PISA 2009: Evaluating Systems to Improve Education
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Sophie Vayssettes Indicators and Analysis Division, EDU, OECD
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PISA 2009: Evaluating Systems to Improve Education
- 1. Programme for International Student Assessment 1 1 Students On Line PISA 2009 Evaluating systems to improve education PISA International Student Assessment OECD Programme for Sophie Vayssettes Indicators and Analysis Division, EDU, OECD
- 2. 2 2 PISA 2009 in brief • Half a million students in 74 countries/economies covering 87% of world economy Students On Line • 2-hour test of skills that go beyond reproducing what is taught in schools • Information on student background, attitudes and PISA International Student Assessment OECD Programme for their schools + data from parents, principals and system leaders • 19 countries participated in digital reading assessment
- 3. 3 3 OECD’s computer-based assessments • PISA 2009 digital reading assessment 19 countries Students On Line • PISA 2012 43 countries • PISA 2015 Almost all countries PISA International Student Assessment OECD Programme for • PIAAC - international survey of adult skills interviewing adults aged 16-65 years in their homes – 5 000 in each participating country; literacy and numeracy skills and ability to solve problems in technology-rich environments; results will be published in 2013
- 4. 4 4 Why PISA 2009 included a digital reading assessment • “Digital reading” means reading on screen, mostly Students On Line via the Internet • Digital reading reading on line is an PISA International Student Assessment OECD Programme for increasingly important form of reading in the 21st century • Digital reading has different features to print reading and makes new demands on readers
- 5. 5 5 Why PISA 2009 included a digital reading assessment • “Digital reading” means reading on screen, mostly Students On Line via the Internet By March 2011, more than 2 billion people were using the Internet worldwide • Digital reading is an increasingly important form of PISA International Student Assessment OECD Programme for reading in the 21st century • Digital reading has different features to print reading and makes new demands on readers
- 6. 6 6 Why PISA 2009 included a digital reading assessment • “Digital reading” means reading on screen, mostly Students On Line via the Internet • Digital reading reading on line is an increasingly important form of reading in the 21st century PISA International Student Assessment OECD Programme for taxpayers fill in online forms; students search the web for information; jobseekers look up ads on employment websites; consumers order goods in online stores; people build and maintain social communities on line. • Digital reading has different features to print reading and makes new demands on readers .
- 7. 7 7 Digital reading has different features to print reading and makes new demands on readers There are different kinds of texts There are many mixed texts, including short pieces, diagrams, graphics, fragments Students On Line There are many interactive texts, where readers can change, add to, or create their own texts The reader has more responsibility, in selecting and constructing what they read There is often no guide to the order in which a text should be read – The PISA International Student Assessment OECD Programme for reader can take many pathways There is an almost infinite number of texts available The extent of a text is abstract and unknown – the reader cannot see the whole text The reader has more responsibility, in evaluating the text Traditional filters, like publishers and booksellers, are absent The reader has to ask, “Is this text useful for me?” “Do I trust this text?”
- 8. 8 8 Digital reading features and demands – How were these features implemented in PISA 2009? There are different kinds of texts Students On Line The tasks are based on a range of typical digital text types and formats The reader has more responsibility, in selecting and constructing what they read PISA International Student Assessment OECD Programme for Students often needed to navigate to find the relevant part of the text Digital reading texts included many different pages The reader has more responsibility, in evaluating the text Some tasks asked students to evaluate the text An example task
- 9. PISA Students On Line OECD Programme for International Student Assessment 9 9 Example of a PISA digital reading task (1)
- 10. PISA Students On Line OECD Programme for International Student Assessment 10 10 Example of a PISA digital reading task (2)
- 11. PISA Students On Line OECD Programme for International Student Assessment 11 11 Example of a PISA digital reading task (1)
- 12. PISA Students On Line OECD Programme for International Student Assessment 12 12 Example of a PISA digital reading task (3)
- 13. PISA Students On Line OECD Programme for International Student Assessment 13 13 Example of a PISA digital reading task (4)
- 14. PISA Students On Line OECD Programme for International Student Assessment 14 14 Example of a PISA digital reading task (5)
- 15. PISA Students On Line OECD Programme for International Student Assessment 15 15 Example of a PISA digital reading task (6)
- 16. PISA Students On Line OECD Programme for International Student Assessment 16 16 Example of a PISA digital reading task (7)
- 17. PISA Students On Line OECD Programme for International Student Assessment 17 17 Example of a PISA digital reading task (8)
- 18. PISA Students On Line OECD Programme for International Student Assessment 18 18 Example of a PISA digital reading task (9)
- 19. 19 19 Identifying key elements of digital reading Students On Line • text processing locating, interpreting and evaluating words on the screen • navigating from one screen to PISA International Student Assessment OECD Programme for another, to find relevant information
- 20. 20 20 Performance in digital reading 350 400 450 500 550 600 Korea 568 New Zealand 537 Australia 537 Students On Line Japan 519 Hong Kong-China 515 Iceland 512 Sweden 510 Ireland 509 Belgium 507 Norway 500 PISA International Student Assessment OECD Programme for OECD average 499 France 494 Macao-China 492 Denmark 489 Spain 475 Hungary 468 Poland 464 Austria 459 Chile 435 Colombia 368
- 21. PISA Students On Line OECD Programme for International Student Assessment 21 21 0 80 60 40 20 20 60 80 40 100 Korea Japan Australia Percentage of students Hong Kong-China New Zealand Macao-China Ireland Iceland Sweden Norway Belgium Denmark France OECD average - 16 Spain Poland Hungary Austria Chile How proficient are students in digital reading? Colombia
- 22. 22 22 Differences between boys and girls compared with print reading Gender difference in print reading performance (girls- boys) 50 Poland Norway Girls have a larger Sweden New Zealand advantage in print reading Iceland Austria Students On Line 40 France Japan Ireland Hungary OECD Average Macao - China Australia Korea Hong Kong -China 30 Belgium Denmark Spain PISA International Student Assessment OECD Programme for Chile 20 10 Girls have a larger advantage Colombia in digital reading 0 0 10 20 30 40 50 Gender difference in digital reading performance (girls-boys)
- 23. 23 23 Navigation • Navigation is considered to be part of the Students On Line cognitive process of digital reading • Tracking and analysing the sequences of pages PISA International Student Assessment OECD Programme for students visit provide insights into effective navigation behaviours in digital reading
- 24. 24 24 Number of relevant pages visited and Digital reading score digital reading performance 600 Korea Students On Line 550 New Zealand Australia Hong Kong Japan Iceland Ireland Sweden 500 Norway Belgium France y = 8.666x + 96.82 Macao Denmark R² = 0.958 Hungary Poland Spain PISA International Student Assessment OECD Programme for 450 Austria Chile 400 The index number of relevant pages visited describes how many of the pages judged to be relevant to a Colombia task were accessed while the student worked on that task 350 30 35 40 45 50 55 Number of relevant pages visited
- 25. 25 25 ICT questionnaire • Students’ access to and use of computers and Internet Students On Line • Their general attitudes towards and self- confidence in using computers • 29 OECD countries and 16 partner countries and economies PISA International Student Assessment OECD Programme for • Not designed to assess the quality of ICT use at school and the integration of ICT in pedagogy • Focus on students’ use of ICT to access, manage and present information
- 26. PISA Students On Line OECD Programme for International Student Assessment 26 100 0 10 20 30 40 50 60 70 80 90 Denmark Finland Iceland Norway Sweden Percentage of students Switzerland Korea Germany Australia Austria Canada Belgium 2009 Portugal Czech Republic Ireland 2000 France Italy New Zealand Israel Poland OECD average - 27 Hungary United States Spain between PISA 2000 and 2009 Greece Japan reported having a computer at home Chile 26 Changes in percentage of students who Mexico
- 27. PISA Students On Line OECD Programme for International Student Assessment 27 0.00 0.05 0.10 0.15 0.20 0.25 Austria Mean Index Norway United States New Zealand Australia Japan Sweden Hungary Korea Switzerland Denmark Belgium 2009 OECD average-25 Finland Czech Republic 2000 Iceland Ireland Portugal Italy Poland Germany Mexico between PISA 2000 and 2009 Israel Greece Spain 27 Changes in computers-per-student ratio Chile
- 28. 28 28 Digital divide by country However, some countries lag behind on digital use 100 Netherlands Norway , Denmark Australia 90 Sweden Students On Line Finland Percentage of students who use a computer at school Austria New Zealand Canada 80 Iceland Slovak Republic Czech Republic Switzerland OECD 70 Hungary PISA International Student Assessment OECD Programme for Spain Germany Ireland Italy Belgium Korea Poland 60 Japan Greece Slovenia Chile Estonia Portugal Turkey Israel 50 40 40 50 60 70 80 90 100 Percentage of students who use a computer at home
- 29. 29 29 Digital divide by socio-economic background within countries Within countries, there is a digital divide by socio-economic background of students 60 Disadvantaged students have less Panama 50 access to a computer at school Students On Line 40 Percentage difference (top - bottom) at school 30 Disadvantaged students have less access to a 20 computer at home Thailand Jordan PISA International Student Assessment OECD Programme for Serbia 10 Canada Iceland New Zealand Australia Qatar Russian Federation Turkey Sweden Finland Bulgaria Korea Trinidad and Tobago Norway Estonia Israel Lithuania Japan Denmark Slovak Republic Uruguay Hong-Kong China Czech Republic 0 Macao-China Ireland Netherlands Belgium Chile Austria Germany Liechtenstein Slovenia Switzerland Singapore Croatia Poland Hungary Greece -10 Italy Latvia Portugal -20 Disadvantaged students have more -30 access to a computer at school 0 10 20 30 40 50 60 70 Percentage difference (top - bottom) at home 80
- 30. 30 ICT use at home for leisure and digital 30 reading performance 520 Play one-player games Students On Line 510 Play collaborative online games 500 Use E-mail Digital Reading Performance 490 Chat on line PISA International Student Assessment OECD Programme for Browse the Internet for fun 480 Download music, films, games 470 or software form the Internet Publish and maintain a personal 460 page, weblog or blog Participate in online forums, virtual communities or 450 spaces never or hardly ever Once or twice a monthOnce or twice a week Everyday or almost everyday
- 31. 31 31 ICT use at home for schoolwork and digital reading performance 520 Students On Line Browse the Internet for schoolwork 510 500 Use e-mail to communicate with Digital Reading Performance other students about schoolwork 490 PISA International Student Assessment OECD Programme for Use e-mail to communicate with teachers about schoolwork 480 470 Download, upload or browse material from your school's website 460 Check the school's website for 450 announcements Never or hardly Once or twice a Once or twice a Everyday or ever month week almost everyday
- 32. 32 ICT use at school and digital reading 32 performance 520 Chat on line Students On Line 500 Use e-mail 480 Browse the Internet for schoolwork Digital Reading performance 460 Download, upload or browse material from the school's website PISA International Student Assessment OECD Programme for 440 Post your work on the school's website 420 Play simulations at school 400 Computer use at school for practice and drilling Doing individual homework on a 380 school computer Group work and communication with 360 other students Never or hardly ever Once or twice a Once or twice a Everyday or almost month week everday
- 33. 33 After accounting for performance in print 33 reading Digital reading performance Leisure at home 510 Play collaborative online games Students On Line Browse the Internet for fun 500 Schoolwork at home Browse the Internet for schoolwork at home PISA International Student Assessment OECD Programme for Use e-mail for communication with other 490 students about schoolwork At school Browse the Internet for schoolwork at school Practice and drilling 480 Never or hardly ever or twice a month or twiceEvery day or almost every day Once Once a week
- 34. 34 34 Computer use and navigation (students with above-average reading scores) Index of the number of relevant pages visited 7 Leisure at home Play collaborative online games Students On Line Browse the Internet for fun 6 Schoolwork at home Browse the Internet for schoolwork at home PISA International Student Assessment OECD Programme for 5 Use e-mail for communication with other students about schoolwork 4 At school Browse the Internet for schoolwork at school Practice and drilling 3 Never or hardly ever Once or twice a month Once or twice a week Every day or almost every day
- 35. 35 35 Some conclusions • Identifying effective strategies to teach digital reading skills is an important policy objective Ability to critically evaluate the quality and credibility of texts, integrate information from multiple texts and – crucially – navigate Students On Line effectively • ICT use at home for leisure is – up to a point – positively related to performance, navigation skills and self- confidence in completing high-level ICT tasks Parents and teachers need to encourage students to use PISA International Student Assessment OECD Programme for computers so that they can improve their navigation skills but also provide guidance on balancing time spent using computers with time for other activities • Digital reading can be a lever to reduce the gender gap The gender gap in digital reading is much smaller than in print reading, and relates to differences in navigation skills between boys and girls Reading more and reading with enjoyment promotes better reading, and better reading fosters stronger engagement .
- 36. 36 36 Some conclusions • Access to computers has improved significantly, both at home and at school, but important gaps remain between countries and social groups Students On Line Strategies that promote wider access to ICT at school can help minimise impact of social background on digital competency gaps, with possible consequences for future employment opportunities • Schools can do more to integrate ICT into learning Opportunities for students to solve problems using ICT Reading methods that improve students’ ability to distinguish PISA International Student Assessment OECD Programme for between relevant and irrelevant material, and to structure, prioritise, distil and summarise texts • ICT can… Enable students to obtain more regular feedback on their learning processes Make students more active participants in learning processes in classrooms and tailor these processes to individual students’ needs Provide students with up-to-date access to the world’s current research and thinking .
- 37. 37 37 THANK YOU Students On Line Find out more about PISA at… OECD www.pisa.oecd.org PISA International Student Assessment OECD Programme for All national and international publications The complete micro-level database Email: Sophie.Vayssettes@OECD.org