Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy

Indonesia is ranked 56th out of 65 participating countries in the Program for International Student Assessment (PISA) based on data 2015. According to PISA results, the average science score of Indonesian students is 403, where this number is categorized as low. This is because students are still in the process of understanding and have not yet fully recognized the location of their mistakes. Students can diagnose the location of their mistakes through self-diagnosis activities. Self-diagnosis activities require the active role of students during the learning process. One approach that can increase the active role of students is STEM (Science Technology Engineering Mathematics). However, research at this time is still rarely found self-diagnosis activities that are applied to the STEM approach. Therefore, this research has the aim to find out the increase in mastery of physical concepts and self-diagnosis of students on the STEM learning approach to the theory of poscal law class XI High School.This study uses a One-Group pretest-posttest design with a sample of 30 ini 11th grade highschool from one schools in Bandung. . Based on the findings, there is an increase in mastery of concepts [<g> = 0.51] from pre-test to post-test. In self-diagnosis activities identified that there are differences in scores [z = 1.75; p = 0.9599] student assessment results of researchers and self-scoring results. Deeper self-diagnosis triggers a series of implicit steps that encourage them to rearrange their cognition by correcting the mistakes they make when solving problems. So that learning activities using the STEM approach that involves self-diagnosis activities can improve students' mastery of concepts.

Download Full-text

PROBLEMS OF RUSSIAN SCHOOL EDUCATION IN PISA CONTEXT

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2021vol2.6308 ◽

2021 ◽

Vol 2 ◽

pp. 656-667

Author(s):

Iosif Zaia ◽

Ekaterina Manuylova ◽

Artur Gevorkyan ◽

Pavel Nesterov ◽

Sergei Gavrov

Keyword(s):

International Student ◽

Social Role ◽

Student Assessment ◽

School Teachers ◽

Heterogeneous Information ◽

International Student Assessment ◽

Training Courses ◽

Modern Technologies ◽

Made In

The article based on the research which aim is to clear, how common teaching practices in Russian schools affecting the decline in the results of students when performing tasks of the Programme for International Student Assessment (PISA). The authors of the article try to understand why teachers so often prefer quite old training technologies. In the course of study these problems, members of research team conducted interviews and discussions with school teachers from the Moscow region who were trained in advanced training courses at the Academy of Public Administration. Intensive interaction with teachers helped the authors to draw a conclusion that the avoiding more effective contemporary training technologies is due to certain conditions in which the teacher works. Another conclusion made in the article: teachers fail in teaching students not because they do not have enough knowledge of modern technologies and techniques or because they underestimate the importance of developing critical thinking, anthropological imagination, knowledge of meta-subject connections, the skills to understand texts and work with heterogeneous information, but because they are not ready to accept the changing social role of the school.

Download Full-text

Facilitating Reading Engagement in Shared Reading

Poetics Today ◽

10.1215/03335372-8883234 ◽

2021 ◽

Vol 42 (2) ◽

pp. 229-251

Author(s):

Mette Steenberg ◽

Charlotte Christiansen ◽

Anne Line Dalsgård ◽

Anne Maria Stagis ◽

Liv Moeslund Ahlgren ◽

...

Keyword(s):

International Student ◽

Student Assessment ◽

Shared Reading ◽

Literary Analysis ◽

Reading Engagement ◽

Literary Reading ◽

International Student Assessment ◽

Specific Practice ◽

Educational Need

Abstract This article responds to this special issue's overarching interest in the relation between modes of reading and the experiences of actual readers by analyzing how the specific practice of shared reading facilitates readers’ engagement in literary reading. The article responds both to an under-investigated dimension of the practice of shared reading, that of the role of facilitation, and to a pressing articulated and educational need to develop additional and better methodologies for fostering literary reading engagement, as existing results from the Organisation for Economic Co-operation's Programme for International Student Assessment (PISA) have demonstrated the importance of reading engagement for both academic achievement and social mobility. By linking the notion of engagement within the PISA framework with phenomenologically oriented empirical research on expressive reading and the notion of emergent thinking in existing shared reading research, the article argues for the role of the reader leader in facilitating literary engagement. These connections may inspire literary scholars to consider the link between literary analysis and the didactics of literary reading.

Download Full-text

Who is More Likely to Participate in Private Tutoring and Does it Work?: Evidence from PISA (2015)

ECNU Review of Education ◽

10.30926/ecnuroe2018010304 ◽

2018 ◽

Vol 1 (3) ◽

pp. 69-95 ◽

Cited By ~ 5

Author(s):

Xiangyi Liao ◽

Xiaoting Huang

Keyword(s):

Scientific Literacy ◽

International Student ◽

Student Assessment ◽

Hierarchical Linear Model ◽

Educational Expectations ◽

Private Tutoring ◽

School Level ◽

After School ◽

Exact Matching ◽

International Student Assessment

Purpose In recent years, private tutoring has become increasingly prevalent in China and has become both a dominant way for students to learn after school and a major component of family educational expenditure. This paper aims to analyze the factors that affect Chinese students’ participation in private tutoring and the effectiveness of private tutoring. Design/Approach/Methods We use data from the Programme for International Student Assessment (PISA) 2015 of Mainland China area and focus specifically on science-related private tutoring. Multilevel logistic model and hierarchical linear model based on coarsened exact matching (CEM) are used to conduct the investigations. Findings Empirical results show that individual level factors including student's interest in science, educational expectations, and school-level factors such as school autonomy, science-related learning resources and school size pose a significant influence on the likelihood of participation in private tutoring. Moreover, science-related private tutoring has not significantly improved the overall scientific literacy scores of students. In addition, private tutoring has widened the performance gap among students from different socioeconomic backgrounds, with students from socioeconomically advantaged family experiencing more significant gains from tutoring. Originality/Value These findings suggest that providing free high-quality tutoring to students from disadvantaged families might be an effective way of promoting educational equity.

Download Full-text

Never Waste a Crisis: Understanding the Welsh Policy Response to PISA in the Context of the Globally Structured Reform Agenda

Cylchgrawn Addysg Cymru / Wales Journal of Education ◽

10.16922/wje.19.1.11 ◽

2017 ◽

Vol 19 (1) ◽

pp. 182-191

Author(s):

Lizzie Swaffield

Keyword(s):

International Student ◽

Student Assessment ◽

Education Systems ◽

National Education ◽

Reform Agenda ◽

International Student Assessment ◽

National Education Systems ◽

Modes Of Governance ◽

The Impact

This article considers the nature of the globally structured reform agenda including the role of international organisations and the development of new supra-national modes of governance. It discusses the impact of this agenda on education policy within national education systems with a particular focus on the Organisation for Economic Cooperation and Development's (OECD) Programme for International Student Assessment (PISA) as an example of the globally structured reform agenda. It explores the role PISA has in global educational governance and in influencing the transfer of policy between education systems. Policy responses to PISA are critically discussed with a particular focus on the response in Wales. It is argued that new supra-national modes of governance shape education systems and the transfer of policy between them, but that they are also used as a tool to further domestic political agendas in order to bring about reforms.

Download Full-text

Defasagem idade-série e letramento científico no Pisa

Estudos em Avaliação Educacional ◽

10.18222/eae.v31i77.7103 ◽

2020 ◽

Vol 31 (77) ◽

pp. 393

Author(s):

Andriele Ferreira Muri Leite ◽

Alicia Maria Catalano de Bonamino

Keyword(s):

Secondary Education ◽

Linear Regression ◽

Scientific Literacy ◽

International Student ◽

Student Assessment ◽

Grade Repetition ◽

International Student Assessment ◽

Palabras Clave ◽

The Difference ◽

Brazilian Students

O artigo analisa a preparação científica de estudantes brasileiros participantes do Pisa (Programme for International Student Assessment – em português Programa Internacional de Avaliação dos Estudantes), considerando a defasagem idade-série. Foram realizadas uma análise exploratória dos resultados e uma regressão linear para investigar o efeito da variável repetência sobre o desempenho em ciências dos estudantes brasileiros. O estudo mostra que: os estudantes brasileiros estão em desvantagem em relação aos estudantes dos países da Organização para Cooperação e Desenvolvimento Econômico (OCDE); a maioria dos estudantes brasileiros não é capaz de realizar as tarefas mais simples estabelecidas pelo Pisa; a diferença entre estudantes brasileiros defasados e estudantes da OCDE alcança 150 pontos em algumas competências; apenas os estudantes brasileiros das séries finais do ensino médio atingem os níveis esperados pelo Pisa.Palavras-chave: Pisa, Brasil, Letramento Científico, Defasagem Idade-série. Distorsión de grado y edad y la competencia científica en PisaEl artículo analiza la preparación científica de los estudiantes brasileños que participan en el PISA (Programme for International Student Assessment – en español, Programa Internacional de Evaluación de Estudiantes), teniendo en cuenta la distorsión de grado y edad. Se realizó un análisis exploratorio de los resultados y una regresión lineal para investigar el efecto de la variable de repetición en el rendimiento en ciencias de los estudiantes brasileños. El estudio muestra que: los estudiantes brasileños están en desventaja en comparación con los estudiantes de los países de la Organización para Cooperación y Desarrollo Económico (OCDE); la mayoría de los estudiantes brasileños no puede realizar las tareas más simples establecidas por el PISA; la diferencia entre estudiantes brasileños que presentan distorsión de grado y edad y estudiantes de la OCDE alcanza a 150 puntos en algunas competencias; solo los estudiantes brasileños en los años finales de la escuela secundaria alcanzan los niveles esperados por el PISA.Palabras clave: Pisa, Brasil, Competencia Científica, Distorsión de Grado y Edad. Age-grade distortion and scientific literacy in PisaThe article analyzes the scientific preparation of Brazilian students participating in PISA (Programme for International Student Assessment), taking into account the age-grade distortion. An exploratory analysis of the results and a linear regression were carried out to investigate the effect of the grade repetition variable on Brazilian students’ performance in Science. The study shows that: Brazilian students are at a disadvantage compared to students from Organization for Economic Cooperation and Development (OECD) countries; the majority of Brazilian students are not able to perform the simplest tasks defined by PISA; the difference between Brazilian over-age students and OECD students reaches 150 points in some competencies; only Brazilian students in the final grades of secondary education reach the levels expected by PISA.Keywords: Pisa, Brazil, Scientific Literacy, Age-grade Distortion.

Download Full-text

Can students themselves narrow the socioeconomic-status-based achievement gap through their own persistence and learning time?

Education Policy Analysis Archives ◽

10.14507/epaa.v23.1977 ◽

2015 ◽

Vol 23 ◽

pp. 108 ◽

Cited By ~ 3

Author(s):

Haigen Huang

Keyword(s):

United States ◽

Socioeconomic Status ◽

Achievement Gap ◽

International Student ◽

Linear Models ◽

Student Assessment ◽

The United States ◽

Learning Time ◽

International Student Assessment

Despite decades of educational reforms, the achievement gap based on socioeconomic status (SES) persists in the United States. Not only does the SES-based achievement gap persist, it has also been widening. This study focused on the role of students, hypothesizing that students might reduce the SES-based achievement gap by increasing their learning time and persistence. I used both ANOVA and two-level hierarchical linear models (HLM) to analyze the Program for International Student Assessment (PISA) United States data. The findings suggested that students viewing themselves to be persistent were likely to perform better than those viewing themselves to be less persistent. Also increased time learning in school was associated with increased achievement. However, high-SES students generally spent more time learning in school and viewed themselves to be more persistent. Thus learning time and persistence were not likely to address the SES constraint on achievement for a majority of low-SES students unless schools provided them extra classes and learning opportunities.

Download Full-text

Avaliações e pesquisas educacionais internacionais: entrevista com Andreas Schleicher

Estudos em Avaliação Educacional ◽

10.18222/eae.v28i68.4848 ◽

2017 ◽

Vol 28 (68) ◽

pp. 630

Author(s):

Gabriela Moriconi ◽

Adriana Bauer

Keyword(s):

International Education ◽

Comparative Research ◽

International Student ◽

Student Assessment ◽

Educational Programs ◽

Secretary General ◽

International Student Assessment ◽

Palabras Clave ◽

International Assessment

Nesta entrevista, Andreas Schleicher, Diretor de Educação e Assessor Especial em Política Educacional da Secretaria Geral da Organização para a Cooperação e Desenvolvimento Econômico (OCDE), comenta sobre o papel da OCDE e, em especial, do Programme for International Student Assessment (PISA), no contexto educacional internacional, sua relação com atores da comunidade educacional, bem como os impactos de sua atuação. A entrevista aborda, ainda, aspectos relativos à participação do Brasil em programas e projetos educacionais da OCDE.Palavras-chave: Avaliação Internacional; Pesquisa Comparada; Pisa; OCDE. International education assessments and surveys: interview with Andreas SchleicherIn this interview, Andreas Schleicher, Director for Education and Sills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD), comments on the role of the OECD and, in particular, of the Program for International Student Assessment (PISA), in the international education context, its relationship with actors in the educational community, as well as the impacts of its performance. The interview also addresses aspects related to Brazil’s participation in OECD educational programs and projects.Keywords: International Assessment; Comparative Research; Pisa; OECD. Evaluaciones e investigaciones educativas internacionales: entrevista con Andreas SchleicherEn esta entrevista, Andreas Schleicher, Director de Educación y Asesor Especial en Política Educacional de la Secretaría General de la Organización para la Cooperación y Desarrollo Económico (OCDE), comenta sobre el papel de la OCDE y, en especial, del Programa Internacional de Evaluación de Estudiantes (PISA), en el contexto educativo internacional; su relación con actores de la comunidad educacional; así como los impactos de su actuación. La entrevista aborda asimismo aspectos relativos a la participación de Brasil en programas y proyectos educativos de la OCDE.Palabras-clave: Evaluación Internacional; Investigación Comparada; PISA; OCDE

Download Full-text

Students’ Math Self-Concept, Math Anxiety, and Math Achievement: The Moderating Role of Teacher Support

Journal of Education and Development ◽

10.20849/jed.v5i1.866 ◽

2021 ◽

Vol 5 (1) ◽

pp. 45

Author(s):

Satoshi Oda ◽

Chiaki Konishi ◽

Takashi Oba ◽

Tracy K. Y. Wong ◽

Xiaoxue Kong ◽

...

Keyword(s):

Emotional Support ◽

Teacher Support ◽

International Student ◽

Math Achievement ◽

Math Anxiety ◽

Student Assessment ◽

Self Concept ◽

Instrumental Support ◽

International Student Assessment

This study explored the moderating roles of teacher instrumental and emotional support on the association between students’ math anxiety/math self-concept and math achievement. Participants included 21,544 Canadian students aged 15 years (10,943 girls) who participated in the 2012 Program for International Student Assessment. Results indicated that instrument support and emotional support were positively associated with math achievement. A significant moderation effect was evident between instrumental support and math anxiety; higher levels of instrumental support were associated with higher math achievement at low levels of math anxiety. Emotional support did not interact with math anxiety or math self-concept. The present findings highlight the importance to consider not only individual factors (i.e., math anxiety and math self-concept) but also the role of teacher support in supporting math achievement.

Download Full-text

Acordes e dissonâncias do letramento científico proposto pelo PISA 2015

Estudos em Avaliação Educacional ◽

10.18222/eae.v28i68.4410 ◽

2017 ◽

Vol 28 (68) ◽

pp. 478

Author(s):

Andrea Mara Vieira

Keyword(s):

Scientific Literacy ◽

Large Scale ◽

International Student ◽

Assessment Tool ◽

Student Assessment ◽

Educational Standards ◽

Large Scale Assessment ◽

International Student Assessment ◽

Palabras Clave ◽

The One

A nossa proposta é investigar a existência ou não de sintonia entre o conceito acadêmico de letramento científico e aquele previsto nos documentos do Programme for International Student Assessment (PISA) e nas normas educacionais. A despeito de toda complexidade e polissemia conceitual existente em torno do conceito de alfabetização/letramento científico, desenvolvemos uma análise teórico-comparativa desse conceito na forma como é concebido pelos especialistas, em comparação com o conceito de letramento científico previsto na base avaliativa do PISA 2015, considerando também a previsão normatizada pelas políticas públicas educacionais. Ao final, identificamos menos acordes e, por variados motivos, mais dissonâncias, que podem servir como contributo para uma reflexão sobre a validade e relevância do PISA enquanto instrumento de avaliação, bem como sobre o tipo de aprendizagem a ser assegurada pelo nosso sistema educacional.Palavras-chave: Letramento Científico; Pisa; Políticas Públicas; Avaliação em Larga Escala. Acordes y disonancias del letramento científico propuesto por el PISA 2015Nuestra propuesta es investigar la existencia o no de sintonía entre el concepto académico de letramento científico y el previsto en los documentos del Programme for International Student Assessment (PISA) y en las normas educacionales. A pesar de toda la complejidad y polisemia conceptual existentes en torno al concepto de alfabetización/letramento científico, desarrollamos un análisis teórico-comparativo de dicho concepto en la forma como es concebido por los especialistas, en comparación con el concepto de letramento científico previsto en la base evaluativa del PISA 2015, considerando también la previsión normalizada por las políticas públicas educacionales. Al final, identificamos menos acordes y, por variados motivos, más disonancias, que pueden servir como contribución para una reflexión sobre la validad y relevancia del PISA como instrumento de evaluación, así como sobre el tipo de aprendizaje que nuestro sistema educacional debe asegurar.Palabras-clave: Letramento Científico; Pisa; Políticas Públicas; Evaluación en Gran Escala. Chords and dissonances of scientific literacy proposed by PISA 2015Our proposal is to investigate the harmony or lack of it between the academic concept of scientific literacy and the one stated in the documents of the Program for International Student Assessment (PISA) and in educational standards. Despite all complexity and conceptual polysemy around the concept of literacy/scientific literacy, we developed a theoretical comparative analysis of this concept as designed by experts, comparing it to the concept of scientific literacy laid down on the assessment basis of the PISA 2015, considering also the projection standardized by public educational policies. Finally, we identified less chords, and, for various reasons, more dissonance, that can serve as a contribution to discuss the validity and relevance of PISA as an assessment tool, as well as on the type of learning to be ensured by our educational system.Keywords: Scientific Literacy; Pisa; Public Policies; Large-Scale Assessment.

Download Full-text