1 / 25

The Results of PISA 2015

This report presents the results of the PISA 2015 survey, which examined the science, math, and reading performances of 15-year-old students in a digital data recording environment. The survey included 35 OECD and 37 partner countries, with a focus on Hungary. The report highlights the characteristics of the tasks, the novelties of the 2015 survey, and the trends in the three survey areas. It also explores the relation between family background and student performance. The report concludes with an analysis of Hungary's situation in comparison to other countries.

addie
Download Presentation

The Results of PISA 2015

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Results of PISA 2015 The science, mathematics and readingperformances of 15-year-old studentsin a digitaldatarecordingenvironment

  2. The Main Features of PISA 2015 • 35 OECD and 37 partner countries • The survey of applicableknowledgeof15-year-olds: • 5600 studentsinthe 7-10. grades of ca. 200 schoolsin Hungary wereexamined • Main field of survey: sciences • Furtherfields of survey: • Reading • Mathematics • Collaborationalproblemsolving – resultsnextspring • Hungarianstudentsproduceresultsbelowaverage, exception: 2009 • The firstfullyelectronicdatarecordingtookplacein 2015

  3. The TypicalCharacteristics of theTasks • Competences: • - scientificexplanations of phenomena • - theplanning and evaluation of scientifictests • - thescientificinterpretation of data and evidences • Types of knowledge: • - Declarationalknowledge (knowingfacts, theories, explanations) • - Proceduralknowledge (basicconcepts and proceduresinscientifictests) • - Epistemicknowledge (knowledgeaboutknowledge: whichforms of knowledgeshould be appliedto a givenproblem) • Frame of content: theprofessionalidentificationofskillsneededfor an efficientparticipationin a knowledge-basedeconomy • The contexts of tasks: • - onlynon-schoolcontextsinscientificsurveyfields • The question of measurement: Howcompetitive is theknowledgegainedinschoolintheglobaleconomy?

  4. The Novelties of PISA 2015 Changeindatarecordingprocess: - onlycomputer datarecording, exceptfor 15 countrieswhochosethe „only printed” option Changeinthecontentframework of science and intheinventory of tasks: - interactivesimulationtasks Changeinstatisticalprocedures: - the„unreachedtasks” donotcountasmistakes (Uruguay ↑) - onthe local level, tasksthatbehaveunusuallycomparedtotheinternationallevel, arecountedbylocalparameters (Korea ↓)

  5. AverageResults of Sciences, Reading and Maths

  6. ResultsintheComponentFields of Sciences

  7. ResultsintheComponentFields of Sciences

  8. TrendsinthethreeSurveyAreasThe results of 15-year-olds 2000 – 2015

  9. The Results of Boys and Girls • Sciences: No differenceonaverage, buttheboys’ resultsare more scattered, sothebest-skilledboysarebetterthanthebest-skilledgirls, whereasthedifferencebetweentheweakerboys and theweakergirls is smaller. • Mathematics: No differenceonaverage, butthebestboyscomparedtothebestgirls, theboys had betterresultsinthe PISA Maths test. • Reading: The differencebetweenthe sexes decreasedOECD-wide and in Hungary, too: 25 pointsonaverage. Buttheboys’ and thegirls’ resultsscatterthesameway, sothedifferencebetweenthebestgirlsandtheweakergirls is thesameasthedifferencebetweenthebestboys and theweakerboys.

  10. THE RELATION BETWEEN THE FAMILY BACKGROUND AND THE PERFORMANCE ACCORDING TO THE PISA

  11. The Hungarianstudentsperformbetterinsciencesthanitcould be expectedconsideringtheireconomic and culturalbackground, which is belowaverage.

  12. The InfluentialForce of theFamilyBackground • InHungary thefamilybackgroundexplains 21.6% of thedifferencesinthescienceresults. (OECD: 12.95) • Similareducationsystems: Luxembourg, France, Peru • The change of a unit inthefamilybackgroundwouldgenerate a 47-point changeinthe performance. (OECD: 39) • The influence of thefamilybackground is equallystrongorevenstrongerinthefollowingeducationsystems: Belgium, Holland, Singapore, Malta, CzechRepublic, New-Zealand, France.

  13. Hungary in PISA 2015 • The science, reading and mathematicsresults of theHungarian 15-year-olds continuestoremainbelowaverage. • Asforreading and science, theperformancesaresignificantlyweaker, asformathematics, therewas no change. • The differencebetweentheboys’ and thegirls’ performances has changed: - no differenceinmaths (earliertheboyswerebetter) - no differenceinsciences (therewas no differenceearlier) - itdecreasedinreading (thegirlsare less betterthantheboys) • The total of Hungarianstudentsperformbetter, thanitcould be expectedconsideringtheirbelow-averagefamilybackground, inspite of this, theinfluenceoffamilybackgroundoneachstudent’s performance is thegreatestamongall OECD countries.

  14. TIMSS-PISA-OKM WHY ARE THERE DIFFERENCES?

  15. ThreeDifferentSurveyswithDifferentObjectives

  16. The Results of OECD MembersthatParticipatedinboth PISA and TIMSS 2015

  17. Respective OECD countries’ participationin PISA, divisionbygradeThe participantsarelistedinorder of theiraverageresultsinsciences. There is no directcorrelationbetweenthegradewiththegreatestnumber of students and theaveragescore, but...It is interestingtocompare country pairs: Hungary-Finland: 9. grade; Hungary-Iceland: 9., 10. grades, Hungary-New Zealend: 9., 11. grades

  18. Hungary’s SituationinView of thethree Main StudentPerformance SurveysCONCLUSION

  19. Hungary’s situationinview of thethree main student performance surveys I. • The Hungarian 4. and 8.-grade studentshavean internationallyoutstandingcurricularknowledgebase. • The reading and mathsliteracy of Hungarianstudentshaveremainedunchangedsince almost a decade – accordingtothe OKM. • The 15-year-olds cannotapplytheseknowledge-basesin PISA exercises, whichmodelnon-schoolcontexts. Competitiveness? • Allthethreesurveysrevealthatthesocialcomposition of students has a stronginfluenceonthedifferencesbetweentheresults of variousinstitutions.

  20. Hungary’s situationinview of thethree main student performance surveysII. • Allthethreesurveysrevealthatthesocialcomposition of students has a stronginfluenceonthedifferencesbetweentheresults of variousinstitutions. • Therearedifferentgroups of studentsregardingtheirsocio-cultural and performance qualities, whicharedeterminedbytheentranceexams and thefinancialresources of theirhomes. • Whenthey enter thelabour market, studentsfromdisadvantagedsocio-culturalbackgroundcanprobablytake a smallershare of thepublicdues, whiletheygeneratehighersocial and healthcareexpensesatthesametime. BUT...

  21. Hungary’s situationinview of thethree main student performance surveysIII.The Hungarianschoolsystem has thepotentialtocompensateforthedisadvantagedsocialbackground of thestudentsat local level. https://www.oktatas.hu/kozneveles/meresek/kompetenciameres/kiemelkedo_teljesitmenyu_iskolak

  22. ThankYouforYourattention! • https://www.oktatas.hu/kozneveles/meresek/timss/timss_2015_meres • https://www.oktatas.hu/kozneveles/meresek/pisa/pisa_2015_meres • https://www.oktatas.hu/kozneveles/meresek/kompetenciameres/eredmenyek Source: www.oktatas.hu

More Related