (27) Australia Austria Belgium Canada Czech Republic Denmark Finland France Germany Greece Hungary Iceland Ireland Italy Japan Korea Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Slovak Republic Spain Sweden Switzerland Turkey United Kingdom United States Argentina Azerbaijan Brazil Bulgaria Chile Colombia Croatia Estonia Hong Kong-China Indonesia Israel Jordan Kyrgyzstan Latvia Liechtenstein Lithuania Macao-China Montenegro Qatar Romania Russian Federation Serbia Slovenia Taipei-China Thailand Tunisia Uruguay 12

13 PISA 2006 Sample tasks in science

14 VI Question Acid Rain Below is a photo of statues called Caryatids that were built on the Acropolis in Athens more than 2500 years ago. The statues are made of a type of rock called marble. Marble is composed of calcium carbonate. In 1980, the original statues were transferred inside the museum of the Acropolis and were replaced by replicas. The original statues were being eaten away by acid rain. Experiment: The effect of acid rain on marble can be modelled by placing chips of marble in vinegar overnight. Vinegar and acid rain have about the same acidity level. When a marble chip is placed in vinegar, bubbles of gas form. The mass of the dry marble chip can be found before and after the experiment. Acid Rain Question 2: A marble chip has a mass of 2.0 grams before being immersed in vinegar overnight. The chip is removed and dried the next day. What will the mass of the dried marble chip be? A: Less than 2.0 grams B: Exactly 2.0 grams C: Between 2.0 and 2.4 grams D: More than 2.4 grams V IV III II I Competency: Using scientific evidence 14

15 Full Credit VI Question Acid Rain Below is a photo of statues called Caryatids that were built on the Acropolis in Athens more than 2500 years ago. The statues are made of a type of rock called marble. Marble is composed of calcium carbonate. Experiment: The effect of acid rain on marble can be modelled by placing chips of marble in vinegar overnight. Vinegar and acid rain have about the same acidity level. When a marble chip is placed in vinegar, bubbles of gas form. The mass of the dry marble chip can be found before and after the experiment Partial Credit 483 V IV III In 1980, the original statues were transferred inside the museum of the Acropolis and were replaced by replicas. The original statues were being eaten away by acid rain. Acid Rain Question 5: Students who did this experiment also placed marble chips in pure (distilled) water overnight. Explain why the students included this step in their experiment II I Competency: Identifying scientific issues 15

16 VI Question Physical Exercise Regular but moderate physical exercise is good for our health V IV 545 III 483 II Physical Exercise Question 5: Why do you have to breathe more heavily when you re doing physical exercise than when your body is resting? I Competency: Explaining phenomena scientifically 16

17 PISA 2006 Mean performance of students in the European Union

18 Science Reading Mathematics Finland Estonia Netherlands Slovenia Germany Unit. Kingd. Czech Rep. Austria Belgium Ireland Hungary Sweden OECD-Ave. Poland Denmark France Latvia Slovak Rep. Spain Lithuania Luxembourg Italy Portugal Greece Bulgaria Romania Score Finland Ireland Poland Sweden Netherlands Belgium Estonia Unit. Kingd. Germany Denmark Slovenia OECD-Ave. Austria France Czech Rep. Hungary Latvia Luxembourg Portugal Lithuana Italy Slovak Rep. Spain Greece Bulgaria Romania Score Finland Netherlands Belgium Estonia Denmark Czech Rep. Austria Slovenia Germany Sweden Ireland OECD-Ave. France Unit. Kingd. Poland Slovak Rep. Hungary Luxembourg Lithuania Latvia Spain Portugal Italy Greece Romania Bulgaria Score Above the OECD-Average On the OECD-Average Below the OECD-Average

19 PISA 2006 Test results for the European School

20 Participants at EEL Number of Students Percent girls Mean SES* at the school Students with migration background Language spoken at home is test language N % % % English % Test language French % German % L L above average above average Enseignement Secondaire (ES) = lycées classiques *Socio-economic status compared with ES 20

21 L1 and ES students Mean performance of students Mean score Science Reading Mathematics Identifying scientific issues Explaining phenomena scientifically Using scientific evidence Ecole Européenne (EE) Enseignement Secondaire (ES) 21

22 L1 and ES students Proficiency levels 80,0 60,0 3,7 11,7 Figures in percent (%) 40,0 20,0 18,1 40,4 1,2 12,0 33,6 17,9 13,2 38,4 38,3 5,5 24,6 18,3 34,8 32,6 Level 6 Level 5 Level 4 0,0 EE ES EE ES EE ES Science Reading Mathematics Science Level 4: Level 5: Level 6: > 708 score points Reading Level 4: Level 5: > 626 score points Mathematics Level 4: Level 5: Level 6: > 670 score points 22

23 L1 students High performing students by gender 100% 80% 60% 40% 43% 57% 56% 44% 46% 54% Girls Boys 20% 0% Science Reading Mathematics 23

24 L1 and L2 students Mean performance of students Mean score L1 students L2 students Reading Math Science Identifying scientific issues Explaining phenomena scientifically Using scientific evidence 24

25 L1 and L2 students Differences in mean scores 100 Score point difference (L1 L2) Science Reading Mathematics Identifying scientific issues Explaining phenomena scientifically Using scientific evidence 25

26 The International Socio-Economic Index of Occupational Status (ISEI) Combines educational level and income associated with occupations Ranges from 16 (farm hands, cleaners, helpers) to 90 (judges); some other values: Secondary school teachers: 69 Statisticians: 71 HISEI: highest ISEI of parents 26

27 HISEI and PISA science scores (correlation =.43) 27

28 Mean HISEI by school 28

29 Percentage of parents with University degrees by school 29

30 Controlling for background variables 1. Compute weights that reflect the ES students similarity to the European School s students 2. Use the weights to compute weighted means for the ES students 3. Interpretations of the weighted means: expected mean of ES if parental education etc. were as high as in the European School 30

31 Unweighted mean scores 31

32 Weighted mean scores 32

33 Unweighted and weighted differences between ES and European School 33

34 Aspects of motivation in science Motivation in Science General interest Enjoyment Selfconcept Selfefficacy How much interest do you have in learning about the biology of plants? I generally have fun when I am learning science topics. I can easily understand new ideas in school science. How easy would it be for you to perform the following task: Describe the role of antibiotics in the treatment of disease. 34

35 Science: Interest, enjoyment, self- concept and self-efficacy 35

36 Aspects of science teaching Science Teaching Hands-on activity Interaction Student investigation Focus on applications Students spend time in the laboratory doing practical experiments Students are given opportunities to explain their ideas Students are allowed to design their own experiments The students are asked to apply a school science concept to everyday problems 36

37 Aspects of science teaching 37

38 Satisfaction of parents with the European School 38

39 PISA 2009 Outlook

40 PISA Outlook Participating countries 30 OECD-countries 37 Partner countries New participants: e.g. Dubai, Singapore, Peru, Panama, Albania Age group Students born between 1 Jan 1993 and 31 Dec 1993 Assessment period 20 April to 22 May 2009 Assessed domains Major domain: Reading Minor domains: Science and Mathematics Test languages Second-Day of Testing Option French, German, English Aim: Assess students multi-lingual competencies in French and German 40

41 Thank you very much for your attention! PISA Online: Luxembourg s PISA 2006 report: Search for PISA

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