quality and equity in educational outcomes seeing school systems through the prism of pisa...
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Quality and equity in educational outcomes
Seeing school systems through the prism of PISA
Organisation for Economic Cooperation and Development (OECD)
Campbell What Works seminar 9 November 2006
Dr. Karin ZimmerOECD / Directorate for Education
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3333 In the dark……all students, schools and education systems look the same…
But with a little light….
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But with a little light….
…important differences become apparent….
In the dark……all students, schools and education systems look the same…
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1960's 1970's 1980's 1990's
Baseline qualificationsA world of change
Approx. by % of persons with upper secondary qualfications in age groups 55-64, 45-55, 45-44 und 25-34 years
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6666 Overview
11.. The PISA approach Objectives and methods underlying OECD’s
Programme for International Student Assessment (PISA)
2.2. Where we are today - and where we can be
What PISA shows students in different countries can do with what they have learned
3.3. How we can get there Some policy levers that emerge from
international comparisons
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The PISA approach
Measuring the quality of learning outcomes
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OECD countries participating from PISA 2000
OECD countries participating from PISA from 2003
OECD partner countries participating from PISA 2000
OECD partner countries participating from PISA 2003
OECD partner countries participating from PISA 2006
PISA country participationKey features of PISA 2003 Information collected
volume of the tests– 3½ hours of mathematics assessment, less than half in
multiple-choice format– 1 hour for each of reading, science and problem
solving each student
– 2 hours on paper-and-pencil tasks (subset of all questions)
– ½ hour for questionnaire on background, learning environment, engagement and motivation
school principals– questionnaire (school demography, learning
environment quality) Coverage
PISA covers roughly nine tens of the world economy Representative samples of between 3,500 and 50,000
students
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9999Deciding whom to assess...
grade-based sample
OR
age-based sample
For PISA, the OECD countries chose the latter, selecting 15-year-olds in school as the population.
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10101010Deciding what to assess...
looking back at what students were expected to have learned
…or…
looking ahead to what they can do with what they have learned.
For PISA, the OECD countries chose the latter.
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11111111 Three broad categories of key competencies
Using “tools” interactively to engage with the
world
Acting autonomously
Interacting in diverse groups
e.g.
Using language, symbols and texts
Interacting with informationCapitalising on the potential
of technologies
e.g.
Relating well to othersCo-operating, working in
teamsManaging and resolving
conflicts
e.g.
Acting within the bigger picture
Learning strategiesTaking responsibility and understanding rights and
limits
To analyse, compare, contrast, and evaluate
To think imaginatively
To apply knowledge in real-life situations
To communicate thoughts and ideas effectively
PISA concept of literacyAccessing, managing, integrating
and evaluating written information in order to develop ones knowledge and potential,
and to participate in, and contribute to, society
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12121212Using “tools”
interactively to engage with the
world
Acting autonomously
Interacting in diverse groups
e.g.
Using language, symbols and texts
Interacting with informationCapitalising on the potential
of technologies
e.g.
Relating well to othersCo-operating, working in
teamsManaging and resolving
conflicts
e.g.
Acting within the bigger picture
Forming and conducting life plans
Taking responsibility and understanding rights and
limits
To analyse, compare, contrast, and evaluate
To think imaginatively
To apply knowledge in real-life situations
To communicate thoughts and ideas effectively
Reading literacy
Using, interpreting and reflecting on written material
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13131313Using “tools”
interactively to engage with the
world
Acting autonomously
Interacting in diverse groups
e.g.
Using language, symbols and texts
Interacting with informationCapitalising on the potential
of technologies
e.g.
Relating well to othersCo-operating, working in
teamsManaging and resolving
conflicts
e.g.
Acting within the bigger picture
Forming and conducting life plans
Taking responsibility and understanding rights and
limits
To analyse, compare, contrast, and evaluate
To think imaginatively
To apply knowledge in real-life situations
To communicate thoughts and ideas effectively
Scientific literacyUsing scientific knowledge, identifying scientific
questions, and drawing evidence-based conclusions to understand and make decisions about the natural
world
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14141414Using “tools”
interactively to engage with the
world
Acting autonomously
Interacting in diverse groups
e.g.
Using language, symbols and texts
Interacting with informationCapitalising on the potential
of technologies
e.g.
Relating well to othersCo-operating, working in
teamsManaging and resolving
conflicts
e.g.
Acting within the bigger picture
Forming and conducting life plans
Taking responsibility and understanding rights and
limits
To analyse, compare, contrast, and evaluate
To think imaginatively
To apply knowledge in real-life situations
To communicate thoughts and ideas effectively
Mathematical literacyEmphasis is on mathematical knowledge put into functional use in a multitude of different
situations in varied, reflective and insight-based ways
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Where we are - and where we can be
What PISA shows students can doExamples of the best performing countries
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16161616 Average performanceof 15-year-olds in mathematics
High mathematics performance
Low mathematics performanceGreece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Macao- China Switzerland
New Zealand
Belgium
J apan
Australia
I celandCzech Republic
SwedenFranceDenmark
I reland GermanyAustria
Slovak Republic
LuxembourgPoland Hungary
Norway
SpainUnited StatesLatvia
PortugalI taly
440
460
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500
520
540
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17171717 Mathematical literacy in PISAThe real world The mathematical World
A real situation
A model of reality A mathematical model
Mathematical results
Real results
Understanding, structuring and simplifying the situation
Making the problem amenable to mathematical
treatment
Interpreting the mathematical results
Using relevant mathematical tools to solve the problemValidating
the results
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18181818 Average performanceof 15-year-olds in mathematics
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High mathematics performance
Low mathematics performanceGreece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Macao- China Switzerland
New Zealand
Belgium
J apan
Australia
I celandCzech Republic
SwedenFranceDenmark
I reland GermanyAustria
Slovak Republic
LuxembourgPoland Hungary
Norway
SpainUnited StatesLatvia
PortugalI taly
440
460
480
500
520
540
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19191919 Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High mathematics performance
Low mathematics performanceGreece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Switzerland
New Zealand
Belgium
J apan
Australia
I celandCzech Republic
SwedenFrance
Denmark
I relandGermanyAustria
Slovak Republic
LuxembourgPolandHungary
Norway
SpainUnited States Latvia
Portugal I taly
440
460
480
500
520
540
61626
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20202020
200
500
800
-3 -2 -1 0 1 2 3
Stu
dent
perf
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ance
School performance and schools’ socio-economic background -
Germany
AdvantagePISA Index of social backgroundDisadvantage
Figure 4.13
School proportional to size
Student performance and student SES within schools
School performance and school SES
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21212121Stu
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perf
orm
ance
School performance and schools’ socio-economic background -
Denmark
AdvantagePISA Index of social backgroundDisadvantage
Figure 4.13
300
500
700
-3 -2 -1 0 1 2 3
School proportional to size
Student performance and student SES
Student performance and student SES within schools
School performance and school SES
OECD
OECD
OECD
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800
-3 -2 -1 0 1 2 3
Stu
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perf
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School performance and schools’ socio-economic background - Finland
AdvantagePISA Index of social backgroundDisadvantage
Figure 4.13
Student performance and student SES
Student performance and student SES within schools
School performance and school SES
School proportional to size
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Is it all innate ability?Variation in student performance
OECD (2004), Learning for tomorrow’s world: First results from PISA 2003, Table 4.1a, p.383.
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- 80
- 60
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- 20
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Mex
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Variation of performance
between schools
Variation of performance within
schools
Is it all innate ability?Variation in student performance in mathematics
OECD (2004), Learning for tomorrow’s world: First results from PISA 2003, Table 4.1a, p.383.
In some countries, parents can rely on high and consistent standards across schools
In Canada, Denmark, Finland, Iceland and Sweden average student performance is high…
… and largely unrelated to the individual schools in which students are enrolled.
In other countries, large performance differences among schools persist
In Austria, Belgium, Germany, Hungary, Italy, Japan, the Netherlands and Turkey, most of the performance variation among schools lies between schools…
… and in some of these countries, most notably those that are highly stratified, a large part of that variation is explained by socio-economic inequalities in learning opportunities
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How can we get there?
Levers for policy that emerge from international comparisons…
…and what countries have done with the findings
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350
400
450
500
550
600
0 10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000 90,000 100,000
Money matters but other things do too
Mexico
Greece
Portugal Italy
Spain
GermanyAustria
Ireland
United States
Norway
Korea
Czech republic
Slovak republicPoland
Hungary
Finland
NetherlandsCanada Switzerland
IcelandDenmark
FranceSweden
BelgiumAustralia
Japan
R2 = 0.28
Cumulative expenditure (US$)
Perf
orm
an
ce in
math
em
ati
cs
Spending per student is positively associated with average student performance…
…but not a guarantee for high outcomes Australia, Belgium, Canada, the Czech Republic,
Finland, Japan, Korea and the Netherlands do well in terms of “value for money”…
…while some of the big spenders perform below-average
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27272727High ambitions
and clear standards
Access to best practice and quality
professional development
Sympathy doesn’t raise standards – aspiration does PISA suggests that students and schools
perform better in a climate characterised by high expectations and the readiness to invest effort, the enjoyment of learning, a strong disciplinary climate, and good teacher-student relations– Among these aspects, students’ perception of
teacher-student relations and classroom disciplinary climate display the strongest relationships
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28282828 Challenge and support
Weak support
Strong support
Lowchallenge
Highchallenge
Strong performance
Systemic improvement
Poor performance
Improvements idiosyncratic
Conflict
Demoralisation
Poor performance
Stagnation
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29292929 Governance of the school system In many of the best performing countries
School-based decision-making is combined with devices to ensure a fair distribution of substantive educational opportunities
The provision of standards and curricula at national/subnational levels is combined with advanced evaluation and support systems
– That are implemented by professional agencies Process-oriented assessments and/or
centralised final examinations are complimented with individual reports and feed-back mechanisms on student learning progress
Standard setting and equity-related goals Key objectives:
– Raise educational aspirations, establish transparency over educational objectives, reference framework for teachers
Approaches range from definition of broad educational goals up to formulation of concise performance expectations
Some countries go beyond establishing educational standards as mere yardsticks and use performance benchmarks that students at particular age or grade levels should reach
Instruments– Minimum standards, targets defining excellence,
normative performance benchmarks
Monitoring and equity-related goals Diverging views how evaluation and assessment can
and should be used– Some see them primarily as tools to reveal best practices
and identify shared problems in order to encourage teachers and schools to improve and develop more supportive and productive learning environments
– Others extend their purpose to support contestability of public services or market-mechanisms in the allocation of resources
– e.g. by making comparative results of schools publicly available to facilitate parental choice or by having funds following students
Differences in type of performance benchmarks being used and reported for the various stakeholders involved, including parents, teachers and schools
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30303030High ambitions
Access to best practice and quality
professional development
Accountability and intervention in inverse proportion
to success
Devolved responsibility,
the school as the centre of action
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31313131 Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High mathematics performance
Low mathematics performanceGreece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Switzerland
New Zealand
Belgium
J apan
Australia
I celandCzech Republic
SwedenFrance
Denmark
I relandGermanyAustria
Slovak Republic
LuxembourgPolandHungary
Norway
SpainUnited States Latvia
Portugal I taly
440
460
480
500
520
540
61626
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32323232 Durchschnittliche Schülerleistungen im Bereich Mathematik
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High mathematics performance
Low mathematics performance
School with responsibility for deciding which courses are offered
High degree of autonomy
Low degree of autonomy Greece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Switzerland
New Zealand
Belgium
J apan
Australia
I celandCzech Republic
SwedenFrance
Denmark
I relandGermanyAustria
Slovak Republic
LuxembourgPolandHungary
Norway
SpainUnited States Latvia
Portugal I taly
440
460
480
500
520
540
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33333333 Durchschnittliche Schülerleistungen im Bereich Mathematik
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High mathematics performance
Low mathematics performance
Early selection and institutional differentiation
High degree of stratification
Low degree of stratification Greece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Switzerland
New Zealand
Belgium
J apan
Australia
I celandCzech Republic
SwedenFrance
Denmark
I relandGermanyAustria
Slovak Republic
LuxembourgPolandHungary
Norway
SpainUnited States Latvia
Portugal I taly
440
460
480
500
520
540
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34343434Strong ambitions
Access to best practice and quality
professional development
Accountability
Devolvedresponsibility,
the school as the centre of action
Integrated educational opportunities
Individualisedlearning
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35353535High ambitions
Access to best practice and quality
professional development
Accountabilityand intervention in inverse proportion
to success
Individualisedlearning
Devolved responsibility,
the school as the centre of action
Integrated educational opportunities
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36363636
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37373737Creating a knowledge-rich profession in which schools and
teachers have the authority to act, the necessary knowledge to do so wisely, and access to effective support
systems
The tradition of education systems
has been “knowledge poor”
The future of education systems needs to be
“knowledge rich”
National prescription
Professional judgement
Informed professional judgement, the teacher
as a “knowledge worker”
Informed prescription
Uninformed professional judgement, teachers working in isolation
Uninformed prescription,
teachers implement curricula
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Further informationFurther information
www.pisa.oecd.org– All national and international publications– The complete micro-level database
email: [email protected]