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This presentation from the release of the 2009 PISA results was given by Andreas Schleicher on December 7, 2010, the day the results were announced.
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11P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Wha
t stu
dent
s kn
ow a
nd c
an d
oA
nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10 PISA 2009
Evaluating systems to improve education
Andreas SchleicherSpecial advisor to the Secretary-General on Education Policy
Head of the Indicators and Analysis Division, EDU
Programme for International Student Assessment
The yardstick for success is no longer improvement by national standards alone but the best performing
education systems
22P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Wha
t stu
dent
s kn
ow a
nd c
an d
oA
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rea
s S
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20
10
1998PISA countries in
2000200120032006200977%81%83%85%86%
Coverage of world economy 87%
PISA 2009 in brief
Over half a million students… representing 28 million 15-year-olds in 74*
countries/economies
… took an internationally agreed 2-hour test… Goes beyond testing whether students can
reproduce what they were taught……to assess students’ capacity to extrapolate from what
they know and creatively apply their knowledge in novel situations
…and responded to questions on… their personal background, their schools
and their engagement with learning and school Parents, principals and system leaders provided data
on… school policies, practices, resources and institutional
factors that help explain performance differences .
* Data for Costa Rica, Georgia, India, Malaysia, Malta, Mauritius, Venezuela and Vietnam will be published in December 2011
33P
ISA
OE
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for
Inte
rnat
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Ass
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Wha
t stu
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s kn
ow a
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an d
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rea
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20
10
1998PISA countries in
2000200120032006200977%81%83%85%86%
Coverage of world economy 87%
PISA 2009 in brief PISA seeks to…
… Support governments to prepare students…
… to deal with more rapid change than ever before…
… for jobs that have not yet been created…… using technologies that have not yet been
invented…… to solve problems that we don’t yet know will
arise
… Provide a basis for policy dialogue and global collaboration in defining and implementing educational goals, policies and practices– Show countries what achievements are possible– Help governments set policy targets in terms of
measurable goals achieved elsewhere– Gauge the pace of educational progress – Facilitate peer-learning on policy and practice .
44P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
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dent
Ass
essm
ent
Wha
t stu
dent
s kn
ow a
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an d
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s S
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7 D
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20
10
1998PISA countries in
2000200120032006200977%81%83%85%86%
Coverage of world economy 87%
PISA 2009 in brief Key principles
‘Crowd sourcing’ and collaboration– PISA draws together leading expertise and institutions from
participating countries to develop instruments and methodologies…
… guided by governments on the basis of shared policy interests
Cross-national relevance and transferability of policy experiences
– Emphasis on validity across cultures, languages and systems– Frameworks built on well-structured conceptual
understandingof assessment areas and contextual factors
Triangulation across different stakeholder perspectives– Systematic integration of insights from students, parents,
school principals and system-leaders Advanced methods with different grain sizes
– A range of methods to adequately measure intended constructs with different grain sizes to serve different decision-making needs
– Productive feedback, at appropriate levels of detail, to fuel improvement at multiple levels .
55P
ISA
OE
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Pro
gram
me
for
Inte
rnat
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dent
Ass
essm
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s kn
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10
What 15-year-olds can do
66P
ISA
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10
Average performanceof 15-year-olds in reading – extrapolate and apply
High reading performance
Low reading performance … 17 countries perform below this line
1525354555440.000
460.000
480.000
500.000
520.000
540.000
560.000
Shanghai-China
KoreaFinlandHong Kong-China
Singapore CanadaNew Zealand
JapanAustralia
NetherlandsBelgiumNorway, EstoniaSwitzerlandPoland,IcelandUnited States LiechtensteinSwedenGermany,
IrelandFrance, Chinese TaipeiDenmarkUnited KingdomHungary,Portugal
Macao-China ItalyLatvia
Slovenia GreeceSpain
Czech RepublicSlovak Republic, CroatiaIsraelLuxembourg,
Austria LithuaniaTurkey
Dubai (UAE) Russian Federation
Chile
Serbia
Northeast
Midwest
WestSouth
Urban schools
Suburban schools
Performance distribution in US
18% do not reach baseline Level 2 (16% when excluding immigrants) (Finland 6%, Canada 9%)
Economic cost: 72 trillion $
10% are top performers (Shanghai 20%)
77P
ISA
OE
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10
Average performanceof 15-year-olds in science – extrapolate and apply
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
88P
ISA
OE
CD
Pro
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me
for
Inte
rnat
iona
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dent
Ass
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t stu
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s kn
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an d
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rea
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chle
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7 D
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20
10
Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS
2009
1525354555
2009
99P
ISA
OE
CD
Pro
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for
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rnat
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Ass
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nd
rea
s S
chle
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er
7 D
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20
10
Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
2009
1010P
ISA
OE
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Pro
gram
me
for
Inte
rnat
iona
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Ass
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Wha
t stu
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s kn
ow a
nd c
an d
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nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
2000
1111P
ISA
OE
CD
Pro
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for
Inte
rnat
iona
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Ass
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t stu
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s kn
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an d
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rea
s S
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er
7 D
ece
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20
10
Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
2000
Other rapid improvers in reading:Peru, Indonesia, Latvia, Israel and Brazil
Rapid improvers in mathematics:Mexico, Brazil, Turkey, Greece, Portugal, Italy
and GermanyRapid improvers in science:
Qatar, Turkey, Portugal, Korea, Brazil, Colombia, Italy, Norway, United States, Poland
1212P
ISA
OE
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Pro
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for
Inte
rnat
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Ass
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t stu
dent
s kn
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20
10
Quality differences between schools
1313P
ISA
OE
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rea
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ich
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7 D
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er
20
10
ArgentinaIta
ly
TurkeyIsr
ael
Germany
Hungary
Austria
Luxe
mbourgJapan
Uruguay
Brazil
Slovenia
Croatia
United States
Singapore
Kyrgyzstan
Montenegro
Albania
Slovak Republic
Kazakhsta
n
Ireland
Chinese Taipei
Switzerla
nd
New Zealand
Shanghai-China
Russian Federation
Sweden
Indonesia
PolandLa
tvia
Thailand
Norway
100
80
60
40
20
0
20
40
60
80
100
Variability in student performance between and within schools
Var
ianc
e
Performance variation of students within schools
Performance differences between schools
1414P
ISA
OE
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Pro
gram
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for
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rnat
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Ass
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7 D
ece
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20
10
How do social background and learning outcomes interact?
1515P
ISA
OE
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Pro
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Inte
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iona
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Ass
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t stu
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rea
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7 D
ece
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20
10
-2 -1 0 1 2350
643
School performance and socio-economic background United States
Stu
dent
perf
orm
ance
AdvantagePISA Index of socio-economic background
Disadvantage
School performance and schools’ socio-economic background
Student performance and students’ socio-economic background within schools
Private school Public school in rural area Public school in urban area
700
1616P
ISA
OE
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Pro
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for
Inte
rnat
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Ass
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t stu
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s kn
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an d
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nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
0
10
20
30
40
50
60
70
80
Percentage of resilient students among disadvantaged students%
More than 30% resilient students
among disadvantaged students
Between 15%-30% of resilient students among
disadvantaged students
Less than 15% resilient students among disadvantaged
students
Resilient student: Comes from the bottom quarter of the socially most disadvantaged
students but performs among the top quarter of students internationally (after
accounting for social background)
1717P
ISA
OE
CD
Pro
gram
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for
Inte
rnat
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Ass
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dent
s kn
ow a
nd c
an d
oA
nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
Does it all matter?
1818P
ISA
OE
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Inte
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Ass
essm
ent
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t stu
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s kn
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7 D
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20
10
Age 19
Age 21
Age 21
048121620
Level 2Level 3
Level 4Level 5
Increased likelihood of postsec. particip. at age 19/21 associated with PISA reading proficiency at age 15
(Canada)after accounting for school engagement, gender, mother
tongue, place of residence, parental, education and family income (reference group PISA Level 1)
Odds ratiohigher education entry
School marks at age 15
PISA performance at age
15
1919P
ISA
OE
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Pro
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Inte
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s kn
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rea
s S
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7 D
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20
10
Policies and practicesLearning climateDisciplineTeacher behaviourParental pressureTeacher-student relationshipsDealing with heterogeneityGrade repetitionPrevalence of trackingExpulsionsAbility grouping
(all subjects)Standards /accountabilityNat. examinationStandardised tests
Policy
System
R
School
R
Equity
E
2020P
ISA
OE
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Pro
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Inte
rnat
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Ass
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Wha
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s kn
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7 D
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20
10
What does it all mean?
2121P
ISA
OE
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Pro
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Inte
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Ass
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Wha
t stu
dent
s kn
ow a
nd c
an d
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nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
Commitment to universal achievement
Goals, gateways, instructional
systems
Capacity at point of delivery
Incentives and accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems
A commitment to education and the belief that competencies can be learned and therefore all children can achieve
Universal educational standards and personalisation as the approach to heterogeneity in the student body…
…as opposed to a belief that students have different destinations to be met with different expectations, and selection/stratification as the approach to heterogeneity
Clear articulation who is responsible for ensuring student success and to whom
2222P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Wha
t stu
dent
s kn
ow a
nd c
an d
oA
nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
2009
Early selection and institutional differentiation
High degree of stratification
Low degree of stratification
2323P
ISA
OE
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Inte
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s kn
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an d
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rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
Commitment to universal achievement
Goals, gateways, instructional
systems
Capacity at point of delivery
Incentives and accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems
Clear ambitious goals that are shared across the system and aligned with high stakes gateways and instructional systems
Well established delivery chain through which curricular goals translate into instructional systems, instructional practices and student learning (intended, implemented and achieved)
High level of metacognitive content of instruction
2424P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Wha
t stu
dent
s kn
ow a
nd c
an d
oA
nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
Commitment to universal achievement
Goals, gateways, instructional
systems
Capacity at point of delivery
Incentives and accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems
Capacity at the point of delivery Attracting, developing and retaining high
quality teachers and school leaders and a work organisation in which they can use their potential
Instructional leadership and human resource management in schools
Keeping teaching an attractive profession System-wide career development
2525P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Wha
t stu
dent
s kn
ow a
nd c
an d
oA
nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
Lessons from PISA on successful
education systems
Commitment to universal achievement
Goals, gateways, instructional
systems
Capacity at point of delivery
Incentives and accountability
Resources where they yield most
A learning system
Coherence
Incentives, accountability, knowledge management
Aligned incentive structuresFor students How gateways affect the strength, direction, clarity and nature
of the incentives operating on students at each stage of their education
Degree to which students have incentives to take tough courses and study hard
Opportunity costs for staying in school and performing well
For teachers Make innovations in pedagogy and/or organisation Improve their own performance
and the performance of their colleagues Pursue professional development opportunities
that lead to stronger pedagogical practices A balance between vertical and lateral accountability Effective instruments to manage and share knowledge
and spread innovation – communication within the system and with stakeholders around it
A capable centre with authority and legitimacy to act
2626P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Wha
t stu
dent
s kn
ow a
nd c
an d
oA
nd
rea
s S
chle
ich
er
7 D
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mb
er
20
10
Systems with more accountability Systems with less
accountability
480
490
500
Schools with less autonomy
Schools with more autonomy
495
School autonomy in re-source allocation
System’s accountability arrangements
PISA score in reading
School autonomy, accountability and student performance
Impact of school autonomy on performance in systems with and without accountability arrangements
2727P
ISA
OE
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Ass
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t stu
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s kn
ow a
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an d
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nd
rea
s S
chle
ich
er
7 D
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mb
er
20
10
Local responsibility and system-level prescription
System-level prescription‘Tayloristic’ work organisation
Schools leading reformTeachers as ‘knowledge workers’
Schools todayThe industrial
model, detailed prescription of
what schools do
Schools tomorrow?
Building capacity
Finland todayEvery school an effective school
Trend in OECD countries
2828P
ISA
OE
CD
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gram
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for
Inte
rnat
iona
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Ass
essm
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t stu
dent
s kn
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s S
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ich
er
7 D
ece
mb
er
20
10
Public and private schools
AustraliaAustriaCanada
ChileCzech Republic
DenmarkEstoniaFinland
GermanyGreece
HungaryIcelandIreland
IsraelItaly
JapanKorea
LuxembourgMexico
NetherlandsNew Zealand
NorwayPoland
PortugalSlovak Republic
SloveniaSpain
SwedenSwitzerland
TurkeyUnited Kingdom
United StatesArgentina
BrazilHong Kong-China
IndonesiaJordan
Russian FederationShanghai-China
SingaporeChinese Taipei
0 20 40 60 80 100
Government schools
Government dependent private
Government independent private
-150 -100 -50 0 50 100
Difference after accounting for socio-economic background of students and schools
Observed performance difference
Private schools perform better
Public schools perform better
%
Score point difference
2929P
ISA
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iona
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Ass
essm
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t stu
dent
s kn
ow a
nd c
an d
oA
nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
Commitment to universal achievement
Goals, gateways, instructional
systems
Capacity at point of delivery
Incentives and accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems Investing resources where they can make
most of a difference Alignment of resources with key challenges
(e.g. attracting the most talented teachers to the most challenging classrooms)
Effective spending choices that prioritise high quality teachers over smaller classes
3030P
ISA
OE
CD
Pro
gram
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for
Inte
rnat
iona
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Ass
essm
ent
Wha
t stu
dent
s kn
ow a
nd c
an d
oA
nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
Commitment to universal achievement
Goals, gateways, instructional
systems
Capacity at point of delivery
Incentives and accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems
A learning system An outward orientation of the system to
keep the system learning, international benchmarks as the ‘eyes’ and ‘ears’ of the system
Recognising challenges and potential future threats to current success, learning from them, designing responses and implementing these
3131P
ISA
OE
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Pro
gram
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for
Inte
rnat
iona
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dent
Ass
essm
ent
Wha
t stu
dent
s kn
ow a
nd c
an d
oA
nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
Commitment to universal achievement
Goals, gateways, instructional
systems
Capacity at point of delivery
Incentives and accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems
Coherence of policies and practices Alignment of policies
across all aspects of the system Coherence of policies
over sustained periods of time Consistency of implementation Fidelity of implementation
(without excessive control)
3232P
ISA
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for
Inte
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Ass
essm
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Wha
t stu
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s kn
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nd c
an d
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s S
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ich
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7 D
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20
10
Beyond schooling
3333P
ISA
OE
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Inte
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s kn
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rea
s S
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7 D
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er
20
10
Lit
hu
an
ia
Ge
rma
ny
De
nm
ark
Cro
ati
a
Ho
ng
Ko
ng
-Ch
ina
Ko
rea
Ma
ca
o-C
hin
a
Po
rtu
ga
l
Hu
ng
ary
Ne
w Z
ea
lan
d
Ch
ile
Ita
ly
Pa
na
ma
Qa
tar-10
0
10
20
30
40
50
60
Sco
re p
oin
t d
iffe
ren
ceParental support at the beginning
of primary school Score point difference between students whose parents often
do (weekly or daily) and those who do not:
"talk about what they had done"
3434P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
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dent
Ass
essm
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Wha
t stu
dent
s kn
ow a
nd c
an d
oA
nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
Performance difference between students who had attended pre-primary school for more than one year and those who did
not
Sco
re p
oin
t d
iffe
ren
ce
Isra
el
Belgiu
m
Mac
ao-C
hina
France
Switzer
land
United K
ingdom
Dubai (U
AE)
Kyrgyz
stan
Argen
tina
Germ
any
New Z
eala
nd
Slova
k Rep
ublic
Brazil
Luxem
bourg
Thaila
nd
Canad
a
Chines
e Tai
pei
Poland
Kazak
hstan
Roman
ia
Japan
Peru
Jord
an
Norway
Azerb
aija
n
Colom
biaChile
Lithuan
ia
Serbia
Nether
lands
Slove
nia
Finla
nd
Latvi
a0
20
40
60
80
100
120
Beyond schooling
Observed performance advantage
Performance advantage after accounting for socio-economic
factors
3535P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Wha
t stu
dent
s kn
ow a
nd c
an d
oA
nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
Some students learn at high levels
All students need to learn at high levels
Student inclusion
Routine cognitive skills, rote learning
Learning to learn, complex ways of
thinking, ways of workingCurriculum, instruction and assessment
Few years more than secondary
High-level professional knowledge workers
Teacher quality
‘Tayloristic’, hierarchical
Flat, collegial
Work organisation
Primarily to authorities
Primarily to peers and stakeholders
Accountability
Education reform trajectories
The old bureaucratic system The modern enabling system
3636P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Wha
t stu
dent
s kn
ow a
nd c
an d
oA
nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
Thank you !
Find out more about PISA at… OECD www.pisa.oecd.org
– All national and international publications– The complete micro-level database
U.S. White House www.data.gov
Email: [email protected]
…and remember:
Without data, you are just another person with an opinion
3737P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Wha
t stu
dent
s kn
ow a
nd c
an d
oA
nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
Five volumes released on 7 December Volume I, What Students Know and can Do:
Student Performance in Reading, Mathematics and Science
Volume II, Overcoming Social Background: Equity in Learning Opportunities and Outcomes
Volume III, Learning to Learn: Student Engagement, Strategies and Practices
Volume IV, What Makes a School Successful? Resources, Policies and Practices
Volume V, Learning Trends: Changes in student Performance since 2000
One volume to be released in June 2011 Volume VI, Students On Line: Reading and Using
Digital Information
PISA 2009 results
