andreas schleicher, quality of education – teachers’ professional training and development,...
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And
reas
Sc h
leic
her ,
Quali t
y o
f Ed
uc a
t ion –
Teac h
ers
’ Pro
fes s
ional Tr a
i ni n
g a
nd
Develo
pm
ent,
At h
ens,
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03
Organisation for Economic Co-Operation and Development
Indicators on the Quality of Educational PerformanceQuality of Education
Teachers’ Professional Training and Development
Athens, 2-3 June 2003
Andreas SchleicherHead, Indicators and Analysis Division
Directorate for Education
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And
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Quali t
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PISA - The OECD Programme for International Student Assessment
An assessment of the yield of education including and beyond the curriculum
Comparable skill measures that can guide policy decisions
Insights into the mix of factors which contribute to the development of knowledge and skills
and how these factors operate similarly or differently across countries
A strong substantive and cross-culturalcore for defining performance targets
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To analyse, compare, contrast, and evaluate
To think imaginatively
To apply knowledge in real-life situations
To communicate thoughts and ideas effectively
Literacy in PISAAbout the capacity of young adults to access,
manage, integrate, evaluate and reflect on written information
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Indicators on the Quality of Educational Performance
1.1. Where we are today What PISA shows about student
performance and attitudes
2.2. Where we can be What the best performing countries
show can be achieved
3.3. How we might get there
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Low Performanc
e
HighPerformanc
e
Low Social equity
Low performance
Low social equity
High performance
Low social equity
Low performance
High social equity
GermanyHungary
Czech RepublikSwitzerland
United States FranceBelgium
United KingdomAustralia
New Zealand
NorwayAustria
Denmark
Luxembourg
PortugalGreecePoland
Italy
Spain
Sweden
Ireland
Canada
Iceland
J apanKorea
Finland
430
450
470
490
510
530
550
-25 0 25
High performance
High social equity
HighSocial equity
Italy
UK
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Low Performanc
e
HighPerformanc
e
Low Social equity
Low performance
Low social equity
High performance
Low social equity
Low performance
High social equity
.
High performance
High social equity
HighSocial equity
Finland
KoreaJ apan
Iceland
Canada
Ireland
Sweden
Spain
I taly
PolandGreece
Portugal
Luxembourg
Mexico
Denmark
AustriaNorway
New ZealandAustralia
United Kingdom
BelgiumFrance
United States
SwitzerlandCzech Republik
HungaryGermany
430
450
470
490
510
530
550
-25 -20 -15 -10 -5 0 5 10 15 20 25
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Finland
KoreaJ apan
Iceland
Canada
Ireland
Sweden
Spain
I taly
PolandGreece
Portugal
Luxembourg
Mexico
Denmark
AustriaNorway
New ZealandAustralia
United Kingdom
BelgiumFrance
United States
SwitzerlandCzech Republik
HungaryGermany
430
450
470
490
510
530
550
-25 -20 -15 -10 -5 0 5 10 15 20 25
Student engagement in reading
Highest engagement
Lowest engagement
Low Performanc
e
HighPerformanc
e
Low Social equity
.
HighSocial equity
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Finland
KoreaJ apan
Iceland
Canada
Ireland
Sweden
Spain
I taly
PolandGreece
Portugal
Luxembourg
Mexico
Denmark
AustriaNorway
New ZealandAustralia
United Kingdom
BelgiumFrance
United States
SwitzerlandCzech Republik
HungaryGermany
430
450
470
490
510
530
550
-25 -20 -15 -10 -5 0 5 10 15 20 25
E.g. Learning environment and course offering
High degree of autonomy
Low degree of autonomy
% Variance between schools
Low Performanc
e
HighPerformanc
e
Low Social equity
.
HighSocial equity
7%
9%
11%
76%
75% 71
%
20%
r=.51
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Early selection and institutional stratification
Low degree of stratification
High degree of stratification
Finland
KoreaJ apan
Iceland
Canada
Ireland
Sweden
Spain
I taly
PolandGreece
Portugal
Luxembourg
Mexico
Denmark
AustriaNorway
New ZealandAustralia
United Kingdom
BelgiumFrance
United States
SwitzerlandCzech Republik
HungaryGermany
430
450
470
490
510
530
550
-25 -20 -15 -10 -5 0 5 10 15 20 25Low Performanc
e
HighPerformanc
e
Low Social equity
.
HighSocial equity
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The learning environmentInstructional climate
Percentage of 15-year-olds who report teacher: shows interest in every student‘s learning:
56% gives students an opportunity to express
opinions: 66% helps students with their work: 59% continues teaching until the students
understand: 60% does a lot to help students: 60% checks students‘ homework regularly: 54% Significant relationship with performance
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The learning environmentDisciplinary climate
Percentage of 15-year-olds who report that: students cannot work well: 19% students don‘t listen to what the teacher
says: 24% there is noice and disorder: 30% at the start of class, more than 5 minutes are
spent doing nothing: 39% Significant relationship with performance
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Overall outcomes of education
Output of institutions and
institutional performance
Quality and distribution of knowledge and
skills
System-wide structures,
resources and policies
The learning environment at
school
Teaching and learning
practices and classroom
climateIndividual attitudes,
engagement and behaviour
National educational, social and economic context
Community and school
characteristics
Student learning
conditions and teacher working
conditions
Background of the learners
How we might get thereOutputs
and Outcomes
Impact of Learning
Policy LeversThat shape Outcomes
Antecedentsthat
contextualise or constrain policy
Country or system
Schools and other
institutions
Instructional settings
Individual learner
Quality of instructional
delivery
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Quali t
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Further information
www.oecd.org www.pisa.oecd.org email: [email protected]
…and remember:
Without data, you are just another person with an opinion
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And
reas
Sc h
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her ,
Quali t
y o
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Teac h
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fes s
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g a
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Develo
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Quali t
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0
10
20
30
40
50
60
70
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100U
nite
d S
tate
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Sw
itze
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Cze
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Ger
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Den
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Nor
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Slo
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Rep
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Sw
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Jap
an
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3
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Fin
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Icel
and
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gium
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55-64 45-54 35-44 25-34
The expansion of upper secondary educationPercentage of the population that has attained at least upper
secondary education, by age group
13
151822
24
21
15
1
4
5
812
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- 30
- 10
10
30
50
70
90
110
130
150
170Ge
rman
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I tal
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J apa
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d St
ates
Unite
d Ki
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a
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Is it all innate ability?Variation in student performance
164-9
83-10
75-9
2221-25
2119-24
1610-20
10
9-11
1917-21
53-9
1717
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- 100
- 80
- 60
- 40
- 20
0
20
40
60
80
100Ge
rman
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I tal
y
J apa
nUnite
d St
ates
Unite
d Ki
ngdo
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a
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d
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n
Finlan
d
Swed
en
164-9
83-10
75-9
2221-25
2119-24
1610-20
10
9-11
1917-21
53-9
Is it all innate ability?Variation in student performance
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- 100
- 80
- 60
- 40
- 20
0
20
40
60
80
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rman
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J apa
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d St
ates
Unite
d Ki
ngdo
m
Kore
a
I relan
d
Spai
n
Finlan
d
Swed
en
Variation of performance
between schools
Variation of performance within
schools
164-9
83-10
75-9
2221-25
2119-24
1610-20
10
9-11
1917-21
53-9
Is it all innate ability?Variation in student performance