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Hamidy, Anwaril, and Jailani Jailani. "Kemampuan proses matematis siswa Kalimantan Timur dalam menyelesaikan soal matematika model PISA." Jurnal Riset Pendidikan Matematika 6, no. 2 (November 28, 2019): 133–49. http://dx.doi.org/10.21831/jrpm.v6i2.26679.
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Penelitian ini bertujuan untuk mendeskripsikan kemampuan proses matematis siswa Kalimantan Timur dalam menyelesaikan soal matematika model PISA (Programme for International Students Assessment). Penelitian ini dilakukan terhadap 300 siswa kelas IX SMP Kalimantan Timur yang belum pernah mewakili Indonesia sebagai sampel PISA bidang Matematika. Siswa tersebut tersebar dari tiga level sekolah (rendah, sedang, tinggi) yang ditentukan berdasarkan hasil Ujian Nasional 2016 pada mata pelajaran matematika. Pengumpulan data menggunakan 16 butir soal matematika model PISA (α = 0,835) yang mencakup tiga proses matematis: formulate, employ dan interpret. Kemampuan siswa dianalisis berdasarkan mean measure logit dan selanjutnya ditransformasi ke skala dan level kemampuan matematika PISA, sehingga dapat dibandingkan dengan rata-rata kemampuan siswa Indonesia dan negara OECD dalam studi PISA. Hasil analisis data menunjukkan bahwa kemampuan siswa Kalimantan Timur berada di bawah rata-rata negara OECD. Namun hasil tersebut lebih baik dibandingkan capaian skor siswa Indonesia yang menjadi sampel pada PISA 2015. Berdasarkan kemampuan dalam proses matematis, kemampuan siswa dari level tinggi ke rendah berturut-turut adalah formulate, employ dan interpret. Selain itu, kemampuan proses formulate siswa Kalimantan Timur dari sekolah kategori tinggi di atas rata-rata negara OECD. East kalimantan students’ mathematical process proficiency in solving PISA-like mathematicsAbstractThis study was aimed to describes East Kalimantan students’ mathematical processes proficiency in solving a PISA-like mathematics test. The study was carried out with 300 East Kalimantan ninth-grade students who haven’t represented Indonesia as Mathematics PISA samples. The students were spread across three school levels (low, medium, high) determined based on the results of the 2016 National Examination in mathematics. Data collection uses 16 items of PISA-like mathematics test (α = 0.835) which includes three mathematical processes: formulate, employ, and interpret. Student proficiency was analyzed based on mean measure logit and subsequently transformed to the scale and level of PISA mathematics proficiency so that it can be compared with the average proficiency of Indonesian students and OECD countries in the PISA study. The results of the data analysis show that the average proficiency of East Kalimantan students is below the average of OECD countries. However, these results are better than the average score of Indonesian students who were sampled at PISA 2015. Based on proficiency in the mathematical process, the proficiency of students from high to low levels consecutively namely: formulate, employ, and interpret. In addition, proficiency in the formulating of East Kalimantan students from high-level schools is above the average of OECD countries.
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Lingard, Bob, and Sam Sellar. "Representing Your Country: Scotland, PISA and New Spatialities of Educational Governance." Scottish Educational Review 46, no. 1 (March 13, 2014): 5–18. http://dx.doi.org/10.1163/27730840-04601002.
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This paper focuses on the rescaling and re-spatialization of policy and governance in education, including the constitution of a global education policy field. It deals with the changing education policy work of the OECD, particularly the influential Programme for International Student Assessment (PISA). We argue that PISA has become the most successful OECD ‘product’ and as such has become the prototype for other OECD developments, including PISA-Based tests for schools, PISA for development, PIACC and AHELO. These developments help constitute a global education policy field and contribute to the production of a global data infrastructure in education. At the same time, they also have impacts on other spatial relations, including sub-national and local effects in schooling. For example, the PISA-based test for schools programme can be used directly by schools and sub-national systems as part of the new policy spaces in education. In this paper, we document the role of the OECD’s education work in respect of these matters. We focus specifically on a video, PISA 2012 - Representing Your Country, produced by the Scottish Department of Education and anchored by the Scottish National Party Minister for Education. The aim of the video is to inspire the participation and strong performance of Scottish students in the 2012 PISA sample. As we will show, using a ‘videological analysis’, this video demonstrates how Scottish independence and nationalism involve reaching out to draw on the expertise of supranational organisations such as the OECD, while at the same time the OECD is reaching in to nations to shape policy agendas in sub-national spaces.
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Pratiwi, Pratiwi. "Mengungkap Kebijakan Negara Berkinerja Tinggi Dalam Pendidikan." Jurnal Wacana Kinerja: Kajian Praktis-Akademis Kinerja dan Administrasi Pelayanan Publik 23, no. 1 (June 25, 2020): 119. http://dx.doi.org/10.31845/jwk.v23i1.679.
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Dalam kurun beberapa waktu, The Organisation for Economic Co-operation and Development (OECD) melakukan studi asesmen terhadap kinerja murid berusia 15 tahun dalam matematika, ilmu pengetahuan, dan pemahaman membaca. Studi yang dimulai pada tahun 2000 tersebut dinamai The Programme for International Student Assessment (PISA). Hasil PISA berwujud dalam pemeringkatan performa negara anggota OECD dan non-anggota OECD. Negara yang berada pada peringkat tertinggi merepresentasikan performa dan pemahaman murid yang cukup komprehensif pada bidang mata pelajaran yang diukur. Pada 2018, Indonesia berada pada peringkat 74 dari 79 negara yang diukur. Artinya, siswa Indonesia yang menjadi sampel dalam studi tersebut kurang dapat memahami matematika, sains dan materi bacaan yang diujikan. Ini menjadi sebuah pekerjaan rumah besar bagi pemerintah untuk segera memperbaiki kondisi tersebut. Namun, apakah PISA merupakan ukuran yang cukup komprehensif untuk mengukur kinerja pemerintah sebenarnya? Pembuat kebijakan sering mengutip hasil pemeringkatan PISA tersebut sebagai alat politis dan bahan penyusunan kebijakan. Melalui buku ini, Lucy Crehan penulisnya meninjau PISA secara kritis melalui studi etnografi di lima negara yang berada pada peringkat teratas PISA yakni Finlandia, Jepang, Singapura, Tiongkok, dan Kanada
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Kangro, Ilze, Andris Kangro, and Rita Kiseļova. "READING COMPETENCE AND ENGAGEMENT OF LATVIAN STUDENTS IN THE VIEW OF OECD PISA 2018 RESULTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 274. http://dx.doi.org/10.17770/sie2020vol3.4883.
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Students' reading competence determines the achievements of learners in all areas of school education as well as in their further education, professional activity and life. The results of the OECD Program for International Student Assessment - OECD PISA 2018 confirm the need to improve reading competence in Latvia (OECD, 2019).The aim of the study is to analyze the achievement of Latvia's fifteen-year-old students in OECD PISA 2018 and the previous international program cycles in relation to students' reading engagement and its changes. Reading engagement significantly influences not only students' reading competence but are in themselves one of the goals of modern education (Guthrie & Wigfield, 2000; Guthrie, Klauda & Ho, 2013). The study will use the OECD PISA international databases for statistical analysis the data of Latvia and other countries for comparisons with OECD averages, and especially with the attitudes and achievements of Estonian and Finnish students. The analysis of the first results shows that the promotion of reading engagement among Latvian students, especially boys, is one of the factors for increasing reading competence.
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Imre, Anna, and László Ostorics. "Kiemelt OECD-programok magyarországi tapasztalatai." Educatio 30, no. 4 (January 31, 2022): 654–70. http://dx.doi.org/10.1556/2063.30.2021.4.7.
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Összefoglaló. Az OECD hatást gyakorol tagországai oktatásügyére, amit elsősorban puha eszközökkel ér el. Ezek között az eszközök között előkelő helyen áll az oktatási indikátorok gyűjtése és szolgáltatása, valamint az ezt kiegészítő és kiszolgáló folyamat: a nemzetközi méréseken keresztüli adatgyűjtés, elemzés és disszemináció. A felsorolt tevékenységek gazdája és eredője is az INES (Indicators for Education Systems) program: az OECD által jelenleg működtetett három nagy mérési vállalkozás, a 15 évesek teljesítményét mérő PISA (Programme for International Student Assessment), a tanítási-tanulási folyamat körülményeit vizsgáló TALIS (Teaching and Learning Internationaly Survey), valamint a felnőttek kompetenciamérése, a PIAAC (Programme for International Assessment of Adult Competencies) egyaránt ennek is köszönheti létrejöttét. A tanulmány bemutatja a TALIS és a PISA fejlődését, mint két példát az OECD-n belül megfigyelhető fejlődési modellekre. Magyarország különböző gyakorisággal és lelkesedéssel vett részt ezekben a programokban. A PISA-ciklusokban való részvételünk 2000 óta állandó, a TALIS eddigi három alkalmából csak kettőben vettünk részt, a PIAAC-ot pedig eddig egyszer bonyolította le teljes egészében az OECD – természetesen magyar részvétellel. Így arra, hogy maradandó hatást gyakorolhasson a magyar oktatásügyre, eddig csak a PISA-nak volt valódi lehetősége. Ez a hatás pedig abban érhető tetten, hogy a mérésben való részvételünkkel párhuzamosan és részben az így létrejövő tudástranszfernek köszönhetően Magyarország kialakított egy olyan mérési rendszert, amely évente történő adatszolgáltatással segíti elő a tényeken alapuló döntéshozatalt a szülőitől az iskolain és a fenntartóin keresztül egészen az oktatáspolitikai szintig. Summary. The OECD does have an impact on the education of its member countries, which it achieves primarily through soft means. Among these tools, the collection and publication of educational indicators and data collection, analysis and dissemination through international measurements are prominent. The INES (Indicators for Education Systems) program is responsible for and is also a source of these activities. The inception of all three large-scale assessments currently operated by the OECD: PISA (the Program for International Student Assessment), TALIS (Taching and Learning International Survey) and PIAAC (Program for International Assessment of Adult Competencies) can be attributed to this. The paper shows the emergence of both TALIS and PISA as examples of two different ways of assessment development within the OECD. Hungary participated in these programs with different frequency and enthusiasm. Our participation in PISA cycles has been constant since 2000, on the other hand we have only participated in two of the three TALIS events, and PIAAC has so far been conducted entirely by the OECD only once - with Hungarian participation, of course. Thus, only PISA has had a real opportunity to have a lasting impact on the Hungarian education system. This effect can be seen in the fact that, in parallel with our participation in the assessment program and partly due to the ensuing knowledge transfer, Hungary has developed a national assessment system that promotes evidence-based decision-making from parents andschools through maintainers to the education policy level.
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Mazurek, Jiri, Carlos Fernández García, and Cristina Pérez Rico. "Inequality and Students’ PISA 2018 Performance: a Cross-Country Study." Comparative Economic Research. Central and Eastern Europe 24, no. 3 (September 21, 2021): 163–83. http://dx.doi.org/10.18778/1508-2008.24.27.
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The aim of this paper was to investigate the relationship between countries’ PISA study results from 2018 and a set of indices related to socio-economic inequality, such as the Gini index, human development index, or gender inequality index, along with purely economic variables, such as GDP per capita and government expenditure on education. The study covered 70 countries, consisting of 37 OECD countries and 33 non-OECD countries. Research methods included multivariate linear regression models, k-means clustering, and hierarchical clustering. Our findings revealed that the Gini index was statistically insignificant, indicating income inequality had little effect on students’ PISA performance. On the other hand, the gender inequality index was the single most statistically significant explanatory variable for both OECD and non-OECD countries. Therefore, our recommendation for policymakers is simple: increase students’ PISA performance, thus enhancing countries’ human capital and competitiveness, and focus on decreasing gender disparity and the associated loss of achievement due to gender inequality.
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Giberti, Chiara, and Andrea Maffia. "Mathematics educators are speaking about PISA, aren’t they?" Teaching Mathematics and its Applications: An International Journal of the IMA 39, no. 4 (February 2, 2020): 266–80. http://dx.doi.org/10.1093/teamat/hrz018.
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Abstract This paper sets out to explore the different uses made of Organisation for Economic Co-operation and Development Program for International Student Assessment (OECD-PISA) tests and data in mathematics education research. Through a comprehensive literature review of journals and conference papers, we show that although a large variety of topics is addressed, they do not cover all the topics considered in mathematics education research. Analysing the temporal and geographical distribution of papers, we find that there is increasing interest in the use of PISA in our field of research and that different countries are involved in different ways in mathematics education research about PISA. As a conclusion, we suggest that critical research into the effect of PISA can be developed further, especially in those countries that have joined the OECD survey in recent years. Other future research paths using data from PISA are detected.
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Robertson, Susan L. "Provincializing the OECD-PISA global competences project." Globalisation, Societies and Education 19, no. 2 (February 11, 2021): 167–82. http://dx.doi.org/10.1080/14767724.2021.1887725.
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Meyer, Heinz-Dieter. "The OECD as Pivot of the Emerging Global Educational Accountability Regime: How Accountable are the Accountants?" Teachers College Record: The Voice of Scholarship in Education 116, no. 9 (September 2014): 1–20. http://dx.doi.org/10.1177/016146811411600907.
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Background/Context PISA has catapulted the OECD—an organization whose mission is the global growth of market economies—to a central role in international education policy making, rivaling and sometimes outdoing the various national governments in influence. While claiming scientific evidence as the basis for the accountability regime it promotes, the policy frameworks and principles it has adopted over the past two decades are rooted in ideas about the superiority of market mechanisms that are contested in many member nations. Yet, while exerting strong influence on national educational practices in pursuit of a narrow and contested policy agenda, it is not easily influenced through established democratic processes. Purpose In this paper, I discuss key OECD ideological and policy shifts that form the background for PISA. Secondly, I focus on the OECD's governance mechanisms and the obstacles it presents to public scrutiny. Research Design Drawing on recent scholarship on the power of transnational policy networks to influence national policy through the soft power of epistemic communities, this paper analyzes policy documents and relevant research from OECD and PISA to identify ideological commitments and configurations of power that form the backdrop for PISA. Conclusion I propose that in a world of global policy making, the influence of organizations like the OECD highlights deficits in the constitution of the global democratic public sphere that would foster the accountability of these organizations.
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Widjaja, Wanty. "Towards Mathematical Literacy in the 21st Century: Perspectives from Indonesia." Southeast Asian Mathematics Education Journal 1, no. 1 (November 28, 2011): 75–84. http://dx.doi.org/10.46517/seamej.v1i1.12.
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The notion of mathematical literacy advocated by PISA (OECD, 2006) offers a broader conception for assessing mathematical competences and processes with the main focus on the relevant use of mathematics in life. This notion of mathematical literacy is closely connected to the notion of mathematical modelling whereby mathematics is put to solving real world problems. Indonesia has participated as a partner country in PISA since 2000. The PISA trends in mathematics from 2003 to 2009 revealed unsatisfactory mathematical literacy among 15-year-old students from Indonesia who lagged behind the average of OECD countries. In this paper, exemplary cases will be discussed to examine and to promote mathematical literacy at teacher education level. Lesson ideas and instruments were adapted from PISA released items 2006. The potential of such tasks will be discussed based on case studies of implementing these instruments with samples of pre-service teachers in Yogyakarta.
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Araujo, Luisa, Andrea Saltelli, and Sylke V. Schnepf. "Do PISA data justify PISA-based education policy?" International Journal of Comparative Education and Development 19, no. 1 (February 13, 2017): 20–34. http://dx.doi.org/10.1108/ijced-12-2016-0023.
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Purpose Since the publication of its first results in 2000, the Programme for International Student Assessment (PISA) implemented by the OECD has repeatedly been the subject of heated debate. In late 2014 controversy flared up anew, with the most severe critics going so far as to call for a halt to the programme. The purpose of this paper is to discuss the methodological design of PISA and the ideological basis of scientific and policy arguments invoked for and against it. Design/methodology/approach The authors examine the soundness of the survey methodology and identify the conflicting interpretations and values fuelling the debate. Findings The authors find that while PISA has promoted the focus on the important subject of children's education worldwide there are legitimate concerns about what PISA measures, and how. The authors conclude that the OECD should be more transparent in the documentation of the methodological choices that underlie the creation of the data and more explicit about the impact of these choices on the results. More broadly, the authors advise caution in the attempt to derive and apply evidence-based policy in the domain of education; the authors furthermore propose an alternative model of social inquiry that is sensitive and robust to the concerns of the various actors and stakeholders that may be involved in a given policy domain. Originality/value The issues and tensions surrounding the PISA survey can be better understood in the framework of post-normal science (PNS), the application of which to the PISA controversy offers a potential solution to a stalemate.
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Rakov, Sergiy. "QUALITY OF UKRAINIAN EDUCATION ACCORDING TO THE RESULTS OF PISA 2018 AND THE OECD PROJECT "FUTURE OF EDUCATION AND SKILLS 2030"." Educational Analytics of Ukraine, no. 2 (2020): 99–114. http://dx.doi.org/10.32987/2617-8532-2020-2-99-114.
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Since its inception in 2000, the international comparative survey of education quality PISA has become a globally recognized powerful lever for improving national education systems, determining their state and development trends according to internationally agreed indicators based on measurements using internationally agreed tools (tests and questionnaires) and procedures for preparation, administration and evaluation of results. In 2015, the OECD launched the "Future of Education and Skills 2030" project, aimed at developing the foundations for an effective education system for the future, the first phase of which culminated in 2019 with the creation of the OECD Learning Compass 2030, a conceptual framework for future school curricula and studying in a learner context. At the second stage, it is planned to create the foundations of effective educating in the context of a teacher. These documents should play the role of the foundation for making the PISA program better by improving, first of all, the PISA subject frameworks in the main domains: reading, mathematics and natural sciences. For the effective improvement of Ukraine's education system, it is important not only to analyse its current state, in particular, its PISA-2018 results, but also to pursue a long-term educational policy aimed at developing an educational model that is based on national educational and cultural achievements and traditions, and is also consistent with the developments of the OECD project "The Future of Education and Skills 2030". The article analyzes the key ideas of the OECD Learning Compass 2030 and discusses some issues of their implementation in the educational practice of Ukraine.
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De Freitas, Rogério Gonçalves, Vera Lucia Jacob Chaves, and Hajime Takeuchi Nozaki. "Marginalisation in education systems: The Programme for International Student Assessment (PISA) and the failure discourse around the Italian education system." education policy analysis archives 27 (October 14, 2019): 127. http://dx.doi.org/10.14507/epaa.27.4317.
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The Organisation for Economic Cooperation Development (OECD) created the Programme for International Student Assessment (PISA) as a political actor in global education through a logic of governance by numbers (Grek, 2009). This article discusses how PISA has became a major showcase for the OECD as an assessment tool par excellence while also producing marginalisation discourses. By approaching neoliberal globalisation and its aim at restoring the transnational capitalist class’ power over the “dangerous” classes (Harvey, 2005; Holman, 2006; Van Apeldoorn, 2001; Van der Pijl, 2010), this article analyses how school privatisation has grown in the Italian system over the last few years in the face of the PISA discourse (Bertozzi Graziano, 2004). Building on document research and reports by Italian teachers, it traces how PISA’s pressure over the Italian school system has produced a twofold marginalizing effect. The first effect is the periodical disclosure of PISA rankings to distinguish successful from failed education systems. In fact, recent PISA results have placed the Italian system as a failed, technologically retarded system compared to those of high-performance countries. The second effect is the burst of neoliberal feelings among teachers, who report both stigma and guilt.
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Grey, Sue. "PISA, policy and the OECD: respatialising global educational governance through PISA for schools." Comparative Education 57, no. 2 (February 9, 2021): 298–300. http://dx.doi.org/10.1080/03050068.2021.1879419.
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Ruiza, María José García. "OECD, Pisa and Finnish and Spanish comprehensive school." Procedia - Social and Behavioral Sciences 15 (2011): 2858–63. http://dx.doi.org/10.1016/j.sbspro.2011.04.203.
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Grisay, Aletta. "Translation procedures in OECD/PISA 2000 international assessment." Language Testing 20, no. 2 (April 2003): 225–40. http://dx.doi.org/10.1191/0265532203lt254oa.
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Becker, Rolf. "Lassen sich aus den Ergebnissen von PISA Reformperspektiven für die Bildungssysteme ableiten?" Swiss Journal of Educational Research 29, no. 1 (June 1, 2007): 13–32. http://dx.doi.org/10.24452/sjer.29.1.4761.
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Ziel des Beitrags ist es, zu klären, ob PISA den Ansprüchen der OECD und den Teilnehmerstaaten gerecht wird, in Befunden von PISA die Stärken und Schwächen nationaler Bildungssysteme erkennen und daraus Reformperspektiven für die Bildungspolitik ableiten zu können. Folgende drei Argumente werden geteilt: (1) Weil PISA eine Querschnittserhebung ist, können keine Ursache-Wirkungszusammenhänge identifiziert werden und daher ist es nicht in logischer Weise möglich, bildungspolitische Empfehlungen abzuleiten. (2) Selbst wenn PISA diese methodische Einschränkung nicht hätte, wäre angesichts des politisch definierten Konzeptes von ‚literacy’ zu fragen, ob bildungspolitische Empfehlungen wünschenswert wären. (3) Zweifelsohne hat PISA zur Belebung kontroverser bildungspolitischer Debatten beigetragen; aber damit die Bildungsforschung zur Entwicklung von Reformperspektiven beitragen kann, muss PISA in einem Längsschnittdesign durchgeführt werden.
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Quintano, Claudio, Rosalia Castellano, and Sergio Longobardi. "L'influenza dei fattori socio economici sulle competenze degli studenti italiani. Un'analisi multilevel dei dati PISA 2006." RIVISTA DI ECONOMIA E STATISTICA DEL TERRITORIO, no. 2 (June 2009): 109–49. http://dx.doi.org/10.3280/rest2009-002004.
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- This work aims to investigate the existence and the size of territorial differences in Italian students' scientific competencies. The "Programme for International Student Assessment" (PISA) survey, carried out by the Organization of Economic Cooperation and Development (OECD) three-yearly, is a rigorous and wide international comparative work on fifteen yearold students' school performance. The survey makes use of very advanced methodologies and allows both to evaluate the students'performance and to gather data about their families and their socio-economic context which, together with several institutional factors, may influence the results of the educational process. Methods and Results The paper provides a multilevel analysis of the way that test scores are associated with individual and family background information and with characteristics of the school of the 15 year old respondents to the survey. Conclusions We find that school level context variables are very relevant and the economicsocial- cultural status plays a very important role to explain the low performance of Southern Italy students.JEL: C3, I21Keywords: multilevel analysis, OECD-PISA, students assessment, socio-economic context, CIPP model, territorial differencesParole chiave: analisi multilivello, OECD PISA, valutazione degli studenti, contesto socioeconomico, CIPP model, divari territoriali
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Moriconi, Gabriela, and Adriana Bauer. "Avaliações e pesquisas educacionais internacionais: entrevista com Andreas Schleicher." Estudos em Avaliação Educacional 28, no. 68 (August 31, 2017): 630. http://dx.doi.org/10.18222/eae.v28i68.4848.
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<p>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.</p><p><strong>Palavras-chave:</strong> Avaliação Internacional; Pesquisa Comparada; Pisa; OCDE.</p><p> </p><p><strong>International education assessments and surveys: interview with Andreas Schleicher</strong></p><p>In 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.</p><p><strong>Keywords:</strong> International Assessment; Comparative Research; Pisa; OECD.</p><p> </p><p><strong>Evaluaciones e investigaciones educativas internacionales: entrevista con Andreas Schleicher</strong></p><p>En 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.</p><strong>Palabras-clave:</strong> Evaluación Internacional; Investigación Comparada; PISA; OCDE
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Martínez, Ricardo, and Antonio Villar. "Educational achievements in the OECD according to PISA 2018." Advances in Social Sciences Research Journal 7, no. 9 (October 2, 2020): 486–98. http://dx.doi.org/10.14738/assrj.79.9076.
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We propose in this paper an approach to PISA outcomes intended to improve the descriptive power of summary statistics. We do so by computing separately the different parts of the outcome distribution of the PISA test. This is important because average values (or even dispersion measures) do not capture the fundamental asymmetries that appear across proficiency levels, especially regarding their tails (students below level 2 or in levels 5 and 6). We analyze the results of the OECD countries in PISA 2018, regarding reading comprehension. We show that the different measures that can be designed, aimed at assessing the extent of high, low and overall performance, differ from the conventional ones and give further insights on the structural differences between educational systems.
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Santos, Íris, Luís Miguel Carvalho, and Benedita Portugal e Melo. "The media’s role in shaping the public opinion on education: A thematic and frame analysis of externalisation to world situations in the Portuguese media." Research in Comparative and International Education 17, no. 1 (January 12, 2022): 29–50. http://dx.doi.org/10.1177/17454999211057753.
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This article uses thematisation theory (Luhmann, 1996; Pissarra Esteves, 2016) and frame analysis (Entman, 1993) to analyse externalisations to world situations (Schriewer, 1990) in the Portuguese print media’s discussion of education. Our data constitutes news and opinion articles collected after each PISA cycle’s results was published. The analysis demonstrates that the education themes discussed in the media between 2001 and 2017 are consistent, despite occasionally being discussed more intensively, frequently following the themes highlighted by PISA reports and OECD media communications. The frames used for these themes are more diverse, changing according to the speaker’s agenda and viewpoints. Externalisations (frequently PISA, OECD, and other participants in the survey) serve as sources of authority that help in thematising and framing education. This process works as a mechanism of double reduction for the complexity of the social world, narrowing the possibilities of how education is seen and interpreted by the public.
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McNamara, Tim. "A Two-Edged Sword." Toegepaste Taalwetenschap in Artikelen 82 (January 1, 2009): 9–19. http://dx.doi.org/10.1075/ttwia.82.02mcn.
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The last two decades have seen the growing use of assessment in the shaping of educational policy in relation to languages. The clearest examples of this in Europe and beyond are the Common European Framework of Reference for Languages (CEFR: Council of Europe, 2001) and the OECD PISA program for testing reading skills of 15 year olds in OECD member countries. What are the positive and negative impacts of such developments? What social, political and cultural values do such assessments embody? The paper examines these issues by considering the impact of PISA testing in Austria, and demonstrates how its results are interpreted within prevailing discourses on immigration and education within Austrian society. It further compares the values implicit in the PISA assessments with those implicit in the CEFR, and argues that both assessment schemes are directed at the furthering of the process of globalization.
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Trojan, Rose Meri, and Vanessa Cristiane Corrêa. "CONDIÇÕES DE TRABALHO DOS PROFESSORES E DESEMPENHO ESTUDANTIL: uma análise crítica sobre as perspectivas da OCDE." Revista Políticas Públicas 19, no. 2 (June 16, 2016): 539. http://dx.doi.org/10.18764/2178-2865.v19n2p539-550.
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Resumo: A partir do atual contexto de globalização da economia, este artigo apresenta uma análise das possibilidades do Programa Internacional de Avaliação de Estudantes (PISA) e da Pesquisa Internacional sobre Ensino e Aprendizagem (TALIS), da Organização de Cooperação e Desenvolvimento Econômico (OCDE), que se propõem a orientar políticas nacionais e promover a comparação internacional. Assim, o objetivo é apontar problemas, tendências e demandas para futuras investigações, a partir do exame dos relatórios divulgados pela OCDE. A metodologia adotada incluiu um estudo acerca dos documentos publicados pela OCDE, confrontando com estudos teóricos sobre políticas educacionais e dados disponibilizados para comparação, privilegiando Brasil, Espanha e México, que fazem parte de um projeto mais amplo, sobre os aportes das pesquisas internacionais. O artigo não pretende apresentar resultados conclusivos, mas alertar a propósito dos limites desses programas internacionais de avaliação.Palavras-chave: Políticas educacionais, avaliação educacional, PISA, TALIS.TEACHERS’ WORKING CONDITIONS AND STUDENTS’ PERFORMANCE: a critical analysis on OECD perspectives Abstract: From the current context of economic globalization, this article presents the possibilities of the Program for International Student Assessment ((PISA) and of the Teaching and Learning International Survey (TALIS), from the Organization of Economic Cooperation and Development (OECD) that purport to guide national policies and promote international comparison. The objective is to point out problems, trends and demands for further research, based on reports released by OECD. For that purpose, documents published by OECD were analyzed, confronting theoretical studies on educational data available for comparison and policies, focusing on Brazil, Spain and Mexico, which are major contributors of a broader international project on the subject. The authors did not intend to provide conclusive results, but rise alert on the limits of this kind of international assessment programs. Key words: Educational policies, educational evaluation, PISA, TALIS.
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Stevanovic, Sanja. "Systematic Comparative Illustration of Primary School Building Regulations in Serbia and Slovenia." European Scientific Journal, ESJ 13, no. 22 (August 31, 2017): 267. http://dx.doi.org/10.19044/esj.2017.v13n22p267.
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PISA tests provide international comparison of achieved educational standards through testing capabilities of 15-year old pupils. Serbia participates in PISA tests since 2003 and test reports show that the results of Serbian pupils are statistically significantly below the average of pupils in OECD countries. An additional concern, however, is the fact that the results of Serbian pupils are also statistically significantly below the results of Slovenian pupils. Slovenia participates in PISA tests since 2006 and the results of its pupils do not differ significantly from the OECD average. In order to discover directions for future reforms of educational system in Serbia in order to reach the OECD average, and therefore Slovenia, it is necessary to compare individual factors of educational systems in Serbia and Slovenia. Since pedagogical vision is of fundamental importance in design of schools, differences in primary school design regulations may serve to illustrate the most important differences in educational systems as well. A systematic comparative illustration of primary school design regulations in Serbia and Slovenia in this paper reveal that schools in Slovenia dedicate much more space, both quantitatively and qualitatively, to youngest pupils in preschool and the first two grades, school library and gym than their counterparts in Serbia.
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Sjøberg, Svein. "The power and paradoxes of PISA: Should Inquiry-Based Science Education be sacrificed to climb on the rankings?" Nordic Studies in Science Education 14, no. 2 (May 4, 2018): 186–202. http://dx.doi.org/10.5617/nordina.6185.
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Since publication of the first PISA results in 2001, the PISA scores have become a kind of global “gold standard” for educational quality. Climbing on the international PISA rankings have become a high priority for national educational policies world-wide, also in the Nordic countries. This article first explores why and how the OECD, with PISA as the main instrument, has emerged as the key defining organization for educational quality and policy. Some of the underlying assumptions, ideologies and values are critiqued. Secondly, the article draws attention to PISA findings that are surprising, unexpected and problematic. The most problematic finding for science education is that PISA-scores correlate negatively with nearly all aspects of inquiry-based science teaching (IBSE), the kind of teaching that is recommended by scientists as well as science educators.
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IRMAWARNI, SELVI. "PENGEMBANGAN SOAL PISA KONTEKS NANAS." Jurnal Pendidikan Pemuda Nusantara 4, no. 1 (September 20, 2022): 13–19. http://dx.doi.org/10.56335/jppn.v4i1.120.
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PISA adalah salah satu kompetisi yang bertujuan untuk mengukur kemampuan siswa di bidang matematika, membaca, dan ipa. Indonesia merupakan salah satu negara yang mengikuti PISA sejak tahun 2003. Berdasarkan hasil PISA yang diumumkan oleh OECD Indonesia selalu menduduki peringkat di bawah. Hasil PISA 2015 yang diumumkan pada desember 2016 menyebutkan bahwa Indonesia menduduki peringkat ke 62 dari 70 negara yang mengikuti PISA. Penelitian ini bertujuan untuk mengembangkan soal matematika mdel PISA konteks nanas. Subjek penelitian adalah siswa kelas X Madrasah Aliyah Negeri Prabumulih. Metodologi yang digunakan adalah desain research dengan tipe development studi, yang terbagi menjadi 2 tahap yaitu preliminary dan formative evaluation. Tahap formative evaluation meliputi one to one yang bersamaan dengan expert review, selanjutnya small grup, kemudian field test. Berdasarkan hasil penelitian diperoleh soal matematika model PISA. Hasil penelitian juga menunjukkan bahwa rata-rata nilai yang diperoleh siswa pada saat mengerjakan soal PISA yang dikembangkan adalah sebesar 64,89 maka dapat dinyatakan bahwa kemampuan matematis siswa dalam pemecahan masalah matematika tergolong dalam kategori baik.
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Sujadi, Imam, Budiyono Budiyono, Ira Kurniawati, Arum Nur Wulandari, Riki Andriatna, Hanifa Alifia Puteri, and Aulia Nurmalitasari. "Kesulitan Siswa Sekolah Menengah Pertama dalam Menyelesaikan Soal Matematika PISA-Like." Edukasi: Jurnal Pendidikan 20, no. 2 (December 17, 2022): 315–28. http://dx.doi.org/10.31571/edukasi.v20i2.4781.
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Abstrak PISA merupakan program internasional yang diselenggarakan oleh OECD dengan tujuan mengevaluasi kemampuan anak usia 15 tahun pada membaca, matematika, dan sains. Penelitian termasuk dalam penelitian kualitatif dengan tujuan untuk mendeskripsikan kesulitan siswa dalam menyelesaikan soal matematika PISA-Like. Sampel penelitian sebanyak 46 siswa SMP di Kota Surakarta yang dipilih dengan teknik simple random sampling. Instrumen penelitian terdiri dari tes berupa soal matematika PISA-Like dan nontes berupa angket. Analisis data dilakukan melalui reduksi data, penyajian data, verifikasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan dalam menyelesaikan soal PISA-Like. Beberapa hal yang menyebabkan kesulitan siswa dalam menyelesaikan soal PISA-Like, yaitu: kurangnya pemahaman siswa terhadap soal yang diberikan; stimulus soal yang panjang dan rumit; serta tidak mengetahui konsep matematika yang akan digunakan. Kurangnya pemahaman siswa terhadap soal karena belum terbiasa menghadapi soal PISA sehingga mengalami kebingungan menggunakan konsep matematika. AbstractPISA is an international program organized by OECD aiming at evaluating the reading, mathematical, and science skills of students 15 years of age. This qualitative research attempted to describe students’ difficulty in solving PISA mathematic questions. To this end, forty-six junior high school students in Surakarta were involved with simple random sampling. The instruments in this research consisted of test instruments in the form of PISA-Like math problems and nontest instruments in the form of questionnaires. Data analysis was carried out through data reduction, data presentation, verification, and drawing conclusions. The results showed that students had difficulty solving PISA-Like questions. Several factors were found to account for students’ difficulty in solving Pisa-Like questions, including their poor understanding of the question; the long and complex stimulus of the question; and their lack of knowledge of the mathematical concept to be used. Students’ poor understanding of the question was particularly attributed to their unfamiliarity with questions, causing them to be confused about the mathematical concept to use.
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Bulle, Nathalie. "Comparing OECD educational models through the prism of PISA." Comparative Education 47, no. 4 (June 9, 2011): 503–21. http://dx.doi.org/10.1080/03050068.2011.555117.
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Idrissi, Hajar, Laura Engel, and Karen Pashby. "The Diversity Conflation and Action Ruse: A Critical Discourse Analysis of the OECD’s Framework for Global Competence." Comparative and International Education 49, no. 1 (December 14, 2020): 1–18. http://dx.doi.org/10.5206/cie-eci.v49i1.13435.
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The Organization for Economic Co-operation and Development’s (OECD) Program for International Student Assessment (PISA) 2018 includes a measure of global competence. In PISA, global competence is a cross-curricular domain that aims to measure a set of skills and attitudes that support respectful relationships with people from different cultural backgrounds and engage for peaceful and sustainable societies. This paper builds theoretically and empirically from previous research that investigates the framing and messaging of global education policy as well as the tendency to conflate local and global approaches to diversity and difference in research and practice. We critically explore the OECD’s framework of global competence in PISA 2018 by reporting on two key findings from a critical discourse analysis. We examine language use and discursive practices to consider how global competence in the OECD 2018 framework document is structured, messaged, and mediated at an international level, and to what extent it reflects critiques around individualization and conflation of multiculturalism and global citizenship. We organized findings on two major themes, namely encountering the “other” and taking action.
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Lazarevic, Ljiljana, and Ana Orlic. "PISA 2012 mathematics literacy in Serbia: A multilevel analysis of students and schools." Psihologija 51, no. 4 (2018): 413–32. http://dx.doi.org/10.2298/psi170817017l.
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In PISA 2012 cycle, the focus was on the mathematics literacy. Data collected in PISA survey in Serbia on 4684 respondents show that students on average have significantly lower performance compared to average OECD performance. The aim of the study was to explore student (variables at the first level) and school level predictors (variables at the second level) of the PISA mathematics literacy using multi-level modelling. The most important finding is that student and school level variables are explaining variability in PISA mathematics performance almost equally. Results show that on the student level, significant predictors are gender, noncognitive characteristics (mathematics anxiety, mathematics self-efficacy, mathematics self-concept, openness for problem-solving), student perceived teaching quality and studying habits. Results also indicate that several school-level variables have direct effects on the PISA math performance and that several school-level variables moderate the relationship between student characteristics and PISA performance.
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Topilova, Feruza Makhammadovna, and Gulnora Abdurashidovna Kimsanova. "SCHOOL BIOLOGICAL EDUCATION WITH A FOCUS ON WORLD EXPERIENCE." International Journal of Progressive Sciences and Technologies 25, no. 1 (February 20, 2021): 198. http://dx.doi.org/10.52155/ijpsat.v25.1.2688.
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The international student achievement assessment program (PISA) is an international assessment of skills and knowledge from 15-year-old students, in addition, it provides information on a range of factors that contribute to successful studies, schools, and the education system. PISA is the result of joint efforts of the Organization for economic cooperation and development (OECD) member countries. As PISA is an international assessment, it measures skills that are universally recognized as key outcomes of the educational process. Instead of testing on facts, the assessment focuses on young people at the end of compulsory school education and their ability to use their knowledge and skills to meet real-world challenges
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Lewis, Steven. "Communities of practice and PISA for Schools: Comparative learning or a mode of educational governance?" education policy analysis archives 25 (August 21, 2017): 92. http://dx.doi.org/10.14507/epaa.25.2901.
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This paper examines the Organization for Economic Cooperation and Development’s (OECD) PISA for Schools, a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I focus here on a professional learning community – the Global Learning Network (GLN) – of U.S. schools and districts that have voluntarily participated in PISA for Schools, and how this, arguably, helps to normatively determine ‘what works’ in education. Drawing suggestively across diverse thinking around contemporary modes of governance, and emerging topological spaces and relations associated with globalization, and informed by interviews with 33 policy actors across the PISA for Schools policy cycle, my analyses suggest that GLN allows the OECD to discursively and normatively constrain how ‘world-class’ schools and systems, and their policies and practices, are defined. However, and in light of the productive capacities of power relations, I also argue that GLN provides opportunities for local educators and leaders to undertake meaningful collaboration and sharing, and to find policy spaces outside of those defined by more performative discursive framings of school accountability. To this end, I explore how GLN may help to foster alternative policy spaces from which educators can ‘talk back’ to national and state authorities, and potentially promote more ‘authentic’ understandings of, and possibilities for, schooling accountability.
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Soekardjo, Mochamad, and Lipur Sugiyanta. "ANALISIS STRATEGI PEMBELAJARAN MATEMATIKA KURKULUM 2013 DALAM RANGKA MENINGKATKAN NILAI PISA MATEMATIKA." JKKP (Jurnal Kesejahteraan Keluarga dan Pendidikan) 5, no. 1 (April 20, 2018): 42–64. http://dx.doi.org/10.21009/jkkp.051.05.
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Mathematics courses are given to students from elementary school to higher education which equip them with logical, analytical, systematic, critical, and creative thinking skills, as well as the ability to work together. According to the Organization for Economics Cooperation and Development (OECD) year 2013, the concep of mathematical literacy in Programme for International Student Assessment (PISA) supports the importance of developing strong understanding of pure mathematical concepts and the benefits involved in exploration in the abstract world of mathematics. This research produces a Mathematics strategic learning analysis of grade IX that supports high-order mathematical thinking skills (HOMT). Two (2) parts of the materials will be discussed more focused, ie (a) learning materials and (b) learning strategies. With a learning syllabus that supports the HOMT, the opportunity to increase the value of Mathematics education is greater, one of which is formulate challenging questions. Challenging Mathematical questions will meet the criteria of high-level questions (PISA has a level of questions from level 1 to level 6). HOMT supports the development of a strong understanding of pure mathematical concepts and is useful in exploration in the abstract world of mathematics. The sources of data used in the preparation of this reseach are the results of the PISA survey in 2006 and 2012 and the 2013 curriculum book sourced from the Ministry of Education and Culture.
Keywords: Mathematics grade IX, 2013 curriculum, PISA, HOMT
Abstrak
Mata pelajaran Matematika diberikan kepada semua peserta didik mulai dari sekolah dasar untuk membekali peserta didik dengan kemampuan berpikir logis, analitis, sistematis, kritis, dan kreatif, serta kemampuan bekerja sama. Menurut Organization for Economics Coopration and Development (OECD) tahun 2013, konsepsi literasi matematika dalam Program for International Student Assessment PISA mendukung pentingnya siswa mengembangkan pemahaman yang kuat tentang konsep-konsep matematika murni dan manfaat yang terlibat dalam eksplorasi dalam dunia abstrak matematika. Penelitian ini menghasilkan sebuah analisis trategi pembelajaran matematika Kelas IX yang mendukung kemampuan berpikir tingkat tinggi matematika (HOMT). Dua (2) bagian dari materi akan dibahas lebih fokus, yaitu (a) materi pembelajaran dan (b) strategi pembelajaran. Dengan silabus pembelajaran yang mendukung HOMT tersebut maka peluang untuk meningkatkan nilai pendidikan Matematika lebih besar, salah satu di antaranya adalah dapat disusunnya soal-soal yang menantang. Soal-soal matematika yang menantang akan memenuhi kriteria soal level tinggi (PISA memiliki tingkatan soal dari level 1 hingga level 6). HOMT mendukung pengembangan pemahaman yang kuat tentang konsep-konsep matematika murni dan bermanfaat dalam eksplorasi dalam dunia abstrak matematika. Sumber data yang digunakan dalam penyusunan buku penelitian ini adalah hasil survey PISA tahun 2006 dan 2012 dan buku kurikulum 2013 yang bersumber dari Kementerian Pendidikan dan Kebudayaan.
Kata Kunci: Matematika kelas IX, Kurikulum 2013, PISA, HOMT
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Andrews, Therese. "Bourdieu’s Theory of Practice and the OECD PISA Global Competence Framework." Journal of Research in International Education 20, no. 2 (July 27, 2021): 154–70. http://dx.doi.org/10.1177/14752409211032525.
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Globalisation has become increasingly important in education, and national systems are no longer defined only by the nation-state. The role of intergovernmental organisations such as the OECD has also become increasingly important, particularly through the development of the PISA tests and the publication of international comparison tables. With a growing recognition of educating for an international and globalised future, the OECD assessed global competence for the first time in 2018, with results released in October 2020. The power that the OECD exerts over its member states, and indeed further, in the field of education through the global competence assessment demonstrates social reproduction. This article examines the OECD’s 2018 Global Competence Framework from a Bourdieusian perspective. An analysis is undertaken of the framework using Bourdieu’s thinking tools of habitus, field and capital, and the mechanisms of pedagogic authority, pedagogic action and pedagogic work, demonstrating an unconsciously agreed power differential between social groups. The OECD, as well as policy-makers at a national level, must consider such implications in anticipating future policy developments in order to enable systemic injustices to be overcome and educational equality to be achieved.
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Agustiani, Eka Danti. "Guru IPA dan Calon Guru IPA Menghadapi Soal-Soal Berkarakter PISA." Jurnal Studi Guru dan Pembelajaran 3, no. 1 (February 24, 2020): 67–86. http://dx.doi.org/10.30605/jsgp.3.1.2020.237.
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Indonesia adalah salah satu negara non anggota Organisation for Economic Co-operation and Development (OECD) yang mengikuti Programme for International Student Assessment (PISA) untuk mendapatkan gambaran posisi relatif tingkat literasi peserta didik dalam kisaran usia 15 tahun di dunia internasional. Dalam kategori sains, peringkat Indonesia pada hasil PISA yang terakhir dirilis (tahun 2018) masih berada di lingkup 10 terbawah. Hal tersebut menguatkan dugaan masih adanya kesenjangan antara proses dan evaluasi pembelajaran Ilmu Pengetahuan Alam (IPA) dengan kerangka asesmen literasi yang digunakan dalam PISA. Salah satu aspek yang harus menjadi bahan kajian terkait dugaan tersebut adalah pengenalan dan penguasaan para guru IPA terhadap soal-soal yang digunakan dalam PISA. Dalam makalah ini disajikan hasil yang diperoleh oleh mahasiswa calon guru IPA dan guru-guru IPA SMP dengan rata-rata pengalaman mengajar 13 tahun 11 bulan ketika menghadapi 20 soal pilihan ganda yang disadur dari atau mengadaptasi soal-soal sains PISA. Pembahasan dan rekomendasi terkait hasil tersebut juga diajukan dalam makalah ini.
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Sjøberg, Svein. "PISA-syndromet – Hvordan norsk skolepolitikk blir styrt av OECD." Nytt Norsk Tidsskrift 31, no. 01 (March 5, 2014): 30–43. http://dx.doi.org/10.18261/issn1504-3053-2014-01-04.
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Tasaki, Noritomo. "The impact of OECD-PISA results on Japanese educational policy." European Journal of Education 52, no. 2 (April 17, 2017): 145–53. http://dx.doi.org/10.1111/ejed.12217.
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Harlen, Wynne. "The Assessment of Scientific Literacy in the OECD/PISA Project." Studies in Science Education 36, no. 1 (January 2001): 79–103. http://dx.doi.org/10.1080/03057260108560168.
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Pratama, Dinar, and Ihda Husnayaini. "PROGRAM FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) ANALYSIS OF ASIAN COUNTRIES USING K-MEAN CLUSTERING ALGORITHMS." JISAE: Journal of Indonesian Student Assessment and Evaluation 8, no. 1 (March 26, 2022): 35–44. http://dx.doi.org/10.21009/jisae.v8i1.25445.
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The Organization for Economic Co-operation and Development (OECD) report shows that there are still some Asian countries at the lowest level in terms of achieving the Program for International Student Assessment (PISA) such as the Philippines, Lebanon, Indonesia, Kazakhstan, Azerbaijan, and Saudi Arabia. Based on these problems, it is necessary to group countries in Asia based on PISA indicators so that the characteristics of each country can be known through the k-mean clustering algorithm method. The data in this study are secondary data from the 2018 PISA results which include variables in reading, mathematics, and science. The sample in this study were Asian countries that participated in PISA in 2018 totaling 17 countries. Based on the results of clustering, there are 3 clusters formed, namely, cluster 1 is China and Singapore, which are countries with PISA capabilities above average. Cluster 2 is a cluster consisting of Malaysia, Brunei Darussalam, Qatar, Saudi Arabia, Thailand, Azerbaijan, Kazakhstan, Indonesia, Lebanon, and the Philippines with below-average PISA acquisition. Whereas in cluster 3 it is a cluster consisting of countries with medium capabilities in PISA acquisition such as Macau, Hong Kong, Korea, Japan, and China-Taipei.
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Di Castro, Giovanna. "La literacy matematica nella scuola italiana." Sinappsi 11, no. 1 (2021): 68–83. http://dx.doi.org/10.53223/sinappsi_2021-01-5.
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L’articolo analizza le differenze di genere nella literacy matematica nella fase iniziale del ciclo di istruzione secondario. Attraverso un approccio multidisciplinare e l’analisi di dati ottenuti dall’indagine OECD-PISA, si dimostra come lo svantaggio delle studentesse sia correlato significativamente a dimensioni non cognitive come la fiducia, le aspettative e gli stereotipi assorbiti in ambito familiare e scolastico. Le evidenze suggeriscono l’opportunità di ridurre gli ostacoli all’investimento in discipline STEM, per aumentare le prospettive occupazionali e di inclusione delle donne. -------------------------------------------------------------------------------------------------------------- This paper analyzes gender gap in mathematical literacy in the early stage of secondary education. Using a multidisciplinary approach and data drawn from OECD-PISA surveys, we show that the disadvantage of female students is related to non-cognitive dimensions such as confidence, expectations and stereotypes absorbed in the family and school environment. The evidence suggests the opportunity to reduce obstacles faced by female in investing in STEM disciplines, in order to increase their employment and labor market inclusion perspectives
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Da, Nguyen Tien. "The effect of realistic mathematics education on the problem-solving competency of high school students through learning calculus topics." Contemporary Mathematics and Science Education 4, no. 1 (March 7, 2023): ep23013. http://dx.doi.org/10.30935/conmaths/13041.
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Fostering and developing students’ problem-solving competency is one of the main goals of most mathematics education in the world. Problem-solving competency has been used by the Program for International Student Assessment (PISA) to assess students at the age of 15 since PISA 2003. In Vietnam, new research directions to improve problem-solving competency for students through teaching analytic topics is quite small and not systematic. The purpose of the article is to propose a process of teaching calculus topics in high schools based on the realistic mathematics education approach and problem-solving process according to PISA framework 2021 (OECD, 2018). This design is to support teachers in improving problem-solving competency for students, meeting the requirements of the 2018 general education curriculum in Vietnam today.
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Geske, Andrejs, Andris Grinfelds, and Andris Kangro. "Tarptautiniai lyginamieji tyrimai Latvijoje: rezultatai ir kryptys." Acta Paedagogica Vilnensia 10 (January 17, 2016): 67–84. http://dx.doi.org/10.15388/actpaed.2003.10.9582.
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Šiame straipsnyje pateikiama lyginamųjų edukologijos tyrimų, Latvijoje atliktų per pastaruosius dešimt metų, apžvalga. Aptariami pasaulyje plačiai žinomq IEA, TIMSS ir SITES, OECD PISA ir kitų tyrimų rezultatai, gauti Latvijoje ir kitose šalyse. Tai leidžia susidaryti vaizdą tiek apie Latvijos, tiek apie kai kurių kitų šalių edukologijos laimėjimus.
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Ocampo, Daniel Morin, Eliziane da Sílva Dávila, and Luiz Caldeira Brant de Tolentino Neto. "O impacto do PISA nas publicações brasileiras indexadas no portal de periódicos da CAPES." Research, Society and Development 7, no. 12 (August 23, 2018): e6712483. http://dx.doi.org/10.33448/rsd-v7i12.483.
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Esta pesquisa objetivou analisar os artigos que citam o PISA e abordam a realidade brasileira. Neste sentido, este estudo questiona de que forma os artigos brasileiros têm sido influenciados pelo PISA. Para isso, desenvolvemos uma pesquisa do tipo estado da arte, utilizando os termos PISA e OECD para a busca de artigos indexados na base de dados do Portal de Periódicos da CAPES. Foram selecionados apenas estudos em língua portuguesa e que abordassem a realidade brasileira, resultando em 31 publicações. Os resultados demonstraram que o primeiro artigo publicado abordando o PISA foi no ano de 2006, ocorrendo um aumento da produção vinculada a esta temática ao longo dos anos, em especial, a partir de 2012.. Acreditamos que este crescimento seja muito em virtude das pesquisas na área de Ensino de Matemática. O PISA tem produzido forte impacto nas políticas públicas educacionais e nas pesquisas no âmbito mundial, tendência que chega agora ao contexto brasileiro. Os resultados sugerem que o constante aumento nas produções que envolvem o PISA no Brasil estão sendo influenciados pela performance dos alunos nesta avaliação, principalmente na tentativa de uma melhora deste desempenho.
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Zaim, M., Refnaldi Refnaldi, Yetti Zainil, and Fiona Ramadhani. "PISA reading literacy assessment and senior high school reading literacy assessments: How do they differ?" International Journal of Research in Counseling and Education 5, no. 1 (December 1, 2021): 72. http://dx.doi.org/10.24036/00466za0002.
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The Program for International Student Assessment (PISA) is an international program assessment to evaluate and determine the education system's effectiveness by focusing on reading, mathematics, and science. This study aims to analyze the differences between PISA reading literacy assessment and senior high school reading literacy assessment in West Sumatera. Reading literacy is abilities and skills in reading needed in everyday life to develop students' knowledge and potential. The method of this study was comparative method. Data were taken from PISA reading literacy 2018, which OECD published, and reading tests made by English teachers from ten Senior High Schools in West Sumatera. In addition, this study used document analysis to collect the data. The differences between PISA reading literacy assessment and reading literacy assessment at senior high school were seen from eight indicators: cognitive process, form of text, types of text, form of test, situation, types of question, level of question, text medium, and text environment. It was found that PISA reading literacy assessment was more complex compared to reading literacy assessment at senior high school.
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Mihalcova, Bohuslava, Peter Gallo, and Jozef Lukac. "Management of Innovations in Finance Education: Cluster Analysis for OECD Countries." Marketing and Management of Innovations, no. 1 (2020): 235–44. http://dx.doi.org/10.21272/mmi.2020.1-19.
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Financial literacy and financial education is a concept that helps people in orientation in both the financial markets and the area of personal finances. Financial literacy can be acknowledged through financial education. Financial education should enable individuals to develop their decision-making competencies. It includes issues such are the understanding of money, how to deal with them within the risk of their investment. The issue of financial literacy for primary and secondary school students has been monitored over a long time through several evaluations. In this case, it is very well known the PISA rating, which was lastly performed in the first half of 2018. It represents the ability of how to use skills and knowledge in managing one’s financial resources while achieving maximum prosperity. Financial education should enable individuals to develop their decision-making competencies related to money. The paper aims to perform a cluster analysis based on the data available from the PISA 2015 measurement in selected OECD countries. The analysis represents results in a cluster of countries. The study analysed of financial literacy 15-year-olds students. The study observed similar research results in both the area of financial literacy and mathematical literacy. From the selected PISA 2015 test results applied through cluster analysis, we decided that the Slovak students were placed in a cluster together with students from Spain, Chile and Lithuania. The study observed the quality of vocational education and training is criticized mainly by employers because the area of education is inadequately responsive to labour market needs. Employee stress that it is inadequately linked to practice. Vocational training is inadequate compared to general schools. The methodology we recommend should also be applied to the results of the PISA 2018 evaluation, which are not yet available to the public. We would like to address this issue in future. The cluster analysis helps to reveal competitiveness in the area of financial literacy. The results of our research within Slovak students were based on a similar level of financial literacy among Slovak pupils as in Spain, Chile and Lithuania. Keywords cluster analysis, financial literacy, PISA, pupils, OECD countries, Slovakia.
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Rahmadina, Karima Putri, and Emi Emilia. "Exploring EFL Teachers’ Teaching Process in Reading PISA-Like Reading Texts." Ranah: Jurnal Kajian Bahasa 11, no. 2 (December 28, 2022): 503. http://dx.doi.org/10.26499/rnh.v11i2.4683.
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This paper presents partial results of a research project aiming to develop a training program for teachers to teach PISA-like reading texts with 24 participating teachers (10 Indonesian language teachers and 14 English language teachers) conducted in 2021. The result of the study has also been reported in Emilia, Sujatna, and Kurniasih (2022). This study centers around the early stage of training, focusing on the teachers’ initial ability in teaching reading practice prior to the training. The data were collected from peer teaching and lesson plans made by the teachers prior to the sessions on teaching PISA-like reading texts. The data were then analyzed based on the theory of PISA Reading (OECD, 2019), reading as a social process (Wallace, 1992; Gibbons, 2014), and teaching reading through the use of text-based instructions (Emilia, 2011; Rose & Martin, 2012; Rose, 2020). The result of the study shows that some teachers had bridged the students’ access to text by activating their prior knowledge to help them understand the text. Nevertheless, some teachers had not provided guidance for the students when they read. This result suggests that the teachers still need guidance to teach reading, especially in teaching PISA-like reading texts. Hence, the data confirm the need for training teachers to teach PISA-like reading texts. AbstrakJurnal ini menyajikan sebagian hasil dari proyek penelitian yang bertujuan untuk mengembangkan program pelatihan bagi guru untuk mengajar teks membaca setara PISA dengan 24 guru peserta (10 guru bahasa Indonesia dan 14 guru bahasa Inggris) yang dilakukan pada tahun 2021. Bagian lain dari proyek penelitian ini juga telah telah dilaporkan dalam Emilia, Sujatna, dan Kurniasih (2022). Studi ini berpusat pada tahap awal pelatihan, yang berfokus pada kemampuan awal guru dalam mengajarkan membaca sebelum diberikan input pelatihan. Data penelitian diperoleh dari sesi peer teaching dan RPP yang dibuat oleh guru sebelum diberikan sesi input pengajaran teks bacaan mirip PISA. Data penelitian kemudian dianalisis berdasarkan teori PISA Reading (OECD, 2019), membaca sebagai proses sosial (Wallace, 1992; Gibbons, 2014), dan pengajaran bahasa berbasis teks (Emilia, 2011; Rose & Martin, 2012; Mawar, 2020). Hasil penelitian menunjukkan bahwa beberapa guru terlihat mampu untuk menjembatani akses siswa untuk membaca teks dengan mengaktifkan pengetahuan awal mereka yang dapat membantu mereka memahami teks. Namun demikian, beberapa guru terlihat masih belum memberikan bimbingan kepada siswa ketika mereka membaca. Hasil ini menunjukkan bahwa guru masih membutuhkan bimbingan untuk mengajar membaca, terutama dalam mengajar teks bacaan mirip PISA. Oleh karena itu, data mengkonfirmasi perlunya pelatihan guru untuk mengajar teks bacaan seperti PISA.
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COHEN, Shirly. "What can we learn from the PISA research about the factors and parameters affecting the success of student achievements in mathematics? A Comparative study between Israel and Finland." Acta Didactica Napocensia 14, no. 1 (July 2021): 214–22. http://dx.doi.org/10.24193/adn.14.1.19.
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"Abstract. There is a crisis of many years in Israel in the subject of mathematics learning. In the last PISA tests, conducted by the OECD during the last ten years, Israel is placed 39-41 among all the countries participated the research. It was also found that all the years Israel ""won"" to be one of the first three countries with the highest grade distribution among all the countries and economic entities participating in general and among OECD countries in particular. In addition, it was found that rate of Israeli students who fail the mathematics test is one of the highest in the organization countries. The goal of this research is comparing students’ achievements in the Israeli education system and in the Finnish education system, which is considered a system with excellent achievements in mathematics and low-grade distribution rate in general and in mathematics grades in particular. This comparison is aimed to identify the Israeli education system's problems and learn the lessons to improve it. This article discusses the question what is the main success factor in mathematics in Israel compared to Finland according to the 2015 PISA test results and what can be learned from this difference? In this paper I have based on my research findings in which I analyzed the correlation between the PISA questionnaires and student achievement in mathematics."
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Horváth, Szilárd. "Fantázia az oktatás gazdaságtanában." Acta Scientiarum Socialium, no. 49 (November 28, 2019): 51–57. http://dx.doi.org/10.33566/asc.2531.
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In the field of competences measured by PISA surveys, Hungarian students are lagging behind OECD countries. The recent reforms have not yet shown their expected impact. Professionals and laymen usually explain the disappointing results by the fact that education is an underfunded sector. The study depicts what would happen if we doubled the current amount so that the funding of Hungarian education could well exceed the OECD average. It is an eternal question whether all that count is money. Because in our imaginary scenario, in a short period of time modern, clean, new buildings would replace the old, sometimes musty school buildings; we would find the latest multicore computers instead of the 10+ years old IT systems; and the traditional chalk boards would be replaced by interactive boards. The fact that there is a negative relationship between school computer usage and student performance improvements has already been demonstrated in the 2009 PISA study. However, the key to education is the pedagogue. Without training the right professionals, without their appreciation or motivation, the additional expenditures invested in education are meaningless.
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Fatmawati, Amelia, Chairil Faif Pasani, and Taufiq Hidayanto. "PENGEMBANGAN SOAL MATEMATIKA MODEL PISA LEVEL 5 MENGGUNAKAN KONTEKS LAHAN BASAH." JURMADIKTA 2, no. 2 (August 16, 2022): 73–81. http://dx.doi.org/10.20527/jurmadikta.v2i2.1242.
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PISA merupakan suatu studi yang dilaksanakan tiga tahun sekali oleh OECD. PISA bertujuan untuk mengukur literasi matematika peserta didik. Namun, kemampuan literasi matematika peserta didik Indonesia dalam menjawab soal PISA level 5 masih rendah. Agar matematika menjadi lebih dekat dengan lingkungan peserta didik, maka sebagai salah satu peningkatan kemampuan literasi matematika peserta didik dilakukan pengembangan soal matematika model PISA level 5 menggunakan konteks lahan basah. Tujuan penelitian ini adalah untuk menghasilkan soal matematika model PISA level 5 menggunakan konteks lahan basah yang valid dan praktis. Metode penelitian yang digunakan adalah metode penelitian pengembangan dengan model Tessmer tipe formative research yang terdiri dari tahap preliminary dan tahap formative evaluation yang meliputi self evaluation, expert reviews, one-to-one, small group, dan field test tetapi penelitian ini hanya sampai pada small group. Pada penelitian ini data dikumpulkan menggunakan tes dan angket. Data dianalisis secara kualitatif berdasarkan kritik dan saran validator serta siswa, dan secara kuantitatif berupa skor yang diperoleh dari lembar validasi dan lembar angket kepraktisan soal. Hasil rata-rata total seluruh aspek yang didapat pada penelitian ini adalah 3,66 dengan kategori valid dan 4,04 dengan kategori praktis. Dengan demikian, soal matematika model PISA level 5 menggunakan konteks lahan basah memenuhi kriteria valid dan praktis.
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Keleş, Seda Selin. "Seçilmiş OECD Ülkelerinde Eğitim Harcamaları ve 2018 PISA Performanslarının Karşılaştırılmalı Analizi." Maliye Çalışmaları Dergisi, no. 63 (December 5, 2020): 57–75. http://dx.doi.org/10.26650/mcd2020-772192.
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