It is the bleakest of midwinter and your house feels cold. Despite apparently having the heating turned on, you check the thermometer and you see that it is just 10°C and the temperature even appears to be dropping over time. Do you: A. Decide to check the thermometer less often? B. Check the thermometer but … Continue reading Fiddling with NAPLAN while PISA burns
I was on the radio earlier today. You may be interested: https://www.abc.net.au/radio/ballarat/programs/breakfast/education-ranking/11765518
Those in England who are unhappy with government education policy have a new strategy for spinning the recent PISA results. The suggestion is that the small improvement in reading, the significant improvement and maths and the small decline in science have all come at the expense of students’ life satisfaction. All that testing and cramming … Continue reading Does PISA success come at the expense of life satisfaction?
The Programme for International Student Assessment (PISA) is run by the OECD which conducted its last round of testing in 2018. The long-awaited results of PISA 2018 have just been published. I am not interested in absolute scores and overall rankings because so much can vary between different countries and states: socioeconomic status, homogeneity of … Continue reading Australia and Finland slide further in PISA 2018
The results for the 2018 round of the Programme for International Student Assessment (PISA) will be released on the third of December. What will they show? I don’t know, I’m not a fortune teller. However, it will be interesting to see if certain trends, both numerical and rhetorical, will continue. Will Scotland, Australia and Finland … Continue reading What can we expect from PISA 2018?
Let’s remind ourselves of how the Organisation for Economic Cooperation and Development (OECD) define effective teaching in their Programme for International Student Assessment (PISA): “In its Analytical Framework (OECD, 2013), PISA defines the three dimensions of good teaching as: clear, well-structured classroom management; supportive, student-oriented classroom climate; and cognitive activation with challenging content” This is … Continue reading PISA 2030
Last week saw the release of the Programme for International Students Assessment (PISA) collaborative problem solving results. This was accompanied by headlines suggesting that Australia and the U.K. had performed particularly well in these assessments. I’m not sure about this. In PISA 2015 science, Australia was ranked 14th. On the recent problem-solving test it was … Continue reading Did the U.K. and Australia do well in the PISA collaborative problem solving test?
You may have noticed that I have tweeted a few graphs comparing the PISA results of two different countries. I created a Google Sheet in order to do this. I have made this available so that you can have a play with this sheet too. You will need a Google login. First, you will need … Continue reading Tool for comparing PISA performance
I have shared the following graphic a few times. It shows that frequent use of enquiry-based learning, as defined by the Organisation for Economic Cooperation and Development (OECD), is associated with worse scores on the science component of the Programme for International Student Assessment (PISA). It is based upon surveying students about their experiences in … Continue reading Understanding the PISA 2015 findings about science teaching
I have written a few posts about the Programme for International Student Assessment (PISA) and, in doing so, I have become aware of a number of myths that are linked to it. These are worth challenging because they get in the way of us taking anything useful from these results. The myths are: 1. We … Continue reading Three myths about PISA