pisa 2009 evaluating systems to improve education
DESCRIPTION
The 2009 Programme for International Student Assessment (PISA) results were released by the Organisation for Economic Co-Operation and Development (OECD) on December 7 in Paris, France. During a live webcast on December 7, Andreas Schleicher of the OECD presented the results of the study including performance results and an analysis of the common elements of high-performing education systems.TRANSCRIPT
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PISA 2009 Evaluating systems to improve education
Andreas Schleicher Special advisor to the Secretary-General on Education Policy
Head of the Indicators and Analysis Division, EDU
Programme for International Student Assessment
The yardstick for success is no longer improvement by national standards alone but the best performing education systems
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1998 PISA countries in 2000 2001 2003 2006 2009 77% 81% 83% 85% 86% Coverage of world economy 87%
PISA 2009 in brief
Over half a million students… representing 28 million 15-year-olds in 74* countries/economies
… took an internationally agreed 2-hour test… Goes beyond testing whether students can
reproduce what they were taught…
… to assess students’ capacity to extrapolate from what they know and creatively apply their knowledge in novel situations
… and responded to questions on… their personal background, their schools
and their engagement with learning and school
Parents, principals and system leaders provided data on… school policies, practices, resources and institutional factors
that help explain performance differences . * Data for Costa Rica, Georgia, India, Malaysia, Malta, Mauritius, Venezuela and Vietnam will be published in December 2011
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1998 PISA countries in 2000 2001 2003 2006 2009 77% 81% 83% 85% 86% Coverage of world economy 87%
PISA 2009 in brief
PISA seeks to… … Support governments to prepare students…
… to deal with more rapid change than ever before…
… for jobs that have not yet been created…
… using technologies that have not yet been invented…
… to solve problems that we don’t yet know will arise
… Provide a basis for policy dialogue and global collaboration in defining and implementing educational goals, policies and practices
– Show countries what achievements are possible
– Help governments set policy targets in terms of measurable goals achieved elsewhere
– Gauge the pace of educational progress
– Facilitate peer-learning on policy and practice .
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How the demand for skills has changed
Economy-wide measures of routine and non-routine task input (US)
40
45
50
55
60
65
1960 1970 1980 1990 2002
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interactive
(Levy and Murnane)
Mea
n ta
sk inp
ut a
s pe
rcent
iles
of th
e 1
96
0 t
ask
dis
trib
utio
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The dilemma of schools: The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource
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What 15-year-olds can do
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Average performance of 15-year-olds in reading – extrapolate and apply
High reading performance
Low reading performance
… 17 countries perform below this line
Shanghai-China
Korea Finland Hong Kong-China
Singapore Canada
New Zealand Japan
Australia
Netherlands Belgium Norway , Estonia Switzerland Poland, Iceland United States Liechtenstein Sweden Germany,
Ireland France, Chinese Taipei Denmark United Kingdom Hungary, Portugal
Macao-China Italy Latvia
Slovenia Greece Spain
Czech Republic Slovak Republic, Croatia Israel Luxembourg,
Austria Lithuania Turkey
Dubai (UAE) Russian Federation
Chile
Serbia 440.000
460.000
480.000
500.000
520.000
540.000
560.000
1525354555
Northeast
Midwest
West
South
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Average performance of 15-year-olds in science – extrapolate and apply
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 reading performance
Low reading performance
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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 reading performance
Low reading performance
Australia Belgium
Canada
Chile Czech Rep
Denmark Finland
Germany
Greece
Hungary Iceland
Ireland Israel
Italy
Japan Korea Luxembourg
Mexico
Netherlands New Zealand
Norway
Poland Portugal Spain Sweden Switzerland
UK US
2009
1525354555
2009
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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 reading performance
Low reading performance
Australia Belgium
Canada
Chile Czech Rep
Denmark Finland
Germany
Greece
Hungary Iceland
Ireland Israel
Italy
Japan Korea Luxembourg
Mexico
Netherlands New Zealand
Norway
Poland Portugal Spain Sweden Switzerland
UK US
2009
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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 reading performance
Low reading performance
Australia Belgium
Canada
Chile Czech Rep
Denmark Finland
Germany
Greece
Hungary Iceland
Ireland Israel
Italy
Japan Korea Luxembourg
Mexico
Netherlands New Zealand
Norway
Poland Portugal Spain Sweden Switzerland
UK US
2000
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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 reading performance
Low reading performance
Australia Belgium
Canada
Chile Czech Rep
Denmark Finland
Germany
Greece
Hungary Iceland
Ireland Israel
Italy
Japan Korea Luxembourg
Mexico
Netherlands New Zealand
Norway
Poland Portugal Spain Sweden Switzerland
UK US
2000
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Quality differences between schools
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100
80
60
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20
40
60
80
100
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Variability in student performance between and within schools
Variance
Performance variation of students within schools
Performance differences between schools
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Does a more unequal society necessarily imply a more inequitable education system ?
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Iceland
Japan
Argentina
Thailand
Peru
Russian Federation Italy
Norway
Lithuania
Colombia
Macao-China
Netherlands
Bulgaria
Germany
Switzerland
Belgium
United Kingdom Romania
Denmark Singapore
Sweden
Albania Latvia
Brazil Croatia
Israel
Kazakhstan
Panama
Montenegro
Finland
Luxembourg
Austria
Turkey
Kyrgyzstan
Uruguay
Canada
Poland
Portugal
Spain
Mexico
Greece
Hungary
Korea
Czech Republic Slovak Republic
Hong Kong-China
Tunisia
Estonia
Jordan
Qatar
Ireland
Chile
United States
Azerbaijan
France New Zealand
Indonesia
Serbia
Slovenia
Trinidad and Tobago
Australia
0
5
10
15
20
25
30
0.20.250.30.350.40.450.50.550.6OECD a
vera
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OECD average
Perc
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age
of
explained v
arianc
e in
stud
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perf
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e
Income inequality (Gini-coefficient)
Low income equality
High educational equity
Low income equality Low educational equity
High income equality High educational equity
High income equality Low educational equity
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How do social background and learning outcomes interact?
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350
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School performance and socio-economic background United States
Stu
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Advantage PISA Index of socio-economic background Disadvantage
School performance and schools’ socio-economic background
Student performance and students’ socio-economic background within schools
Private school
Public school in rural area
Public school in urban area
700
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10
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n
Percentage of resilient students among disadvantaged students %
More than 30% resilient students among
disadvantaged students
Between 15%-30% of resilient students among
disadvantaged students
Less than 15% resilient students among
disadvantaged students
Resilient student: Comes from the bottom quarter of the socially most disadvantaged
students but performs among the top quarter of students internationally (after accounting for
social background)
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Does it all matter?
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Level 2Level 3
Level 4Level 5
02468
101214161820
Age 19
Age 21
Age 21
Increased likelihood of postsec. particip. at age 19/21 associated with PISA reading proficiency at age 15 (Canada) after accounting for school engagement, gender, mother tongue,
place of residence, parental, education and family income (reference group PISA Level 1)
Odds ratio higher education entry
10
2
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What does it all mean?
10
3
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Some lessons from successful
systems
10
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Lessons from PISA on successful
education systems
A commitment to education and the belief that competencies can be learned and therefore all children can achieve Universal educational standards and
personalisation as the approach to heterogeneity in the student body…
… as opposed to a belief that students have different destinations to be met with different expectations, and selection/stratification as the approach to heterogeneity
Clear articulation who is responsible for ensuring student success and to whom
10
7
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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 reading performance
Low reading performance
2009
Early selection and institutional differentiation
High degree of stratification
Low degree of stratification
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8
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Lessons from PISA on successful
education systems
Clear ambitious goals that are shared across the system and aligned with high stakes gateways and instructional systems Well established delivery chain through which
curricular goals translate into instructional systems, instructional practices and student learning (intended, implemented and achieved)
High level of metacognitive content of instruction
10
9
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Schools with less autonomy
Schools with more autonomy
480
490
500
Systems with
standards-based
exams
Systems without
standards-based
exams
483
School autonomy in resource allocation
System’s accountability arrangements
PISA score in reading
School autonomy, standardised exams and student performance
11
0
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Lessons from PISA on successful
education systems
Capacity at the point of delivery Attracting, developing and retaining high quality
teachers and school leaders and a work organisation in which they can use their potential
Instructional leadership and human resource management in schools
Keeping teaching an attractive profession
System-wide career development
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1
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Lessons from PISA on successful
education systems
Incentives, accountability, knowledge management Aligned incentive structures
For students How gateways affect the strength, direction, clarity and nature of
the incentives operating on students at each stage of their education
Degree to which students have incentives to take tough courses and study hard
Opportunity costs for staying in school and performing well
For teachers Make innovations in pedagogy and/or organisation
Improve their own performance and the performance of their colleagues
Pursue professional development opportunities that lead to stronger pedagogical practices
A balance between vertical and lateral accountability
Effective instruments to manage and share knowledge and spread innovation – communication within the system and with stakeholders around it
A capable centre with authority and legitimacy to act
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6
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Schools with less autonomy
Schools with more autonomy
480
490
500
Systems with more
accountability Systems with less
accountability
495
School autonomy in resource allocation
System’s accountability arrangements
PISA score in reading
School autonomy, accountability and student performance
Impact of school autonomy on performance in systems with and without accountability arrangements
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1
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Public and private schools
0 20 40 60 80 100
AustraliaAustriaCanada
ChileCzech Republic
DenmarkEstoniaFinland
GermanyGreece
HungaryIcelandIreland
IsraelItaly
JapanKorea
LuxembourgMexico
NetherlandsNew Zealand
NorwayPoland
PortugalSlovak Republic
SloveniaSpain
SwedenSwitzerland
TurkeyUnited Kingdom
United StatesArgentina
BrazilHong Kong-China
IndonesiaJordan
Russian FederationShanghai-China
SingaporeChinese Taipei
Government schools
Government dependent private
Government independent private
-150 -100 -50 0 50 100
Observed performance difference
Difference after accounting for socio-economic
background of students and schools
Private schools perform better
Public schools perform better
%
Score point difference
12
3
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Lessons from PISA on successful
education systems Investing resources where they can make
most of a difference Alignment of resources with key challenges (e.g.
attracting the most talented teachers to the most challenging classrooms)
Effective spending choices that prioritise high quality teachers over smaller classes
12
4
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Lessons from PISA on successful
education systems
A learning system An outward orientation of the system to keep
the system learning, international benchmarks as the ‘eyes’ and ‘ears’ of the system
Recognising challenges and potential future threats to current success, learning from them, designing responses and implementing these
12
5
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Lessons from PISA on successful
education systems
Coherence of policies and practices Alignment of policies
across all aspects of the system
Coherence of policies over sustained periods of time
Consistency of implementation
Fidelity of implementation (without excessive control)
12
6
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Some students learn at high levels All students need to learn at high levels
Student inclusion
Routine cognitive skills, rote learning Learning to learn, complex ways of thinking, ways of working
Curriculum, instruction and assessment
Few years more than secondary High-level professional knowledge workers
Teacher quality
‘Tayloristic’, hierarchical Flat, collegial
Work organisation
Primarily to authorities Primarily to peers and stakeholders
Accountability
Education reform trajectories
The old bureaucratic system The modern enabling system
12
7
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Beyond schooling
12
8
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Performance difference between students who had attended pre-primary school for more than one year and those who did not
Sco
re p
oin
t d
iffe
ren
ce
0
20
40
60
80
100
120
Isra
el
Sin
gap
ore
Belg
ium
Qata
rM
ac
ao
-Ch
ina
Italy
Fra
nce
Ho
ng
Ko
ng
-Ch
ina
Sw
itzerl
an
dD
en
mark
Un
ite
d K
ing
do
mL
iech
ten
ste
inD
ub
ai
(UA
E)
Gre
ec
eK
yrg
yzs
tan
Uru
gu
ay
Arg
en
tin
aS
han
gh
ai-
Ch
ina
Germ
an
yS
pain
New
Zea
lan
dA
ustr
alia
Slo
va
k R
ep
ub
lic
Sw
ed
en
Bra
zil
Hu
ng
ary
Lu
xem
bo
urg
Me
xic
oT
haila
nd
Tri
nid
ad
an
d T
ob
ag
oC
an
ad
aO
EC
D a
ve
rag
eC
hin
ese
Ta
ipe
iIn
do
nesia
Po
lan
dIc
ela
nd
Kazak
hsta
nP
an
am
aR
om
an
iaC
zech
Rep
ub
lic
Jap
an
Tu
nis
iaP
eru
Au
str
iaJ
ord
an
Bu
lgari
aN
orw
ay
Alb
an
iaA
zerb
aij
an
Ru
ss
ian
Fe
dera
tio
nC
olo
mb
iaP
ort
ug
al
Ch
ile
Un
ite
d S
tate
sL
ith
ua
nia
Tu
rkey
Serb
iaM
on
ten
eg
roN
eth
erl
an
ds
Irela
nd
Slo
ve
nia
Cro
ati
aF
inla
nd
Ko
rea
Latv
iaE
sto
nia
Observed performance advantage
Performance advantage after accounting for socio-economic factors
12
9
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Parental support
at the beginning of primary school
0
10
20
30
40
50
60
70
Lit
hu
an
ia
Ho
ng
Ko
ng
-Ch
ina
Macao
-Ch
ina
Cro
ati
a
Po
rtu
gal
Italy
Pan
am
a
Ch
ile
Ko
rea
Den
mark
Hu
ng
ary
Qata
r
Ge
rma
ny
New
Zeala
nd
Sco
re p
oin
t d
iffe
ren
ce
Score point difference between students whose parents often do (weekly or daily) and those who do not:
“read books"
13
0
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-10
0
10
20
30
40
50
60L
ith
uan
ia
Germ
an
y
Den
mark
Cro
ati
a
Ho
ng
Ko
ng
-Ch
ina
Ko
rea
Macao
-Ch
ina
Po
rtu
gal
Hu
ng
ary
New
Zeala
nd
Ch
ile
Italy
Pan
am
a
Qata
r
Sco
re p
oin
t d
iffe
ren
ce
Parental support at the beginning of
primary school Score point difference between students whose parents often do
(weekly or daily) and those who do not:
"talk about what they had done"
13
1
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0
5
10
15
20
25
30
35
Lit
hu
an
ia
Pan
am
a
Ko
rea
Maca
o-C
hin
a
Hu
ng
ary
Ho
ng
Ko
ng
-Ch
ina
Ge
rman
y
Cro
ati
a
Po
rtu
gal
Ch
ile
Den
mark
New
Ze
ala
nd
Ita
ly
Qata
r
Sco
re p
oin
t d
iffe
ren
ce
Parental support at age 15 Score point difference between students whose parents often do
(weekly or daily) and those who do not:
"discuss books, films or televisions programmes"
13
2
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10
Thank you !
Find out more about PISA at…
OECD www.pisa.oecd.org – All national and international publications
– The complete micro-level database
U.S. White House www.data.gov
Email: [email protected]
… and remember:
Without data, you are just another person with an opinion