What can we learn from PISA?

What can we learn from PISA? PETER ADAMS Senior Manager PISA-based Test for Schools OECD ICEMEA 5-6 Nov 2017

About PISA The heart of PISA is an internationally agreed set of tests in mathematics, reading, science and other innovative domains. They are administered to representative samples of school students in the participating countries. The age of 15 years was chosen as the point of comparison because it represents the last point at which schooling is still largely universal. PISA views education from a global perspective

About PISA PISA is conducted every 3 years It commenced in 2000 (6 in series) 2000, 2003, 2006, 2009, 2012, 2015, 2018 It rotates between major and minor domains (2018 R,M,S,I 2021 R,M,S, I 2024 R,M,S,I) In 2018, 80 countries with 540,000 15-year-old students will complete the assessment Expected for 2021 100 countries For more information on PISA visit: http://www.oecd.org/pisa/

2 parts to the PISA assessment 1. Cognitive test questions 2. Background questionnaire items

http://www.oecd.org/pisa/test/

Which of the following are in your home?

Thinking about your views on mathematics: to what extent do you agree with the following statements? (SA, A, D, SD)

PISA scale

Proficiency Levels

Item Map

4 Groups of PISA Outputs PRIMARY ANALYSES SECONDARY ANALYSES LESSONS LEARNED DERIVATIVES

PISA 2015 Results Mid 2017 Early 2017 Dec 2016 Dec 2016

1. Primary Analyses PRIMARY ANALYSES

International Comparisons

PISA Results 2015 Volume I RELEASED 6 DECEMBER 2016 Summarises student performance in science, reading and mathematics, and defines and measures equity in education. It focuses on students attitudes towards learning science, including their expectations of working in science-related careers. It also discusses how performance and equity have evolved across PISAparticipating countries and economies over recent years. http://www.oecd.org/pisa/publications/

Comparing countries and economies performance in science (PISA 2015) UAE

SCIENCE PERFORMANCE IN PISA 2015 Mean science performance 550 500 450 400 Higher perfomance Higher performance Lower equity Lower performance Lower equity Singapore Estonia Japan Chinese Tapei Finland Macao (China) Canada Vietnam Hong Kong (China) B-S-J-G (China) Korea New Zealand Slovenia Germany Australia United Kingdom Netherlands Switzerland Belgium Ireland Denmark Norway Poland Portugal Austria United States Sweden France Spain Latvia Czech Rep. Russia Italy Luxembourg CABA (Argentina)Lithuania Hungary Croatia Iceland Malta Israel Slovak Rep. Greece Chile United Arab Emirates Romania Turkey Moldova Thailand Qatar Mexico Jordan Brazil Tunisia FYROM Algeria Bulgaria Uruguay Albania Trinidad and Tobago Costa Rica Colombia Montenegro Indonesia Peru Lebanon Kosovo Higher performance Higher equity Lower performance Higher equity 350 25 20 15 Dominican Rep. (332) 10 More 5 equity 0

570 Trends in science performance OECD 550 530 Student performance 510 OECD average 490 470 450 2006 2009 2012 2015

Trends 2000 2015 AUSTRALIA [Note: 30-40 points on the PISA scale is approximately equal to one year s schooling]

Indigenous Australians Difference in Science Literacy = 88 pts Difference in Reading Literacy = 83 pts Difference in Mathematics Literacy = 86 pts Noting 30-40 pts = approx. 1 year of schooling

PISA Results Volume IV Explores students' experience with and knowledge about money http://www.oecd.org/pisa/publications/

2. Secondary Analyses SECONDARY ANALYSES

PISA Results Volume II Examines how student performance is associated with various characteristics of individual schools and school systems, including the resources allocated to education, the learning environment and how school systems select students into different schools, programs and classes. http://www.oecd.org/pisa/publications/

Understanding student well being and the implications for learning

FOCUS ON STUDENT WELL BEING Volume III Describes the relationships among 15- year-old students social life, learning attitudes and performance at school. http://www.oecd.org/pisa/publications/

Key Questions What contributes to students well-being at school? Are students satisfied with their lives? What are the major threats to students well-being? What can improve students well-being? What does students life after school look like?

Bullying In 2015, UAE s index of exposure to bullying was among the higher rated PISA-participating countries and economies (Ranked 10/53 )

Key Questions and Key Findings What are the major threats to students well-being? Anxiety Bullying What can improve students well-being? Supportive teachers Positive peer relationships A disciplined learning environment Caring parents

Secondary analyses Thematic reports

Secondary analyses Thematic reports

3. Other Lessons Learned LESSONS LEARNED

What do governments do with PISA results? Undertake individual country reviews Reallocate or re-prioritise resources (especially to the disadvantaged) Establish their own national assessment programs Complement and validate national assessment data Measure outcomes of educational reforms Use PISA content to influence national assessment and curriculum frameworks Guide the setting of national proficiency standards Inform policies for immigrant students

Policy Impact of PISA www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?... http://simonbreakspear.com/wpcontent/uploads/2015/09/breakspear-pisa-paper.pdf

Myth Busting The PISA data does NOT support the following propositions: X Poverty determines educational destiny X Immigrants lower the performance of a school system X Spending more money always = equivalent improvement in educational performance X Small class sizes mean better results X The longer students go to school the better they will do

Myth Busting The PISA data does NOT support the following propositions: X Educational success is inherited X Countries do better because of their culture X Highly successful countries recruit only the highest performing students as teachers X You can raise standards through selecting students by ability (streaming or tracking policies) So what can we learn from high-performing systems?

High-performing systems 1. Convince their population that education is important and that 2. All children can achieve 3. Employ differentiated pedagogies to match student needs 4. Pay attention to how they employ and educate teachers 5. Set ambitious goals and clear standards, and then support teachers to deliver them

High-performing systems 6. Are less administratively focussed and encourage teacher collaboration and shared innovation 7. Deliver high-quality across the entire school system so that every student benefits from excellence in teaching 8. Devote resources to where they are needed most 9. Align policies and practices across the whole school system, ensure they are consistently delivered, and sustained over time

Where to start?

http://www.oecd.org/pisa/publications/ PISA in Focus

4. PISA Derivatives DERIVATIVES

http://gpseducation.oecd.org/

Bringing PISA data and findings into the classroom

PISA-based Test for Schools Provides PISA-based data and information at the school level Creates a global conversation about educational quality Facilitates school improvement and international benchmarking http://www.oecd.org/pisa/aboutpisa/pisa-based-test-for-schools.htm 150 page School Report

PISA-based TEST FOR SCHOOLS: MISSION AND VISION

USA Spain Russian Federation Participating Countries Brunei United Arab Emirates Brazil Mexico UK Colombia

Future Developments? 1. participating countries 2. Introduce PISA s innovative domain (e.g. Collaborative Problem Solving) 3. Web-based reporting v paper-based 4. online communities of professional practice 5. Online database of case material and data 6. Resources for professional learning and information sharing

https://www.pisa4u.org/

Thank you / Shukraan PETER ADAMS Senior Manager, PISA-based Test for Schools peter.adams@oecd.org www.oecd.org/edu Follow us on: @OECDEduSkills @EduSkills OECD @EduSkills OECD ICEMEA ABU DHABI 5-6 NOV 2017