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![Page 1: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/1.jpg)
PISA Model
S.Kanageswari Suppiah Shanmugam, PhD.
![Page 2: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/2.jpg)
PISA Model
S.Kanageswari Suppiah Shanmugam, PhD.
![Page 3: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/3.jpg)
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
![Page 4: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/4.jpg)
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.
![Page 5: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/5.jpg)
Performance on the mathematical literacy scale
![Page 6: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/6.jpg)
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
![Page 7: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/7.jpg)
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.
![Page 8: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/8.jpg)
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.
![Page 9: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/9.jpg)
Types of Items- MCQ
![Page 10: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/10.jpg)
Types of Items- Closed CRQ
![Page 11: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/11.jpg)
…continue
![Page 12: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/12.jpg)
Types of Items- Open CRQ
Question 1: IndonesiaDesign a graph (or graphs) that shows the uneven distribution of the Indonesian population.
![Page 13: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/13.jpg)
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)
![Page 14: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/14.jpg)
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.
![Page 15: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/15.jpg)
Components of mathematics domain
![Page 16: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/16.jpg)
Item Characteristics●some stimulus material or information●an introduction, ●actual question ●required solution.●Scoring rubric
![Page 17: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/17.jpg)
Released Items
![Page 18: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/18.jpg)
…continue
![Page 19: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/19.jpg)
Scoring Rubric
![Page 20: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/20.jpg)
Released Item
![Page 21: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/21.jpg)
Scoring Rubric
![Page 22: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/22.jpg)
…Scoring Rubric
![Page 23: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/23.jpg)
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References
www.pisa.oecd.org
![Page 39: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/39.jpg)
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
![Page 40: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/40.jpg)
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.
![Page 41: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/41.jpg)
Performance on the mathematical literacy scale
![Page 42: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/42.jpg)
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
![Page 43: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/43.jpg)
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.
![Page 44: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/44.jpg)
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.
![Page 45: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/45.jpg)
Types of Items- MCQ
![Page 46: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/46.jpg)
Types of Items- Closed CRQ
![Page 47: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/47.jpg)
…continue
![Page 48: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/48.jpg)
Types of Items- Open CRQ
Question 1: IndonesiaDesign a graph (or graphs) that shows the uneven distribution of the Indonesian population.
![Page 49: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/49.jpg)
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)
![Page 50: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/50.jpg)
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.
![Page 51: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/51.jpg)
Components of mathematics domain
![Page 52: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/52.jpg)
Item Characteristics●some stimulus material or information●an introduction, ●actual question ●required solution.●Scoring rubric
![Page 53: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/53.jpg)
Released Items
![Page 54: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/54.jpg)
…continue
![Page 55: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/55.jpg)
Scoring Rubric
![Page 56: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/56.jpg)
Released Item
![Page 57: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/57.jpg)
Scoring Rubric
![Page 58: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/58.jpg)
…Scoring Rubric
![Page 59: PISA Model Notes](https://reader035.fdocuments.us/reader035/viewer/2022062410/55cf8f78550346703b9cae17/html5/thumbnails/59.jpg)
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References
www.pisa.oecd.org