Education Transformation and PISA - Andreas Schleicher, OECD Director for Education and Skills, Opening Presentation made at the Education Fast Forward 23 Debate
600,000 students representing about 32 million 15-year-olds in the schools of the 79 participating countries and economies, sat the 2-hour PISA test in 2018.
Similar a Education Transformation and PISA - Andreas Schleicher, OECD Director for Education and Skills, Opening Presentation made at the Education Fast Forward 23 Debate
Similar a Education Transformation and PISA - Andreas Schleicher, OECD Director for Education and Skills, Opening Presentation made at the Education Fast Forward 23 Debate (20)
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Education Transformation and PISA - Andreas Schleicher, OECD Director for Education and Skills, Opening Presentation made at the Education Fast Forward 23 Debate
1. PISA 2018 Results
Programme for International Student Assessment
Education Transformation and PISA
Andreas
Schleicher
2. PISA 2018
but also responded to questions about their aspirations for their
future careers, and from where they learn about the world of work
4. OECD average reading score
340
350
360
370
380
390
400
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
Reading literacy in PISAStudentperformance
2009 2012 20152006 20182000 2003
9%…can distinguish between fact and opinion,
based on implicit cues pertaining to the content or source of the information
7%
2000
5. OECD average
340
350
360
370
380
390
400
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
Reading literacy in PISAStudentperformance
2009 2012 20152006 20182000 2003
36% enrolled
73% enrolled
55% enrolled
65% enrolled
B-S-J-Z (China)
Singapore
Macao (China)
Hong Kong (China)*Estonia
Canada FinlandIreland
KoreaPoland
SwedenNew Zealand United States*
United KingdomJapanAustralia Chinese TaipeDenmark NorwayGermany
Slovenia BelgiumFrance
Portugal*Czech Republic Netherlands*
AustriaSwitzerland
CroatiaLatviaRussia ItalyHungaryLithuania IcelandBelarus
IsraelLuxembourg
UkraineTurkey
Slovak RepublicGreece
Chile
Malta
Serbia
United Arab Emirates
Romania UruguayCosta Rica Moldova
MontenegroMexico Bulgaria Jordan
Malaysia
BrazilColombia
Brunei DarussalamQatarAlbania Bosnia and HerzegovinaArgentinaPeru
Saudi Arabia
ThailandNorth Macedonia
Baku (Azerbaijan)Kazakhstan
Georgia
Panama
Indonesia
Morocco
LebanonKosovo
Dominican RepublicPhilippines
6. OECD average
340
350
360
370
380
390
400
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
2009 2012 20152006 20182000 2003
36% enrolled
73% enrolled
Poverty need not be destinyStudentperformance
B-S-J-Z (China)
Singapore
Macao (China)
Hong Kong (China)*Estonia
Canada FinlandIreland
KoreaPoland
SwedenNew Zealand United States*
United KingdomJapanAustralia Chinese TaipeDenmark NorwayGermany
Slovenia BelgiumFrance
Portugal*Czech Republic Netherlands*
AustriaSwitzerland
CroatiaLatviaRussia ItalyHungaryLithuania IcelandBelarus
IsraelLuxembourg
UkraineTurkey
Slovak RepublicGreece
Chile
Malta
Serbia
United Arab Emirates
Romania UruguayCosta Rica Moldova
MontenegroMexico Bulgaria Jordan
Malaysia
BrazilColombia
Brunei DarussalamQatarAlbania Bosnia and HerzegovinaArgentinaPeru
Saudi Arabia
ThailandNorth Macedonia
Baku (Azerbaijan)Kazakhstan
Georgia
Panama
Indonesia
Morocco
LebanonKosovo
Dominican RepublicPhilippines
8. Learning time ≠ learning outcomes
6
7
8
9
10
11
12
13
14
15
0
10
20
30
40
50
60
70
Finland
Germany
Switzerland
Sweden
Estonia
NewZealand
Japan
CzechRepublic
Macao(China)
Netherlands
Ireland
France
UnitedKingdom
Australia
Norway
Iceland
Canada
Belgium
Slovenia
HongKong(China)
Latvia
OECDaverage
Lithuania
Uruguay
Luxembourg
Portugal
SlovakRepublic
Denmark
Poland
Hungary
Singapore
Austria
UnitedStates
ChineseTaipei
Israel
Croatia
Korea
Russia
Bulgaria
Greece
Italy
Turkey
Chile
Brazil
Colombia
Mexico
CostaRica
Montenegro
Peru
Qatar
UnitedArabEmirates
Thailand
DominicanRepublic
Scorepointsinreadingperhouroflearningtime
Hours
Time in school
Learning out of school
Productivity
Note: Learning time is based on reports by 15-year-old students in the same country/economy in response to the PISA 2015 questionnaire,
Productivity is measured by score points in reading per hour of total learning time
10. Chile
Montenegro
Japan
Mexico
Kazakhstan
Hungary
France
Canada
Serbia
Macao (China)
Jordan
United States
Argentina
Denmark
Malaysia
Lebanon
Morocco
Ireland
Ukraine
Brunei Darussalam
Slovenia
Israel
Qatar
Italy
Australia
Peru
Croatia
Germany
Panama
Malta
Dominican Republic
AustriaRussia
Albania
Czech Republic
Iceland
Bulgaria
Estonia
Sweden
Latvia
Switzerland
Singapore
Korea
Moldova
New Zealand
Hong Kong (China)
Colombia
Turkey
Netherlands
Lithuania
Georgia
B-S-J-Z (China)
Bosnia and Herzegovina
Thailand Baku (Azerbaijan)
Romania
Finland
Poland
Kosovo
Portugal
Brazil
Costa Rica
United Arab Emirates
Slovak Republic
Uruguay
Indonesia
Chinese Taipei
Saudi Arabia
Greece
Philippines
Luxembourg
Belarus
United Kingdom
R² = 0.47
330
380
430
480
530
25 35 45 55 65 75 85
Averagereadingscore
Percentage of students who disagreed or strongly disagreed that their intelligence cannot change very much (%)
OECDaverage
OECD average
Growth mindset
and reading performance
Fig II.14.3
More students holding a growth mindset
Higherperformance
Similar relationship
within most countries
(Figure III.14.2)
11. -0.05
-0.04
-0.03
-0.02
-0.01
0.00
0.01
0.02
0.03
0.04
Motivation to master
tasks
Self-efficacy Fear of failure Learning goals Value of school
Changeintheindex Growth mindset and student attitudes
Change in the following indices when students disagreed or strongly disagreed that "your intelligence is
something about you that you can’t change very much“:
Fig III.14.5
All linear regression models account for
students' and schools' socio-economic profile
14. 0
10
20
30
40
50
60
It was clear to me that the teacher
liked teaching us
The enthusiasm of the teacher
inspired me
It was clear that the teacher likes to
deal with the topic of the lesson
The teacher showed enjoyment in
teaching
Score-pointdifferenceinreading
compared to students who reported “strongly disagree”
Disagree Agree Strongly agree
Teacher enthusiasm and reading performance Fig III.5.3
15. -0.60
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
Index of
disciplinary
climate
Index of
exposure to
bullying
Index of sense of
belonging at
school
Index of teacher
support
Index of teacher
feedback
Index of student
co-operation
Index of student
competition
Changeinstudents’averagelifesatisfactionassociatedwith
aone-unitincreaseintheschool-levelindices
After accounting for student and school characteristics
Before accounting for student and school characteristics
Students' life satisfaction and school climate
Change in the school-level index associated with a one-point change on the student life-satisfaction scale
Fig III.11.7
GreaterLifeSatisfaction
17. Inclusion
The right to be equal
The right to be different
Social background
GenderLocation
Immigration
18. Students with
disadvantaged
social background
Students with
advantaged
social background
Growth mindset
Positive feeling
Life satisfaction
Sense of belonging
Bullying
Discipline
Teacher enthusiasm
Teacher support
Co-operation
Compounding disadvantage
23. The policies that PISA shaped,
and the policies that shaped PISA
• Seeing what is possible in education
–Helping policy-makers and educators to look outwards
• Placing national standards in a broader perspective
• Exposing ‘grade inflation’
• Contextualising curricular choices
• Lowering the political cost of action
• Raising the political cost of inaction
• Generating hypotheses
24. The policies that PISA shaped,
and the policies that shaped PISA
• Embracing a wider range of cognitive, social and emotional skills
– The kinds of things that are easy to teach and test have become easy
to digitise and automate
• Assessing how students engage with the digital world
– Providing real-time access to the digital world
• Bridging the gap between summative and formative assessments
– Create multi-layered assessment systems that extend from students to classrooms to
schools to regional to national and even international levels
– Provide a window into students’ thinking and understanding, and reveal the strategies a
student uses to solve a problem
• Enhancing relevance
– Provide productive feedback, at appropriate levels of detail, to fuel improvement decisions.
25. Find out more about our work at www.oecd.org/pisa
PISA 2018: Insights and Implications
PISA 2018 Results (Volume I): What Students Know and Can Do
PISA 2018 Results (Volume II): Where All Students Can Succeed
PISA 2018 Results (Volume III): What School Life Means for Students’ Lives
Take the test: www.oecd.org/pisa/test
FAQs: www.oecd.org/pisa/pisafaq
PISA indicators on Education GPS: http://gpseducation.oecd.org
PISA Data Explorer: www.oecd.org/pisa/data
Email: Andreas.Schleicher@OECD.org
Thank you