Embed Size (px)
Citation preview
PISA FOR SCHOOLS
Tue Halgreen, Policy Analyst
Javier Suarez-Alvarez, Analyst
Directorate for Education and Skills
OECDSantander, 4 July 2016
How is my school comparing
internationally?
PISA for Schools and PISA
PISA
Shows how well a country is performing
PfS
Shows how well a school is performing
PISA and PISA for Schools measure the skills needed for future life of 15 year-olds around the world
COMPARABLE
PISA for Schools - Objectives
Provide information about how schools are performing
How are students performing in maths, science and reading - in an international context?
How conducive is the school environment and student motivation to learning?
How do these contextual factors shape learning?
Provide a backdrop for setting goals and planning improvements
What levels do we want our students to reach? The benchmark is no longer national standards alone.
What can be learnt from higher-performing school and school systems?
PISA for SchoolsOverview
PISA for Schools instruments and data
Cognitive test: reading. mathematics and science
Student questionnaire: Socio-demographic factors and
students attitudes
School questionnaire: school characteristics
PISA for Schools in Spain
Pilot 2013-2014
Available to all interested schools since 2015-2016
PISA for Schools in other countries
United States of America
England and Wales
Russia
Brunei
Results from PISA for Schools
My school results
Identifying areas to work on in the future
Planning Improvements
Understand the data provided in the school report
Reading performance
Socio-economic background
Proficiency levels
Disciplinary climate
• Impact study
• In-depth interviews and other feedback from 45 schools in Spain, United States and Wales
“How did your school use the results from PISA for Schools?”
What schools use the assessment for
What schools use the assessment for
Schools say they use the test to…
Benchmark their school
internationally
Comparar sus escuelas
internacionalmente
National and international peer-learning opportunities
Oportunidadesde aprendizajecolaborativo a
nivel nacional e internacional
Drive practice shifts through self-reflection
and action plans
Dirgir la práctica hacia
la auto-reflexión y el
plan de acción
Obtain assessment results on “real-life
skills”
Obtenerresultados
sobre‘competenciasde la vida real’
WHAT CAN WE LEARN FROM PISA FOR SCHOOLS?
Javier Suarez-Álvarez, AnalystDirectorate for Education and SkillsOECD
Santander, 4 July 2016
PISA for SchoolsWhy some schools perform better than expected?
Spanish pilot study was performed in 2013
Random sampling
220 schools
12568 students
Public = 51.1%; Subsidized = 42.7%; Private = 6.2%
250
300
350
400
450
500
550
600
650
700
750
-1.5 -1 -0.5 0 0.5 1 1.5
Public
Subsidized
Private
Prediction of maths scores in function of ESCSPrediction of maths scores in function of ESCS
PIS
Am
ath
em
ati
cs
sc
ale
ESCS
R² = 0.595
PISA for SchoolsWhy some schools perform better than expected?
• Developing an explanatory model
– Scores: Observed – Expected
– Disciplinary climate
• Disciplinary climate in language
• Disciplinary climate in maths
• Teacher relations
– Self-regulated learning
• Maths self-efficacy
• Maths instrumental motivation
• Science self-efficacy
• Science instrumental motivation
Disciplinary climate in language (DISCLIMA)Disciplinary climate in maths (DISCLIM)Teacher-student relations (STUDREL)
Mathematics self-efficacy (MATHEFF)Mathematics instrumental motivation (INSMOT)
Science self-efficacy (SCIEFF)Science instrumental motivation (INSTSCI)
PISA for SchoolsWhy some schools perform better than expected?
R2= .144 R2= .276
Residual variances
Standardized coefficients
Explanatory model using Structural Equating Modelling
PISA for SchoolsWhy some schools perform better than expected?
R2= .144 R2= .276
-100
-80
-60
-40
-20
0
20
40
60
80
100
-4 -3 -2 -1 0 1 2 3 4
Public
Subsidized
Private
Prediction of scores (observed-expected) by self-regulated learning
Sc
or
es
(O
bs
er
ve
d-E
xp
ec
ted
Self-regulated learning
PISA for SchoolsWhy some schools perform better than expected?
R2= .144 R2= .276
In average,
• The score of a school in self-regulated learning would increase .40 SD if the school disciplinary climate increases 1 SD.
• The score of a school in observed-expected performance would increase .53 SD if the school self-regulated learning increases 1 SD.
• In other words, the score of a school would increase 9.50 points (PISA scale) if the school self-regulated learning increases 1 SD and, most important, this improvement is after accounting the socioeconomic background.
PISA for SchoolsWhy some schools perform better than expected?
More information in:
www.oecd.org
www.pisaparacentroseducativos.es
Email: [email protected]
Muchas gracias por su atención
