PISA 2009 results [electronic resource]

2010·14 MB·English

by  Organisation for Economic Co-operation and Development

PISA 2009 Results:
What Students Know
and Can Do
STUDENTPERFORMANCEINREADING,
MATHEMATICSANDSCIENCE
VOLUME
I
CcyiynghMmohfii

PISA 2009 Results:
What Students Know
and Can Do
STUDENTPERFORMANCEINREADING,
MATHEMATICSAND SCIENCE
(VOLUME
I)
OECD
ThisworkispublishedontheresponsibilityoftheSecretary-GeneraloftheOECD.Theopinions
expressedandargumentsemployedhereindonotnecessarilyreflecttheofficialviewsofthe
Organisationorofthegovernmentsofitsmembercountries.
Pleasecitethispublicationas:
O(VEoClDume(2I0)10),PISA2009Results;WhatStudentsKnoiuandCanDo-StudentPerformanceinReading,MathematicsandScience
http://dx.doi.org/10.1787/9789264091450-en
ISBN978-92-64-09144-3(print)
ISBN978-92-64-09145-0(PDF)
ThestatisticaldataforIsraelaresuppliedbyandundertheresponsibilityoftherelevantIsraeliauthorities.Theuseofsuchdata
buyndtehretOhEeCtDerimsswoifthionutterpnraetjiuodnailcelatwo.thestatusoftheGolanHeights,EastJerusalemandIsraelisettlementsintheWestBank
PGGeehttotttyyoIIcmmreaadggieetsss:©©AGreioesltSokceklley
GSteotctkyliIbmaIgmeasge©BJaanckkH©olYluiringAsrwcourrtsh
CorrigendatoOECDpublicationsmaybefoundonlineat;www.oecd.org/publishing/corrigenda.
PISA™,OECD/PISA™andthePISAlogoaretrademaksoftheOrganisationforEconomicCo-operationandDevelopment(OECD).
AlluseofOECDtrademarksisprohibitedwithoutwrittenpermissionfromtheOECD.
©OECD2010
Ypapatreonorudidmnuci/ccoaos@tpsncsyiocropioinnypgryhtyi,otoguhdpotrohw.woncontoewolmrncoooairdspdotygchoieuprvomeCprneer.tninitnAtoltsrnl,esOrEpfoerrfCqaeunDtsqeheiiscnastotisnasmttadfiet’ooenrenrtxspip,ufaloblobrliliftyocoagortsuo,iprrouwnbcoelodbwimsuncmidteourerrsosecic,itoaaamdnlnmeddeuctrsyoecepoaiiucaaehnlci(danCugnFstCermi)aansntcahsetlalrulcaidlotaenilbtoseean,xcatcprd@eircdgro/hrpvctetiossspdsisefcehdrsdo.otucdmhloiamdrOt.eEbcsteCuliDystautpbboulmbetilhitaectcaeCktdoinopotnywosrl,rieid^[e-mail]mto(seuGdrCfiCcoa)er
Fof-ewof-q
Oneoftheultimategoalsofpolicymakersistoenablecitizenstotakeadvantageofaglobalisedworldeconomy.
Thisisleadingthemtofocusontheimprovementofeducationpolicies,ensuringthequalityofserviceprovision,
amoreequitabledistributionoflearningopportunitiesandstrongerincentivesforgreaterefficiencyinschooling.
Suchpolicieshingeonreliableinformationonhowwelleducationsystemspreparestudentsforlife.Mostcountries
monitorstudents'learningandtheperformanceofschools.Butinaglobaleconomy,theyardstickforsuccess
OisEnCoDlhonagsetrakiemnpruopvtehmaetncthablylennagteiobnyaldesvtealnodpairndgsPaIlSoAn,e,thebuPtrhogorwamemduecfaotrioInntesrynsatteiomnsalpeSrtfuodremntiAnstseernsastmieonnatl,lyw.hiTchhe
evaluatesthequality,equityandefficiencyofschoolsystemsinsome70countriesthat,together,makeupnine-
tenthsoftheworldeconomy.PISArepresentsacommitmentbygovernmentstomonitortheoutcomesofeducation
systemsregularlywithinaninternationallyagreedframeworkanditprovidesabasisforinternationalcollaboration
indefiningandimplementingeducationalpolicies.
Theresultsfromthe2009PISAassessmentrevealwidedifferencesineducationaloutcomes,bothwithinand
acrosscountries.Theeducationsystemsthathavebeenabletosecurestrongandequitablelearningoutcomes,
aednudcatotimoonbaillissueccreaspsi,dbiumtprthoivsemonelnytse,xpslhaoinwso6th%ersofwthhaetdiisfpfoesresnicbelsetionaacvheireavgee.sNtautdueranltlyp,erGfDorPmapnecre.caTpihteaoitnhfelrue9nc4e%s
reflectthepotentialforpublicpolicytomakeadifference.ThestunningsuccessofShanghai-China,whichtops
everyleaguetableinthisassessmentbyaclearmargin,showswhatcanbeachievedwithmoderateeconomic
resourcesandinadiversesocialcontext.Inmathematics,morethanaquarterofShanghai-China's15-year-olds
canconceptualise,generalise,andcreativelyuseinformationbasedontheirowninvestigationsandmodellingof
complexproblemsituations.Theycanapplyinsightandunderstandinganddevelopnewapproachesandstrategies
whenaddressingnovelsituations.IntheOECDarea,just3%ofstudentsreachthatlevelofperformance.
Whilebettereducationaloutcomesareastrongpredictorofeconomicgrowth,wealthandspendingoneducation
alonearenoguaranteeforbettereducationaloutcomes.Overall,PISAshowsthatanimageofaworlddivided
neatlyintorichandwell-educatedcountriesandpoorandbadly-educatedcountriesisoutofdate.
Thisfindingrepresentsbothawarningandanopportunity.Itisawarningtoadvancedeconomiesthattheycannot
takeforgrantedthattheywillforeverhave"humancapital"superiortothatinotherpartsoftheworld.Atatimeof
intensifiedglobalcompetition,theywillneedtoworkhardtomaintainaknowledgeandskillbasethatkeepsup
withchangingdemands.
PISAunderlines,inparticular,theneedformanyadvancedcountriestotackleeducationalunderperformanceso
thatasmanymembersoftheirfutureworkforcesaspossibleareequippedwithatleastthebaselinecompetencies
thatenablethemtoparticipateinsocialandeconomicdevelopment.Otherwise,thehighsocialandeconomic
costofpooreducationalperformanceinadvancedeconomiesrisksbecomingasignificantdragoneconomic
development.Atthesametime,thefindingsshowthatpoorskillsarenotaninevitableconsequenceoflownational
income-animportantoutcomeforcountriesthatneedtoachievemorewithless.
ButPISAalsoshowsthatthereisnoreasonfordespair.Countriesfromavarietyofstartingpointshaveshownthe
potentialtoraisethequalityofeducationaloutcomessubstantially.Korea'saverageperformancewasalreadyhigh
in2000,butKoreanpolicymakerswereconcernedthatonlyanarroweliteachievedlevelsofexcellenceinPISA.
Withinlessthanadecade,Koreawasabletodoubletheshareofstudentsdemonstratingexcellenceinreading
literacy.AmajoroverhaulofPoland'sschoolsystemhelpedtodramaticallyreduceperformancevariabilityamong
PISA2009RESULTS:WHATSTUDENTSKNOWANDCANDO-VOLUMEI©OECD2010
FOREWORD
schools,reducetheshareofpoorlyperformingstudentsandraiseoverallperformancebytheequivalentofmore
thanhalfaschoolyear.GermanywasjoltedintoactionwhenPISA2000revealedabelow-averageperformanceand
largesocialdisparitiesinresults,andhasbeenabletomakeprogressonbothfronts.Israel,ItalyandPortugalhave
movedclosertotheOECDaverageandBrazil,Chile,MexicoandTurkeyareamongthecountrieswithimpressive
gainsfromverylowlevelsofperformance.
ButthegreatestvalueofPISAliesininspiringnationaleffortstohelpstudentstolearnbetter,teacherstoteachbetter,
andschoolsystemstobecomemoreeffective.
Acloserlookathigh-performingandrapidlyimprovingeducationsystemsshowsthatthesesystemshavemany
commonalitiesthattranscenddifferencesintheirhistory,cultureandeconomicevolution.
wFiersitg,hwehdilaegaminossttontahetriso.nsHdoewcladroetthheeiyrpcaoymtmeiatcmheernstctoompedaurceadtitoon,thtehewateysttcheoymepsaywohtehnerthhiegshelyc-oskmimliletdmewnotrkserasr?e
Howareeducationcredentialsweighedagainstotherqualificationswhenpeoplearebeingconsideredforjobs?
Wouldyouwantyourchildtobeateacher?Howmuchattentiondothemediapaytoschoolsandschooling?Which
mattersmore,acommunity'sstandinginthesportsleaguesoritsstandinginthestudentacademicachievement
leaguetables?Areparentsmorelikelytoencouragetheirchildrentostudylongerandharderortospendmoretime
withtheirfriendsorinsportsactivities?
Inthemostsuccessfuleducationsystems,thepoliticalandsocialleadershavepersuadedtheircitizenstomakethe
choicesneededtoshowthattheyvalueeducationmorethanotherthings.Butplacingahighvalueoneducation
willgetacountryonlysofariftheteachers,parentsandcitizensofthatcountrybelievethatonlysomesubsetof
thenation'schildrencanorneedtoachieveworldclassstandards.Thisreportshowsclearlythateducationsystems
builtaroundthebeliefthatstudentshavedifferentpre-ordainedprofessionaldestiniestobemetwithdifferent
expectationsindifferentschooltypestendtobefraughtwithlargesocialdisparities.Incontrast,thebest-performing
educationsystemsembracethediversityinstudents'capacities,interestsandsocialbackgroundwithindividualised
approachestolearning.
Second,high-performingeducationsystemsstandoutwithclearandambitiousstandardsthataresharedacrossthe
system,focusontheacquisitionofcomplex,higher-orderthinkingskills,andarealignedwithhighstakesgateways
andinstructionalsystems.Intheseeducationsystems,everyoneknowswhatisrequiredtogetagivenqualification,
intermsbothofthecontentstudiedandthelevelofperformancethathastobedemonstratedtoearnit.Students
cannotgoontothenextstageoftheirlife-beitworkorfurthereducation-unlesstheyshowthattheyarequalified
todoso.Theyknowwhattheyhavetodotorealisetheirdreamandtheyputintheworkthatisneededtoachieveit.
Third,thequalityofaneducationsystemcannotexceedthequalityofitsteachersandprincipals,sincestudent
learningisultimatelytheproductofwhatgoesoninclassrooms.Corporations,professionalpartnershipsand
nationalgovernmentsallknowthattheyhavetopayattentiontohowthepoolfromwhichtheyrecruitisestablished;
howtheyrecruit;thekindofinitialtrainingtheirrecruitsreceivebeforetheypresentthemselvesforemployment;
howtheymentornewrecruitsandinductthemintotheirservice;whatkindofcontinuingtrainingtheyget;how
theircompensationisstructured;howtheyrewardtheirbestperformersandhowtheyimprovetheperformanceof
thosewhoarestruggling;andhowtheyprovideopportunitiesforthebestperformerstoacquiremorestatusand
responsibility.Manyoftheworld'sbest-performingeducationsystemshavemovedfrombureaucratic"command
andcontrol"environmentstowardsschoolsystemsinwhichthepeopleatthefrontlinehavemuchmorecontrol
ofthewayresourcesareused,peoplearedeployed,theworkisorganisedandthewayinwhichtheworkgets
done.Theyprovideconsiderablediscretiontoschoolheadsandschoolfacultiesindeterminingcontentandthe
curriculum,afactorwhichthereportshowstobecloselyrelatedtoschoolperformancewhencombinedwith
effectiveaccountabilitysystems.Andtheyprovideanenvironmentinwhichteachersworktogethertoframewhat
theybelievetobegoodpractice,conductfield-basedresearchtoconfirmordisprovetheapproachestheydevelop,
andthenassesstheircolleaguesbythedegreetowhichtheyusepracticesproveneffectiveintheirclassrooms.
Lastbutnotleast,themostimpressiveoutcomeofworld-classeducationsystemsisperhapsthattheydeliverhigh-
qualitylearningconsistentlyacrosstheentireeducationsystem,suchthateverystudentbenefitsfromexcellent
learningopportunities.Toachievethis,theyinvesteducationalresourceswheretheycanmakethegreatest
difference,theyattractthemosttalentedteachersintothemostchallengingclassrooms,andtheyestablisheffective
spendingchoicesthatprioritisethequalityofteachers.
4- ©OECD2010PISA2009RESULTS;WHATSTUDENTSKNOWANDCANDO-VOLUMEI
CocvngMMi
Theseare,ofcourse,notindependentlyconceivedandexecutedpolicies.Theyneedtobealignedacrossallaspects
ofthesystem,theyneedtobecoherentoversustainedperiodsoftime,andtheyneedtobeconsistentlyimplemented.
Thepathofreformcanbefraughtwithpoliticalandpracticalobstacles.Movingawayfromadministrativeand
bureaucraticcontroltowardprofessionalnormsofcontrolcanbecounterproductiveifanationdoesnotyethave
teachersandschoolswiththecapacitytoimplementthesepoliciesandpractices.Pushingauthoritydowntolower
levelscanbeasproblematicifthereisnotagreementonwhatthestudentsneedtoknowandshouldbeabletodo.
Recruitinghigh-qualityteachersisnotofmuchuseifthosewhoarerecruitedaresofrustratedbywhattheyperceive
tobeamindlesssystemofinitialteachereducationthattheywillnotparticipateinitandturntoanotherprofession.
Tcrheuastiangcoaunndtreyx'escustuicncgespslainnsmthaakti,nagtatnhyesgeivterannstiitmieo,nsprdoedpuecnedsthegrmeaatxlyimounmthceohdeergerneceetionwthheicshystitemis.successfulin
Thesearedauntingchallengesandthusdevisingeffectiveeducationpolicieswillbecomeevermoredifficultas
schoolsneedtopreparestudentstodealwithmorerapidchangethaneverbefore,forjobsthathavenotyetbeen
created,tousetechnologiesthathavenotyetbeeninventedandtosolveeconomicandsocialchallengesthatwe
donotyetknowwillarise.Butthoseschoolsystemsthatdowelltoday,aswellasthosethathaveshownrapid
improvement,demonstratethatitcanbedone.Theworldisindifferenttotraditionandpastreputations,unforgiving
offrailtyandcomplacencyandignorantofcustomorpractice.Successwillgotothoseindividualsandcountries
thatareswifttoadapt,slowtocomplainandopentochange.Thetaskofgovernmentswillbetoensurethat
countriesrisetothischallenge.TheOECDwillcontinuetosupporttheirefforts.
***
TihnsitsitruetpioonrstwisorthkeinpgrowdiutchtinofthaecforlalmabeowroartkiveofeftfhoertPbIeStAweCeonnsotrheticuomu,ntarniedstphaertOicEiCpaDtinSgecirnetaPrIiSaAt,.tThheeexrpeeprotrtswaands
draftedbyAndreasSchleicher,FrancescaBorgonovi,MichaelDavidson,MiyakoIkeda,MaciejJakubowski,
GuillermoMontt,SophieVayssettesandPabloZoidooftheOECDDirectorateforEducation,withadviceaswellas
analyticalandeditorialsupportfromMarilynAchiron,SimoneBloem,MarikaBoiron,HenryBraun,NihadBunar,
NiccolinaClements,JudeCosgrove,JohnCresswell,AlettaGrisay,DonaldHirsch,DavidKaplan,HenryLevin,
JulietteMendelovitz,ChristianMonseur,SoojinPark,PasiReinikainen,MebrakTareke,ElisabethVilloutreixand
AllanWigfield.VolumeIIalsodrawsontheanalyticworkundertakenbyJaapScheerensandDouglasWillmsinthe
contextofPISA2000.AdministrativesupportwasprovidedbyJulietEvansandDianaMorales.
ThePISAassessmentinstrumentsandthedataunderlyingthereportwerepreparedbythePISAConsortium,under
thedirectionofRaymondAdamsattheAustralianCouncilforEducationalResearch(ACER)andHenkMoelands
fromtheDutchNationalInstituteforEducationalMeasurement(CITO).Theexpertgroupthatguidedthepreparation
ofthereadingassessmentframeworkandinstrumentswaschairedbyIrwinKirsch.
ThedevelopmentofthereportwassteeredbythePISAGoverningBoard,whichischairedbyLornaBertrand
(UnitedKingdom),withBenoCsapo(Hungary),DanielMcGrath(UnitedStates)andRyoWatanabe(Japan)asvice
chairs.AnnexCofthevolumesliststhemembersofthevariousPISAbodies,aswellastheindividualexpertsand
consultantswhohavecontributedtothisreportandtoPISAingeneral.
AngelGurria
OECDSecretary-Ceneral
PISA2009RESULTS:WHATSTUDENTSKNOWANDCANDO-VOLUMEI€OECD2010 5

881
T^ble ofContents
EXECUTIVESUMMARY 13
CHAPTER1INTRODUCTION 17
PISA-Anoverview 1
PISA2009-Focusonreading 18
ThePISAsurveys 1
WhatisdifferentaboutthePISA2009survey? 21
Anewprofileofhowwellstudentsread 21
Anassessmentofreadingdigitaltexts 21
Moredetailedassessmentofawiderrangeofstudentabilities 2
Moreemphasisoneducationalprogress 21
Introducingnewbackgroundinformationaboutstudents 21
WhatPISAmeasuresandhow 22
PerformanceinPISA:Whatismeasured 22
ThePISAinstruments:Howskillsaremeasured 22
ThePISAstudentpopulation 24
ReportingresultsfromPISA2009 26
READER'SGUIDE 29
CHAPTER2APROFILEOFSTUDENTPERFORMANCEINREADING 31
Acontextforcomparingtheperformanceofcountries 34
ThePISAapproachtoassessingstudentperformanceinreading 37
ThePISAdefinitionofreadingliteracy 37
ThePISA2009frameworkforassessingreadingliteracy 38
HowthePISA2009readingresultsarereported 45
Whatstudentscandoinreading 49
Studentperformanceindifferentareasofreadingacrossparticipatingcountries 59
Aspectsubscales 59
ExamplesofthePISA2009readingunits 90
CHAPTERSAPROFILEOFSTUDENTPERFORMANCEINMATHEMATICSANDSCIENCE 121
Whatstudentscandoinmathematics 122
AprofileofPISAmathematicsquestions 122
Studentperformanceinmathematics 130
Meancountryperformanceinmathematics 133
Genderdifferencesinmathematics 137
PISA2009RESULTS;WHATSTUDENTSKNOWANDCANDO-VOLUMEI ©OECD2010
whatstudentscandoinscience 137
AprofileofPISAsciencequestions 137
Studentperformanceinscience 147
Meancountryperformanceinscience 150
Genderdifferencesinscience 154
POLICYIMPLICATIONS 157
Tacklinglowperformance 158
Pursuingexcellence 158
Strengthsandweaknessesindifferentkindsofreading 159
Studentperformanceinmathematicsandscience 159
Thepotentialtoimproveperformanceacrosstheworld 160
REFERENCES 163
ANNEXATECHNICALBACKGROUND 165
AnnexA1: Indicesfromthestudent,schoolandparentcontextquestionnaires 166
AnnexA2: ThePISAtargetpopulation,thePISAsamplesandthedefinitionofschools 171
AnnexA3: Standarderrors,significancetestsandsubgroupcomparisons 184
AnnexA4: Qualityassurance 185
AnnexA5: DevelopmentofthePISAassessmentinstruments 187
AnnexA6: Reliabilityofthecodingofresponsestoopen-endeditems 190
ANNEXE TABLESOFRESULTS 193
AnnexB1: Resultsforcountriesandeconomies 194
AnnexB2: Resultsforregionswithincountries 232
ANNEXC THEDEVELOPMENTANDIMPLEMENTATIONOFPISA-ACOLLABORATIVEEFFORT 267
Thisbookhas...
Sta.tLinks
AservicethatdeliversExcePfiles
fromtheprintedpage!
TLooodkowfonrltohaedStthaetLmiantkschaitntgheExbcoetPtosmprleeafdts-hheanedt,cojrusntertyopfetthheetalibnlkesinotroygoruarphIsntienrntehitsbbrooowks.er,
scIfltiaycroktui’onrngewtriheteahdltiinhnkeg.htYtohute’pl:Pl/D/fFdixned.-dSobtioa.otoLkrigendkpisrteiafoipnxp,.eaanrdinygoiunrmPoCreisOcEonCnDecbtoeodkst.otheInternet,simply
©OECD2010PISA2009RESULTS;WHATSTUDENTSKNOWANDCANDO-VOLUMEI
CopV'V’Ml