PISA Model

S.Kanageswari Suppiah Shanmugam, PhD.

PISA Model

S.Kanageswari Suppiah Shanmugam, PhD.

PISA● the Organisation for Economic Co-operation and

Development (OECD) launched the OECD Programme for International Student Assessment (PISA) in 1997

●collect information through three-yearly assessments ●presents data on domain-specific knowledge and skills in

reading, mathematics and science of students, schools and countries.

●Each of these cycles looks in depth at a major domain, to which two-thirds of testing time is

●Devoted the other domains provide a summary profile of skills.

●Major domains have been reading literacy in 2000, mathematical literacy in 2003 and scientific literacy in 2006. In 2009, the major domain is again reading literacy.

●age 15●students are approaching the end of compulsory

education●administered to between 4 500 and 10 000 students

in each country

PISA 2009+ and Malaysia●64 countries participated in PISA 2009●Ten additional participants administered PISA

2009 assessment in 2010 (Malaysia- 2009+)●mean score of 404 on the mathematical literacy

scale, below the means attained in all OECD countries.

●41% of students are proficient in mathematics at least to the baseline level at which they begin to demonstrate the kind of skills that enable them to use mathematics in ways considered fundamental for their future development.

● no statistically significant difference in the performance of boys and girls in mathematical literacy.

Performance on the mathematical literacy scale

Content●not only whether students can reproduce specific subject matter knowledge,

●but also whether they can extrapolate from what they have learned and apply their knowledge in novel situations/authentic problem.

●Emphasis is on the mastery of processes, the understanding of concepts and the ability to function in various situations within each domain.

●moving beyond the school-based approach towards the use of knowledge in everyday tasks and challenges.

●Focuses on things that students will need in the future ●seeks to assess what they can do with what they have

learned ● reflecting the ability of students to continue learning

throughout their lives by applying what they learn in school to non-school environments, evaluating their choices and making decisions.

focuses on young people’s ability to use their knowledge and skills to meet real-life challenges

PISA- Data Collection●Combines

● the assessment of science, mathematics and reading

● with information on students’ home background, ● their approaches to learning, ● their learning environments ● and their familiarity with computers.

●Student outcomes are then associated with these background factors.

●PISA provides insights into the factors that influence the development of skills and attitudes at home and at school,

●and examines how these factors interact and● what the implications are for policy development.

Methods●Paper-and-pencil tests ●Testing time: two hours● In some countries and economies, an additional 40

minutes for reading and understanding electronic texts.

●a mixture of MCQ and questions requiring students to construct their own responses (CRQ).

●The items are organised in groups based on a passage setting out a real-life situation.

●A total of about 390 minutes of test items is covered, with different students taking different combinations of test items.

●Students answer a background questionnaire, which takes 30 minutes to complete, providing information about themselves and their homes.

Types of Items- MCQ

Types of Items- Closed CRQ

…continue

Types of Items- Open CRQ

Question 1: IndonesiaDesign a graph (or graphs) that shows the uneven distribution of the Indonesian population.

Mathematical literacy● An individual’s capacity to identify and understand the

role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen.

●ability of students to analyse, reason, and communicate ideas effectively as they pose, formulate, solve, and interpret solutions to mathematical problems in a variety of situations.

●moving beyond ‘school classrooms’ situations to real-world settings (shopping, travelling, cooking, dealing with personal finances, judging political issues)

●emphasises combination of mathematical knowledge (put to functional use in a multitude of different situations in varied, reflective and insight-based ways )+ Literacy (linguistic sense)

PISA Mathematics Assessment●Mathematical content :

● used to solve the problems, ● organised by four overarching ideas (quantity, space and

shape, change and relationships, &uncertainty) .●Mathematical processes/competencies:

● Mathematical/cognitive processes that students apply as they attempt to solve problems.

● questions are organised in terms of competency clusters (Connection, reproduction, reflection)defining the type of thinking skill needed (Thinking and reasoning, Argumentation, Communication, Modelling, Problem posing and solving, Representation, Using symbolic, formal and technical language and operations.

●Situations/context: ● in which the problems are located● 5 situations: personal, educational, occupational, public &

scientific.

Components of mathematics domain

Item Characteristics●some stimulus material or information●an introduction, ●actual question ●required solution.●Scoring rubric

Released Items

…continue

Scoring Rubric

Released Item

Scoring Rubric

…Scoring Rubric

References

www.pisa.oecd.org

PISA● the Organisation for Economic Co-operation and

Development (OECD) launched the OECD Programme for International Student Assessment (PISA) in 1997

●collect information through three-yearly assessments ●presents data on domain-specific knowledge and skills in

reading, mathematics and science of students, schools and countries.

●Each of these cycles looks in depth at a major domain, to which two-thirds of testing time is

●Devoted the other domains provide a summary profile of skills.

●Major domains have been reading literacy in 2000, mathematical literacy in 2003 and scientific literacy in 2006. In 2009, the major domain is again reading literacy.

●age 15●students are approaching the end of compulsory

education●administered to between 4 500 and 10 000 students

in each country

PISA 2009+ and Malaysia●64 countries participated in PISA 2009●Ten additional participants administered PISA

2009 assessment in 2010 (Malaysia- 2009+)●mean score of 404 on the mathematical literacy

scale, below the means attained in all OECD countries.

●41% of students are proficient in mathematics at least to the baseline level at which they begin to demonstrate the kind of skills that enable them to use mathematics in ways considered fundamental for their future development.

● no statistically significant difference in the performance of boys and girls in mathematical literacy.

Performance on the mathematical literacy scale

Content●not only whether students can reproduce specific subject matter knowledge,

●but also whether they can extrapolate from what they have learned and apply their knowledge in novel situations/authentic problem.

●Emphasis is on the mastery of processes, the understanding of concepts and the ability to function in various situations within each domain.

●moving beyond the school-based approach towards the use of knowledge in everyday tasks and challenges.

●Focuses on things that students will need in the future ●seeks to assess what they can do with what they have

learned ● reflecting the ability of students to continue learning

throughout their lives by applying what they learn in school to non-school environments, evaluating their choices and making decisions.

focuses on young people’s ability to use their knowledge and skills to meet real-life challenges

PISA- Data Collection●Combines

● the assessment of science, mathematics and reading

● with information on students’ home background, ● their approaches to learning, ● their learning environments ● and their familiarity with computers.

●Student outcomes are then associated with these background factors.

●PISA provides insights into the factors that influence the development of skills and attitudes at home and at school,

●and examines how these factors interact and● what the implications are for policy development.

Methods●Paper-and-pencil tests ●Testing time: two hours● In some countries and economies, an additional 40

minutes for reading and understanding electronic texts.

●a mixture of MCQ and questions requiring students to construct their own responses (CRQ).

●The items are organised in groups based on a passage setting out a real-life situation.

●A total of about 390 minutes of test items is covered, with different students taking different combinations of test items.

●Students answer a background questionnaire, which takes 30 minutes to complete, providing information about themselves and their homes.

Types of Items- MCQ

Types of Items- Closed CRQ

…continue

Types of Items- Open CRQ

Question 1: IndonesiaDesign a graph (or graphs) that shows the uneven distribution of the Indonesian population.

Mathematical literacy● An individual’s capacity to identify and understand the

role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen.

●ability of students to analyse, reason, and communicate ideas effectively as they pose, formulate, solve, and interpret solutions to mathematical problems in a variety of situations.

●moving beyond ‘school classrooms’ situations to real-world settings (shopping, travelling, cooking, dealing with personal finances, judging political issues)

●emphasises combination of mathematical knowledge (put to functional use in a multitude of different situations in varied, reflective and insight-based ways )+ Literacy (linguistic sense)

PISA Mathematics Assessment●Mathematical content :

● used to solve the problems, ● organised by four overarching ideas (quantity, space and

shape, change and relationships, &uncertainty) .●Mathematical processes/competencies:

● Mathematical/cognitive processes that students apply as they attempt to solve problems.

● questions are organised in terms of competency clusters (Connection, reproduction, reflection)defining the type of thinking skill needed (Thinking and reasoning, Argumentation, Communication, Modelling, Problem posing and solving, Representation, Using symbolic, formal and technical language and operations.

●Situations/context: ● in which the problems are located● 5 situations: personal, educational, occupational, public &

scientific.

Components of mathematics domain

Item Characteristics●some stimulus material or information●an introduction, ●actual question ●required solution.●Scoring rubric

Released Items

…continue

Scoring Rubric

Released Item

Scoring Rubric

…Scoring Rubric

References

www.pisa.oecd.org