PISA PISA Data Analysis Manual: SAS, Second Edition (PDF)
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The OECD Programme for International Student Assessment (PISA) surveys, which take place every three years, have been designed to collect information about 15-year-old students in participating countries. PISA examines how well students are prepared to meet the challenges of the future, rather than how well they master particular curricula. The data collected during each PISA cycle are an extremely valuable source of information for researchers, policy makers, educators, parents and students. It is now recognised that the future economic and social wellbeing of countries is closely linked to the knowledge and skills of their populations. The internationally comparable information provided by PISA allows countries to assess how well their 15-year-old students are prepared for life in a larger context and to compare their relative strengths and weaknesses. The initial results for PISA 2000 is found in Knowledge and Skills for Life – First Results from PISA 2000 (OECD, 2001), for PISA 2003 in Learning for Tomorrow’s World – First Results from PISA 2003 (OECD, 2004a) and for PISA 2006 in PISA 2006: Science Competencies for Tomorrow’s World (OECD, 2007).
Are students well prepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? Have they found the kinds of interests they can pursue throughout their lives as productive members of the economy and society? The OECD Programme for International Student Assessment (PISA) seeks to provide some answers to these questions through its surveys of key competencies of 15-year-old students. PISA surveys are administered every three years in OECD member countries and a group of partner countries, which together make up close to 90% of the world economy.
PISA assesses the extent to which students near the end of compulsory education have acquired some of the knowledge and skills that are essential for full participation in society. It focuses on student competencies in the key subject areas of reading, mathematics and science. PISA seeks to assess not merely whether students can reproduce what they have learned, but also to examine how well they can extrapolate from what they have learned and apply their knowledge in novel settings, both in school and non-school contexts.
The PISA surveys
PISA focuses on young people’s ability to use their knowledge and skills to meet real-life challenges. This orientation reflects a change in the goals and objectives of curricula themselves, which are increasingly concerned with what students can do with what they learn and not merely with whether they have mastered specific curricular content.
Key features driving the development of PISA have been its:
• policy orientation, which connects data on student-learning outcomes with data on students’ characteristics and on key factors shaping their learning in and out of school in order to draw attention to differences in performance patterns, and to identify the characteristics of schools and education systems that have high
• innovative “literacy” concept, which is concerned with the capacity of students to apply knowledge and skills in key subject areas and to analyse, reason and communicate effectively as they pose, solve and interpret problems in a variety of situations,
• relevance to lifelong learning, which does not limit PISA to assessing students’ curricular and crosscurricular competencies, but also asks them to report on their own motivation to learn, their beliefs about themselves, and their learning strategies,
• regularity, which enables countries to monitor their progress in meeting key learning objectives,
• breadth of geographical coverage and collaborative nature, which in PISA 2006 encompasses the 30 OECD member countries and 27 partner countries and economies.
The relevance of the knowledge and skills measured by PISA is confirmed by recent studies tracking young people in the years after they have been assessed by PISA. Studies in Australia, Canada and Denmark display a strong relationship between the performance in reading on the PISA 2000 assessment at age 15 and the chance of a student completing secondary school and of carrying on with post-secondary studies at age 19. For example, Canadian students who had achieved reading proficiency Level 5 at age 15 were 16 times more likely to be enrolled in post-secondary studies when they were 19-years-old than those who had not reached the reading proficiency Level 1 (Knighton and Bussiere, 2006).
- 2009, 470 Seiten, Englisch
- Herausgegeben: OECD (Ed.)
- Verlag: OECD Paris
- ISBN-10: 9264056254
- ISBN-13: 9789264056251
- Erscheinungsdatum: 01.01.2009
Abhängig von Bildschirmgröße und eingestellter Schriftgröße kann die Seitenzahl auf Ihrem Lesegerät variieren.
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- Größe: 4.29 MB
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