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Programme for International Student Assessment 2000

World, 2000
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WLD_2000_PISA_v01_M
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Organisation for Economic Co-operation and Development
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Questionnaires
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School Questionnaire
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Student Questionnaire
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Reports
Student Engagement at School: A Sense of Belonging and Participation, Results from PISA 2000
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Author(s) Jon Douglas Willms
Date 2003-01-01
Language English
Table of contents Foreword ................................................................................................................3
Chapter 1: PISA as an international study of student engagement .................................7
A definition of student engagement ............................................................................8
Student engagement and academic success ...................................................................9
Engagement and the school environment ................................................................... 10
The Programme for International Student Assessment (PISA) as a study of student engagement . 11
Readers’ guide ....................................................................................................... 15
Chapter 2: A profile of student engagement .............................................................. 17
Introduction ...................................................................................................... 18
How student engagement is measured in PISA ............................................................. 18
Variation among countries in student engagement ......................................................... 19
Variation among countries in low sense of belonging and low participation........................... 21
Variation among schools in low sense of belonging and low participation ............................ 21
Conclusion ........................................................................................................ 25
Chapter 3: Engagement and literacy skills ................................................................. 27
Introduction ...................................................................................................... 28
The relationships between student engagement and literacy skills ...................................... 28
A typology of youth based on student engagement and literacy skills .................................. 30
Conclusion ........................................................................................................ 33
Chapter 4: Family and school factors associated with student disaffection ................... 35
Introduction ...................................................................................................... 36
The relationship between student engagement and family background ................................ 37
The effects of family and school factors on levels of student engagement.............................. 41
Conclusion ........................................................................................................ 48
Chapter 5: International findings about student engagement and their implications for public policy.......................................... 51
Introduction ...................................................................................................... 52
Key findings....................................................................................................... 53
Implications for public policy .................................................................................. 55
References............................................................................................................. 59
Annex A: PISA measures of student engagement ....................................................... 63
Annex B: Data tables............................................................................................... 67
Annex C: The development of the PISA thematic report – A collaborative effort........... 79
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What Makes School Systems Perform?
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subtitle Seeing School Systems Through the Prism of PISA
Author(s) Organisation for Economic Co-operation and Development (OECD)
Date 2004-01-01
Language English
Table of contents Foreword ................................................................................................................3
Chapter 1: Introduction ............................................................................................7
Chapter 2: Strategies for innovation and reform in the school system ..........................11
Reform efforts in the six reference countries ...............................................................12
Commonalities and differences in reform efforts ..........................................................15
Chapter 3: Devolution of responsibilities to schools ...................................................19
Devolution strategies ............................................................................................20
Examples of devolution efforts ................................................................................20
Commonalities and differences in devolution strategies ..................................................22
Chapter 4: System monitoring .................................................................................23
System monitoring in the reference countries ..............................................................24
Commonalities and differences in system monitoring .....................................................26
Chapter 5: Organisation of support systems ..............................................................29
Support systems in the reference countries .................................................................30
Commonalities and differences in support systems ........................................................33
Chapter 6: Understanding and application of standards .............................................35
Use of standards in the reference countries .................................................................36
Commonalities and differences in formulation of standards ..............................................38
Chapter 7: Organisation of educational processes within the schools ..........................39
Organisation of educational processes in the reference countries .......................................40
Commonalities and differences in the organisation of educational processes ..........................42
Chapter 8: Integration of non-native students and students with foreign-born parents .45
Efforts to educate non-native students and students with foreign-born parents ......................47
Commonalities and differences in strategies and support structures for non-native students and students with foreign-born parents ..................................49
Chapter 9: How countries cope with differences between target student performance and its achievement .................................................................51
Strategies for coping with under-achievement ..............................................................52
Commonalities and differences in compensating for social inequity in basic education ..............54
Chapter 10: Professional development of teachers .....................................................57
Strategies for teacher professional development ............................................................58
Commonalities and differences in organisation of teacher training ......................................60
Chapter 11: Conclusions ..........................................................................................63
The educational culture and coping with heterogeneity ...................................................64
Structure of the school system and support services ......................................................65
Governance of the school system .............................................................................66
Annex A: Analytical framework used for the country reports in the multilateral study co-ordinated by the German Institute for International Educational Research ...69
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Mesurer les connaissances et les compétences des élèves
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subtitle Lecture, mathématiques et science : l’évaluation PISA 2000
Language French
Table of contents 7 INTRODUCTION
7 Le Programme international pour le suivi des acquis des élèves
9 Le choix des domaines d’évaluation
10 Au-delà des contenus
11 Les trois dimensions des domaines d’évaluation
14 Connaissance et compréhension
16 Contextes d’application
18 PISA : un projet en cours de réalisation
20 CHAPITRE 1 : ÉVALUATION DE LA COMPRÉHENSION DE L’ÉCRIT DANS PISA
20 La définition PISA de la compréhension de l’écrit et son contexte
20 Les trois dimensions de la compréhension de l’écrit
20 Les tâches de lecture
22 Les types de textes
25 Le but du texte
26 Format des items de test
26 Codage
26 Exemples d’items
27 UNITÉ DE LECTURE 1 : ABEILLES
30 UNITÉ DE LECTURE 2 : MAUVAIS GOÛT
32 UNITÉ DE LECTURE 3 : UN JUGE ÉQUITABLE
40 UNITÉ DE LECTURE 4 : BRUTALITÉ
43 UNITÉ DE LECTURE 5 : MORELANDE
44 UNITÉ DE LECTURE 6 : GARANTIE
47 Consignes de correction des questions sur la compréhension de l’écrit
54 CHAPITRE 2 : ÉVALUATION DE LA CULTURE MATHÉMATIQUE DANS PISA
54 La définition PISA de la culture mathématique et son contexte
54 Les trois dimensions de la culture mathématique
55 Les processus mathématiques
57 Les contenus mathématiques : domaines enseignés et « idées mathématiques majeures »
59 Les situations et contextes
59 Formats des items et codage
60 Exemple d’items
61 UNITÉ DE MATHÉMATIQUES 1 : PIZZAS
62 UNITÉ DE MATHÉMATIQUES 2 : PIÈCES DE MONNAIE
63 UNITÉ DE MATHÉMATIQUES 3 : LICHEN
66 UNITÉ DE MATHÉMATIQUES 4 : FORMES
69 UNITÉ DE MATHÉMATIQUES 5 : FREINAGE
72 UNITÉ DE MATHÉMATIQUES 6 : PATIO
73 UNITÉ DE MATHÉMATIQUES 7 : LE SOMMEIL DES PHOQUES
75 Consignes de correction des questions sur la culture mathématique
80 CHAPITRE 3 : ÉVALUATION DE LA CULTURE SCIENTIFIQUE DANS PISA
80 La définition PISA de la culture scientifique et son contexte
80 Les trois dimensions de la culture scientifique
80 Les processus scientifiques
82 Les concepts scientifiques
82 Les situations et les champs d’application de la science
83 Format des items de test
84 Codage
84 Exemples d’items
85 UNITÉ DE SCIENCES 1 : AUTOBUS
87 UNITÉ DE SCIENCES 2 : MOUCHES
90 UNITÉ DE SCIENCES 3 : BIODIVERSITÉ
92 UNITÉ DE SCIENCES 4 : CHANGEMENTS CLIMATIQUES
95 UNITÉ DE SCIENCES 5 : CHOCOLAT
97 UNITÉ DE SCIENCES 6 : CLONAGE DES VEAUX
100 Consignes de correction des questions sur la culture scientifique
103 BIBLIOGRAPHIE
109 Annexe 1 : Membres du Groupe fonctionnel d’experts
110 Annexe 2 : Équipe de mise au point des tests
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Messages from PISA 2000
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Author(s) Organisation for Economic Co-operation and Development (OECD)
Date 2004-01-01
Language English
Table of contents Messages from PISA 2000 ........................................................... 4
Students, schools and education systems ..................................... 5
Student characteristics (1) – Home background .............................. 6
Student characteristics (2) – Engagement ...................................... 8
Student characteristics (3) – Approaches to learning ..................... 10
Student characteristics (4) – Gender differences .......................... 12
School characteristics (1) – Social background of students ........... 14
School characteristics (2) – Climate and resources ....................... 16
School system characteristics ..................................................... 18
Conclusions ............................................................................... 20
PISA 2000 profi le for Australia .................................................... 22
PISA 2000 profi le for Austria ....................................................... 24
PISA 2000 profi le for Belgium ..................................................... 26
PISA 2000 profi le for Canada ...................................................... 28
PISA 2000 profi le for Czech Republic ........................................... 30
PISA 2000 profi le for Denmark .................................................... 32
PISA 2000 profi le for Finland ....................................................... 34
PISA 2000 profi le for France ....................................................... 36
PISA 2000 profi le for Germany .................................................... 38
PISA 2000 profi le for Greece ....................................................... 40
PISA 2000 profi le for Hungary ..................................................... 42
PISA 2000 profi le for Iceland ....................................................... 44
PISA 2000 profi le for Ireland ....................................................... 46
PISA 2000 profi le for Italy ........................................................... 48
PISA 2000 profi le for Japan ........................................................ 50
PISA 2000 profi le for Korea ........................................................ 52
PISA 2000 profi le for Luxembourg ............................................... 54
PISA 2000 profi le for Mexico ....................................................... 56
PISA 2000 profi le for New Zealand .............................................. 58
PISA 2000 profi le for Norway ...................................................... 60
PISA 2000 profi le for Poland ....................................................... 62
PISA 2000 profi le for Portugal ..................................................... 64
PISA 2000 profi le for Spain ......................................................... 66
PISA 2000 profi le for Sweden ...................................................... 68
PISA 2000 profi le for Switzerland ................................................ 70
PISA 2000 profi le for United Kingdom .......................................... 72
PISA 2000 profi le for United States ............................................. 74
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Measuring Student Knowledge and Skills: The PISA 2000 Assessment of Reading, Mathematical, and Scientific Literacy
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Author(s) Statistics and Indicators Division of the OECD Directorate for Education, Employment, Labour and Social Affairs
Language English
Description This publication explains the conceptual framework on which the PISA 2000 assessment is based in terms of the content that students need to acquire, the processes that need to be performed, and the contexts in which knowledge and skills are applied. It also illustrates how the assessment is to be performed by reproducing sample assessment items and explaining what each is measuring.
Table of contents 7 INTRODUCTION
7 The Programme for International Student Assessment
9 The choice of assessment domains
9 Beyond content
11 Three dimensions of literacy
13 Knowledge and understanding
15 Context of application
16 PISA: a work in progress
18 CHAPTER 1: ASSESSING READING LITERACY IN PISA
18 The PISA definition of reading literacy and its context
18 Three dimensions of reading literacy
18 Reading tasks
20 Types of text
22 Purposes of text
23 Format of test questions
23 Marking
23 Sample questions
Reading units:
24 UNIT 1 – BEES
27 UNIT 2 – IN POOR TASTE
29 UNIT 3 – A JUST JUDGE
36 UNIT 4 – BULLYING
39 UNIT 5 – MORELAND
40 UNIT 6 – WARRANTY
42 Scoring scheme for the reading sample questions
50 CHAPTER 2: ASSESSING MATHEMATICAL LITERACY IN PISA
50 The PISA definition of mathematical literacy and its context
50 Three dimensions of mathematical literacy
50 Mathematical processes
52 Mathematical content: strands and “big ideas”
54 Situations and contexts
54 Format of test questions and marking
55 Sample questions
Mathematics units:
56 UNIT 1 – PIZZAS
57 UNIT 2 – COINS
58 UNIT 3 – LICHEN
61 UNIT 4 – SHAPES
64 UNIT 5 – BRAKING
67 UNIT 6 – PATIO
68 UNIT 7 – SEALS SLEEP
70 Scoring scheme for the mathematics sample questions
76 CHAPTER 3: ASSESSING SCIENTIFIC LITERACY IN PISA
76 The PISA definition of scientific literacy and its context
76 Three dimensions of scientific literacy
76 Scientific processes
78 Scientific concepts
78 Situations and areas of application
78 Format of test questions
79 Marking
79 Sample questions
Science units:
80 UNIT 1 – BUSES
82 UNIT 2 – FLIES
85 UNIT 3 – BIODIVERSITY
87 UNIT 4 – CLIMATE CHANGE
90 UNIT 5 – CHOCOLATE
92 UNIT 6 – CALF CLONING
94 Scoring scheme for the science sample questions
97 REFERENCES
103 Appendix 1 – Functional Expert Group Membership
104 Appendix 2 – Test Development Team
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La medida de los conocimientos y destrezas de los alumnos
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subtitle La evaluación de la lectura, las matemáticas y las ciencias en el Proyecto Pisa 2000
Author(s) División de Estadísticas e Indicadores de la Dirección de Educación, Empleo, Trabajo y Asuntos Sociales de la OCDE (Statistics and Indicators Division of the Directorate of Education, Employment, Labour and Social Affairs), en concreto por Andreas Schle
Date 2000-01-01
Language Spanish
Description Esta publicación presenta el marco conceptual en el que se basa la evaluación del proyecto PISA 2000 en términos del contenido que los estudiantes necesitan adquirir, los procesos que necesitan llevar a cabo y los contextos en que se aplican los conocimientos y destrezas. También incluye la forma en que se lleva a cabo la evaluación, reproduciendo ejemplos de preguntas de evaluación y explicando qué es lo que cada ejemplo mide.
Table of contents PRÓLOGO .................................................................................................................... 11
AGRADECIMIENTOS ................................................................................................... 13
INTRODUCCIÓN .......................................................................................................... 15
El Programa Internacional para la Evaluación de los Resultados de los Alumnos ................................... 15
La elección de las áreas de evaluación .......................................................... 17
Más allá del contenido .................................................................................... 18
Tres dimensiones de la formación .................................................................. 20
Procesos ............................................................................................ 20
Conocimiento y comprensión ............................................................ 24
Contexto de aplicación ...................................................................... 26
El Proyecto PISA: un trabajo en progreso ...................................................... 28
EVALUACIÓN DE LA LECTURA EN EL PROYECTO PISA ........................................ 29
La definición de la lectura y su contexto en el Proyecto PISA ....................... 31
Tres dimensiones de la lectura ....................................................................... 31
Tareas de lectura ............................................................................... 32
Tipos de texto .................................................................................... 35
Propósitos del texto ........................................................................... 38
Formato de las preguntas de la prueba .......................................................... 39
Calificación ...................................................................................................... 39
Ejemplos de preguntas .................................................................................... 40
UNIDAD 1 de LECTURA: LAS ABEJAS ......................................................... 41
UNIDAD 2 de LECTURA: DE MAL GUSTO ................................................... 45
UNIDAD 3 de LECTURA: UN JUEZ JUSTO ................................................... 49
UNIDAD 4 de LECTURA: LOS INTIMIDADORES .......................................... 57
UNIDAD 5 de LECTURA: LAS BIBLIOTECAS MUNICIPALES ...................... 61
UNIDAD 6 de LECTURA: LA GARANTÍA ....................................................... 63
Baremo de calificación de las preguntas de ejemplo de lectura ..................... 67
EVALUACIÓN DE LAS MATEMÁTICAS EN EL PROYECTO PISA ............................ 75
La definición de matemáticas y su contexto en el Proyecto PISA .................. 77
Tres dimensiones de la formación matemática ............................................... 77
Procedimientos matemáticos ............................................................. 78
Contenido matemático: contenidos curriculares y «grandes ideas» ... 81
Situaciones y contextos ..................................................................... 83
Formato y calificación de las preguntas de la prueba .................................... 84
Ejemplos de preguntas .................................................................................... 84
UNIDAD 1 de MATEMÁTICAS: LAS PIZZAS ................................................. 87
UNIDAD 2 de MATEMÁTICAS: LAS MONEDAS ............................................ 89
UNIDAD 3 de MATEMÁTICAS: LOS LÍQUENES ........................................... 91
UNIDAD 4 de MATEMÁTICAS: LAS FIGURAS .............................................. 95
UNIDAD 5 de MATEMÁTICAS: EL FRENADO ............................................... 99
UNIDAD 6 de MATEMÁTICAS: EL PATIO ...................................................... 103
UNIDAD 7 de MATEMÁTICAS: EL SUEÑO DE LAS FOCAS ........................ 105
Baremo de calificación de las preguntas de ejemplo de matemáticas .................... 107
EVALUACIÓN DE LAS CIENCIAS EN EL PROYECTO PISA ..................................... 113
La definición de ciencias y su contexto en el Proyecto PISA ......................... 115
Tres dimensiones de la formación científica ................................................... 115
Procesos científicos ........................................................................... 116
Conceptos científicos ......................................................................... 118
Situaciones y áreas de aplicación ..................................................... 118
Formato de las preguntas de la prueba .......................................................... 119
Calificación ...................................................................................................... 120
Ejemplos de preguntas ................................................................................... 120
UNIDAD 1 de CIENCIAS: LOS AUTOBUSES ................................................ 121
UNIDAD 2 de CIENCIAS: LAS MOSCAS ....................................................... 125
UNIDAD 3 de CIENCIAS: LA BIODIVERSIDAD ............................................. 129
UNIDAD 4 de CIENCIAS: EL CAMBIO CLIMÁTICO ...................................... 133
UNIDAD 5 de CIENCIAS: EL CHOCOLATE ................................................... 137
UNIDAD 6 de CIENCIAS: LOS CLONES DE TERNERO .............................. 141
Baremo de calificación de las preguntas de ejemplo de ciencias .................. 145
REFERENCIAS ............................................................................................................ 151
LECTURAS ADICIONALES .......................................................................................... 153
APÉNDICE 1: Miembros de los Grupos de Expertos ................................................... 157
APÉNDICE 2: Equipo de desarrollo de las pruebas ..................................................... 159
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Measuring Student Knowledge and Skills: A New Framework for Assessment
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Author(s) Organisation for Economic Co-operation and Development (OECD)
Date 1999-01-01
Language English
Description This publication sets out the conceptual framework underlying the OECD/PISA assessments: it defines each domain to be assessed and explains what will be assessed and how. It also describes the context and constraints within which the OECD/PISA assessments are placed. It is published on the responsibility of the Secretary-General of the OECD.
Table of contents Introduction ............................................................................................. 7
The Design of OECD/PISA 2000 ....................................................................... 9
Basic features of OECD/PISA ........................................................................... 9
How OECD/PISA is different from other international assessments .............................. 10
What is being assessed in each domain ............................................................... 11
How the assessment will take place and how results will be reported ............................. 14
The context questionnaires and their use ............................................................. 15
OECD/PISA – An evolving instrument .................................................................... 16
Developing OECD/PISA and its Assessment Frameworks – A Collaborative Effort ................. 17
Chapter 1. Reading Literacy ................................................................................ 19
Definition of the domain ..................................................................................... 19
Organisation of the domain and task characteristics ..................................................... 21
Assessment structure .......................................................................................... 35
Reporting scales ................................................................................................. 37
Other issues ...................................................................................................... 37
Chapter 2. Mathematical Literacy .............................................................................. 41
Definition of the domain .......................................................................................... 41
Organisation of the domain .................................................................................... 42
Task characteristics ............................................................................................... 50
Assessment structure .............................................................................................. 54
Reporting scales ...................................................................................................... 56
Other issues .......................................................................................................... 56
Chapter 3. Scientific Literacy ........................................................................................ 59
Definition of the domain ............................................................................................. 59
Organisation of the domain ........................................................................................... 61
Task characteristics .................................................................................................... 66
Assessment structure ................................................................................................... 68
Reporting scales ......................................................................................................... 71
Other issues ............................................................................................................ 72
References .............................................................................................................. 73
Appendix 1. Functional Expert Group Membership.................................................................. 77
Appendix 2. Considerations for Future Survey Cycles of OECD/PISA............................................. 79
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Executive Summary, Student Engagement at School
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Author(s) Organisation for Economic Co-operation and Development (OECD)
Language English
Download https://catalog.ihsn.org//catalog/4847/download/60566
Mesurer les connaissances et compétences des élèves : Un nouveau cadre d’évaluation
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Author(s) Organisation de Coopération et de Développement Economiques (OCDE)
Language English
Table of contents Introduction......................................................................................................................................................... 7
La structure du programme OCDE/PISA 2000.............................................................................................. 11
Structure générale du programme OCDE/PISA ............................................................................................... 11
Originalité du programme OCDE/PISA par rapport aux autres évaluations internationales..................... 13
Aspects sur lesquels porte l’évaluation dans chaque domaine ................................................................... 14
Mise en oeuvre de l’évaluation et présentation des résultats ...................................................................... 17
Les questionnaires contextuels et leur utilisation.......................................................................................... 18
Le programme OCDE/PISA – Un instrument évolutif ..................................................................................... 20
Élaboration du programme OCDE/PISA et de ses plans d’évaluation – Une initiative concertée...... 21
Chapitre 1. La compréhension de l’écrit....................................................................................................... 23
Définition du domaine ....................................................................................................................................... 23
Organisation du domaine et caractéristiques des épreuves......................................................................... 25
Structure des épreuves d’évaluation................................................................................................................ 41
Échelles des résultats......................................................................................................................................... 44
Autres questions.................................................................................................................................................. 44
Chapitre 2. La culture mathématique............................................................................................................ 49
Définition du domaine ....................................................................................................................................... 49
Organisation du domaine................................................................................................................................... 50
Caractéristiques des épreuves.......................................................................................................................... 59
Structure des tests d’évaluation........................................................................................................................ 64
Échelles des résultats......................................................................................................................................... 65
Autres questions.................................................................................................................................................. 66
Chapitre 3. La culture scientifique................................................................................................................. 67
Définition du domaine ....................................................................................................................................... 67
Organisation du domaine................................................................................................................................... 69
Caractéristiques des épreuves.......................................................................................................................... 75
Structure des tests d’évaluation........................................................................................................................ 77
Échelles des résultats......................................................................................................................................... 79
Autres questions.................................................................................................................................................. 82
Bibliographie ....................................................................................................................................................... 83
Annexe 1. Membres du groupe fonctionnel d’experts............................................................................... 87
Annexe 2. Questions pour les cycles à venir du programme OCDE/PISA .............................................. 89
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Pathways to succcess: How Knowledge and Skills at Age 15 Shape Future Lives in Canada
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Author(s) Organisation for Economic Co-operation and Development (OECD)
Date 2010-01-01
Language English
Table of contents Executive Summary............................................................................11
List of Acronyms................................................................................15
Chapter 1 Introduction: The Case for Linking PISA with Longitudinal Studies..........17
Abstract..........................................................................................18
Introduction......................................................................................18
Measuring the educational, labour market and social outcomes in relation to competencies acquired early in life..........................18
A rationale for a longitudinal extension of PISA.............................................20
Conclusion.........................................................................................21
Organisation of this report......................................................................22
Chapter 2 PISA 2000 AND THE CANADIAN CONTEXT......................................23
Abstract..........................................................................................24
Importance of linking assessments and longitudinal projects for policy..................24
PISA overview....................................................................................24
• What PISA measures.........................................................................26
YITS overview....................................................................................28
• Advantages of YITS............................................................................30
Overview of Canada and its education systems..............................................31
Conclusion.........................................................................................36
Chapter 3 STARTING RIGHT: CANADIAN RESULTS FROM PISA 2000....................39
Abstract..........................................................................................40
Introduction......................................................................................40
Canadian performance in PISA 2000..........................................................41
School socio-economic intake and PISA scores..............................................46
Student characteristics and PISA scores.....................................................46
• Socio-economic status.........................................................................47
• Family structure................................................................................48
• Country of birth................................................................................48
• Rural-urban differences.....................................................................49
• Language minority groups.....................................................................49
• Parental involvement........................................................................49
Student characteristics considered together..................................................50
Conclusion..........................................................................................50
Chapter 4 DECISION S AFT ER SCHOO L: PATHWAY S FO LLOW ED BY TH E COHORT BORN IN 1985...........53
Abstract.............................................................................................54
Inroduction: the importance of post-secondary education...................................54
Rates of access to post-secondary education...................................................54
Pathways to education and work..................................................................56
Pathways to university and achievement in PISA 2000.........................................58
Pathways to college and achievement in PISA 2000............................................59
Summary of pathways to post-secondary education..........................................60
Pathways to work and achievement in PISA 2000..............................................60
Conclusion............................................................................................61
Chapter 5 PREDICTING SUCCESS: KEY CHARACT ERISTICS OF YOUTH AFFECTING
TRANSITIONS TO EDUCATION AND THE LABOUR MARKET....................................63
Abstract...............................................................................................64
Introduction..........................................................................................64
Patterns in pathways to educational attainment................................................65
PISA scores and progression and attainment in post-secondary education.................66
Can improved PISA scores increase levels of educational attainment?.......................66
Transitions between education, work and inactivity in the context of PISA reading and mathematics scores...........................67
Characteristics that predict transitions between education, work and inactivity........................................................69
Conclusion......................................................................................................................................71
Chapter 6 AC QUIRING HUMAN CA PITA L: THE RELATION SHIP OF PISA READING PROFICIENCIES
AND THE PATHWAY TO HIGHER EDUCATION ........................................................75
Abstract...................................................................................................76
Introduction.............................................................................................76
What outcomes and background characteristics are used in the analysis?....................77
Characteristics of young Canadians without post-secondary education who enter college and enter university............79
• Demographic and socio-economic characteristics.................................................79
• Educational antecedents and geographic location................................................80
Determinants of participation in post-secondary education: what are the most important characteristics?.........82
Difference in characteristics of young Canadians who leave education without a post-secondary education
qualification, obtain a post-secondary education qualification and are still studying in post-secondary education..........87
• Demographic and socio-economic characteristics..................................................87
• Educational antecedents and geographic location...............................................88
Determinants of educational persistence: what are the most important characteristics?......90
Characteristics of young Canadians associated with various fields of study at university......94
• Demographic and socio-economic characteristics...................................................94
• Educational antecedents and geographic location..................................................95
Determinants of choice of field of study at university: what are the most important characteristics?........97
Conclusion..................................................................................................100
Chapter 7 COM PETENT PATHWAY S TO WORK : PISA SCOR ES AND LABOUR MARK ET RETURNS.......103
Abstract......................................................................................................104
Introduction..................................................................................................104
Relationship between PISA scores and earnings at age 21...........................................105
• What characteristics predict hourly earnings of young Canadians at age 21?...................105
The relationship between PISA scores and unemployment..........................................108
• What characteristics predict unemployment of young Canadians?................................108
Conclusion..................................................................................................110
Chapter 8 CONCLUSION................................................................................113
Abstract....................................................................................................114
Synergies between PISA and YITS.....................................................................114
Overview of evidence from longitudinal analyses....................................................114
The importance of integrating PISA with longitudinal surveys for effective policy making......116
References................................................................................................117
Chapter 2..................................................................................................117
Chapter 3..................................................................................................117
Chapter 4.................................................................................................117
Chapter 5..................................................................................................117
Chapter 6..................................................................................................118
Chapter 7..................................................................................................118
Annex A COUNTRIES OTH ER THAN CANADA IMPLEMENTING A LONGITUDINA L RESEARCH COMPONENT WITH PISA.............119
Annex B DATA TA BLES AND TECHNICA L INFORMATION ..........................................121
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School Factors Related to Quality and Equity
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subtitle Results from PISA 2000
Language English
Description This report examines the performance of selective and comprehensive education systems. The mean student performance in selective education systems is on average lower than in comprehensive systems, although there is no evidence that comprehensive systems are more equitable in terms of the total variation in student performance. There is evidence that in many of the participating countries some degree of school autonomy has been realised in the domains of school policies, financial resources, and curriculum and instruction. However, personnel management lies beyond the responsibility of the majority of schools, although there is often more responsibility for this in private schools and having this responsibility is associated with better school performance.
Table of contents Foreword ................................................................................................................3
Chapter 1: Quality and equity in education ............................................................... 11
Introduction ...................................................................................................... 12
Defining educational quality and equity within schools ................................................... 12
Which school factors are believed to be most important in educational effectiveness research? ... 13
How well are the school factors identified as important in educational effectiveness research
covered in the PISA 2000 database? ........................................................................... 16
How well can PISA 2000 shed light on the effects of school factors? ................................... 17
The overall structure of the report ........................................................................... 19
Readers’ guide ....................................................................................................... 21
Chapter 2: How much do schools contribute to quality and equity in student performance? .. 23
An overview of quality and equity and the role of schools ................................................ 24
Overall performance equity in PISA 2000 – how much does student performance vary in each country? 24
Equity in school performance in PISA 2000 – does this vary across countries? ...................... 24
Conclusions ....................................................................................................... 29
Chapter 3: The relative impact of school climate, school policies and school resources
on quality and equity ........................................................................................ 31
Introduction ...................................................................................................... 32
What is behind the differences in school performance? ................................................... 32
How do policy-amenable school characteristics influence student performance? .................... 41
Conclusions ....................................................................................................... 45
Chapter 4: The structure of education systems and quality and equity in student performance ................... 47
Introduction ...................................................................................................... 48
The structure of education systems and educational differentiation ..................................... 48
Indicators of educational differentiation in PISA 2000 .................................................... 50
Indicators of institutional differentiation in PISA 2000 .................................................... 50
How does institutional differentiation relate to equity? ................................................... 52
How does institutional differentiation relate to quality? .................................................. 57
Conclusions ....................................................................................................... 62
Chapter 5: Decentralised decision making, privatisation and student performance ...... 63
Introduction ...................................................................................................... 64
Educational decentralisation ................................................................................... 64
Different aspects of educational decentralisation ........................................................... 64
Is there a relationship between school autonomy and student performance? .......................... 71
Public and private schooling ................................................................................... 73
Conclusions ....................................................................................................... 84
Chapter 6: A summary of main results and the implications for educational policy ....... 87
Summary of main findings ...................................................................................... 88
Summary of main indicators of quality and equity in education systems ............................... 91
Policy implications ............................................................................................... 94
References ............................................................................................................. 97
Annex A: The PISA 2000 database, the variables included in and excluded from
the analyses, and the methodology used ............................................................. 99
Annex B: Data tables ............................................................................................. 115
Annex C: The development of the PISA thematic report - A collaborative effort ........ 151
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La medida de los conocimientos y destrezas de los alumnos: Un nuevo marco para la evaluación
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Author(s) La presente publicación ha sido preparada por la Statistics and Indicators Division of the Directorate for Education, Employment, Labour and Social Affairs (División de Estadísticas e Indicadores de la Dirección de Educación, Empleo, Trabajo y Asuntos S
Language Spanish
Description Esta publicación establece el marco conceptual que subyace a la evaluación llevada a cabo por el proyecto OCDE/PISA. Define cada una de las áreas a evaluar y explica qué y cómo se evaluarán. Describe, también, el contexto en el que se sitúa la evaluación del proyecto OCDE/PISA y las restricciones o limitaciones que impone el mismo.
Table of contents PRÓLOGO........................................................................................................ 11
AGRADECIMIENTOS...................................................................................... 13
INTRODUCCIÓN............................................................................................. 15
¿QUE ES EL PROYECTO OCDE/PISA? RESUMEN DE CARACTERÍSTICAS BÁSICAS........................ 17
DISEÑO DEL PROYECTO OCDE/PISA 2000................................................ 19
Características básicas del proyecto OCDE/PISA................................. 19
Diferencias del proyecto OCDE/PISA con respecto a otras evaluaciones internacionales ............................. 21
Contenido de la evaluación en cada área de conocimiento ................ 23
Realización de la evaluación y publicación de los resultados.............. 28
Los cuestionarios de contexto y su utilización ....................................... 29
El proyecto OCDE/PISA: un instrumento en evolución.......................... 31
DESARROLLO DEL PROYECTO OCDE/PISA Y SUS MARCOS DE EVALUACIÓN:
UN PROYECTO BASADO EN LA COLABORACIÓN .................. 33
LECTURA.......................................................................................................... 37
Definición del área de conocimiento....................................................... 37
Organización del área de conocimiento y características de las tareas... 40
Estructura de la evaluación....................................................................... 61
Escalas de presentación de los resultados............................................. 64
Otros temas................................................................................................. 65
MATEMÁTICAS ............................................................................................... 71
Definición del área de conocimiento....................................................... 71
Organización del área de conocimiento................................................. 73
Características de las tareas..................................................................... 85
Estructura de la evaluación....................................................................... 91
Escalas de presentación de los resultados............................................. 92
Otros temas................................................................................................. 92
CIENCIAS......................................................................................................... 95
Definición del área de conocimiento....................................................... 96
Organización del área de conocimiento................................................. 98
Características de las tareas..................................................................... 106
Estructura de la evaluación....................................................................... 109
Escalas de presentación de los resultados............................................. 111
Otros temas................................................................................................. 114
REFERENCIAS ................................................................................................. 117
Apéndice 1: Miembros de los grupos de expertos ................................. 121
Apéndice 2: Consideraciones para futuros ciclos del proyecto OCDE/ PISA................................. 123
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Technical documents
PISA 2000 Technical Report
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Author(s) Organisation for Economic Co-operation and Development (OECD)
Language English
Table of contents CHAPTER 1. THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT: AN OVERVIEW.......15
Managing and implementing PISA ......................................................................................................17
This report ..........................................................................................................................................17
READER’S GUIDE.....................................................................................................................................................................19
SECTION ONE: INSTRUMENT DESIGN
CHAPTER 2. TEST DESIGN AND TEST DEVELOPMENT .................................................................21
Test scope and test format...................................................................................................................21
Timeline ..............................................................................................................................................21
Assessment framework and test design................................................................................................22
Development of the assessment frameworks ...................................................................................22
Test design ......................................................................................................................................22
Test development team........................................................................................................................23
Test development process ....................................................................................................................23
Item submissions from participating countries ................................................................................23
Item writing ....................................................................................................................................23
The item review process ..................................................................................................................24
Pre-pilots and translation input.......................................................................................................24
Preparing marking guides and marker training material .................................................................25
PISA field trial and item selection for the main study .........................................................................25
Item bank software .............................................................................................................................26
PISA 2000 main study.........................................................................................................................26
PISA 2000 test characteristics .............................................................................................................27
CHAPTER 3. STUDENT AND SCHOOL QUESTIONNAIRE DEVELOPMENT.................................33
Overview.............................................................................................................................................33
Development process...........................................................................................................................34
The questions..................................................................................................................................34
The framework ...............................................................................................................................34
Coverage .............................................................................................................................................36
Student questionnaire......................................................................................................................36
School questionnaire .......................................................................................................................36
Cross-national appropriateness of items..............................................................................................37
Cross-curricular competencies and information technology ................................................................37
The cross-curricular competencies instrument.................................................................................37
The information technology or computer familiarity instrument ....................................................38
SECTION TWO: OPERATIONS
CHAPTER 4. SAMPLE DESIGN .............................................................................................................39
Target population and overview of the sampling design......................................................................39
Population coverage, and school and student participation rate standards .........................................40
Coverage of the international PISA target population.....................................................................40
Accuracy and precision ...................................................................................................................41
School response rates ......................................................................................................................41
Student response rates.....................................................................................................................42
Main study school sample...................................................................................................................42
Definition of the national target population....................................................................................42
The sampling frame ........................................................................................................................43
Stratification ...................................................................................................................................43
Assigning a measure of size to each school .....................................................................................48
School sample selection...................................................................................................................48
Student samples...............................................................................................................................53
CHAPTER 5. TRANSLATION AND CULTURAL APPROPRIATENESS OF THE TEST AND SURVEY MATERIAL.........................57
Introduction ........................................................................................................................................57
Double translation from two source languages ...................................................................................57
Development of source versions ..........................................................................................................59
PISA translation guidelines..................................................................................................................60
Translation training session.................................................................................................................61
International verification of the national versions ...............................................................................61
Translation and verification procedure outcomes................................................................................63
Linguistic characteristics of English and French source versions of the stimuli ...............................64
Psychometric quality of the French and English versions ................................................................66
Psychometric quality of the national versions .................................................................................67
Discussion ...........................................................................................................................................69
CHAPTER 6. FIELD OPERATIONS .......................................................................................................71
Overview of roles and responsibilities .................................................................................................71
National Project Managers .............................................................................................................71
School Co-ordinators ......................................................................................................................72
Test administrators..........................................................................................................................72
Documentation ...................................................................................................................................72
Materials preparation..........................................................................................................................73
Assembling test booklets and questionnaires...................................................................................73
Printing test booklets and questionnaires ........................................................................................73
Packaging and shipping materials ...................................................................................................74
Receipt of materials at the National Centre after testing ................................................................75
Processing tests and questionnaires after testing..................................................................................75
Steps in the marking process ...........................................................................................................75
Logistics prior to marking...............................................................................................................77
How marks were shown .................................................................................................................78
Marker identification numbers........................................................................................................78
Design for allocating booklets to markers.......................................................................................78
Managing the actual marking .........................................................................................................81
Multiple marking ............................................................................................................................82
Cross-national marking...................................................................................................................84
Questionnaire coding ......................................................................................................................84
Data entry, data checking and file submission.....................................................................................84
Data entry.......................................................................................................................................84
Data checking .................................................................................................................................84
Data submission..............................................................................................................................84
After data were submitted...............................................................................................................84
CHAPTER 7. QUALITY MONITORING ..............................................................................................85
Preparation of quality monitoring procedures.....................................................................................85
Implementing quality monitoring procedures......................................................................................86
Training National Centre Quality Monitors and School Quality Monitors ....................................86
National Centre Quality Monitoring ..............................................................................................86
School Quality Monitoring .............................................................................................................86
Site visit data...................................................................................................................................87
SECTION THREE: DATA PROCESSING
CHAPTER 8. SURVEY WEIGHTING AND THE CALCULATION OF SAMPLING VARIANCE............................................89
Survey weighting .................................................................................................................................89
The school base weight ...................................................................................................................90
The school weight trimming factor .................................................................................................91
The student base weight..................................................................................................................91
School non-response adjustment .....................................................................................................91
Grade non-response adjustment ......................................................................................................94
Student non-response adjustment....................................................................................................94
Trimming student weights...............................................................................................................95
Subject-specific factors for mathematics and science .......................................................................96
Calculating sampling variance.............................................................................................................96
The balanced repeated replication variance estimator .....................................................................96
Reflecting weighting adjustments ....................................................................................................97
Formation of variance strata ...........................................................................................................98
Countries where all students were selected for PISA .......................................................................98
CHAPTER 9. SCALING PISA COGNITIVE DATA ................................................................................99
The mixed coefficients multinomial logit model..................................................................................99
The population model.......................................................................................................................100
Combined model...............................................................................................................................101
Application to PISA ..........................................................................................................................101
National calibrations.........................................................................................................................101
Item response model file (infit mean square).................................................................................102
Discrimination coefficients ............................................................................................................102
Item-by-country interaction...........................................................................................................102
National reports............................................................................................................................102
International calibration....................................................................................................................105
Student score generation ...................................................................................................................105
Computing maximum likelihood estimates in PISA ......................................................................105
Plausible values .............................................................................................................................105
Constructing conditioning variables..............................................................................................107
Analysis of data with plausible values...............................................................................................107
CHAPTER 10. CODING AND MARKER RELIABILITY STUDIES....................................................109
Examining within-country variability in marking .............................................................................109
Homogeneity analysis ...................................................................................................................109
Homogeneity analysis with restrictions .........................................................................................112
An additional criterion for selecting items.....................................................................................114
A comparison between field trial and main study .........................................................................116
Variance component analysis ........................................................................................................116
Inter-country rater reliability study - Design .....................................................................................124
Recruitment of international markers ...........................................................................................125
Inter-country rater reliability study training sessions.....................................................................125
Flag files........................................................................................................................................126
Adjudication .................................................................................................................................126
CHAPTER 11. DATA CLEANING PROCEDURES ..............................................................................127
Data cleaning at the National Centre................................................................................................127
Data cleaning at the International Centre .........................................................................................128
Data cleaning organisation............................................................................................................128
Data cleaning procedures ..................................................................................................................128
National adaptations to the database............................................................................................128
Verifying the student tracking form and the list of schools ...........................................................128
Verifying the reliability data..........................................................................................................129
Verifying the context questionnaire data.......................................................................................129
Preparing files for analysis ................................................................................................................129
Processed cognitive file..................................................................................................................130
The student questionnaire .............................................................................................................130
The school questionnaire ..............................................................................................................130
The weighting files ........................................................................................................................130
The reliability files ........................................................................................................................131
SECTION FOUR: QUALITY INDICATORS AND OUTCOMES
CHAPTER 12. SAMPLING OUTCOMES.............................................................................................133
Design effect and effective sample size ..............................................................................................141
CHAPTER 13. SCALING OUTCOMES................................................................................................149
International characteristics of the item pool ....................................................................................149
Test targeting ................................................................................................................................149
Test reliability ...............................................................................................................................152
Domain inter-correlations .............................................................................................................152
Reading sub-scales ........................................................................................................................153
Scaling outcomes...............................................................................................................................153
National item deletions .................................................................................................................153
International scaling......................................................................................................................154
Generating student scale scores .....................................................................................................154
Differential item functioning .............................................................................................................154
Test length.........................................................................................................................................156
Magnitude of booklet effects.............................................................................................................157
Correction of the booklet effect ....................................................................................................160
CHAPTER 14. OUTCOMES OF MARKER RELIABILITY STUDIES .................................................163
Within-country reliability studies ......................................................................................................163
Variance components analysis .......................................................................................................163
Generalisability coefficients...........................................................................................................163
Inter-country rater reliability study - Outcome..................................................................................174
Overview of the main results ........................................................................................................174
Main results by item .....................................................................................................................174
Main study by country..................................................................................................................176
CHAPTER 15. DATA ADJUDICATION...............................................................................................179
Overview of response rate issues .......................................................................................................179
Follow-up data analysis approach.....................................................................................................181
Review of compliance with other standards......................................................................................182
Detailed country comments...............................................................................................................182
Summary.......................................................................................................................................182
Australia .......................................................................................................................................182
Austria ..........................................................................................................................................183
Belgium .........................................................................................................................................183
Brazil.............................................................................................................................................184
Canada..........................................................................................................................................184
Czech Republic .............................................................................................................................184
Denmark.......................................................................................................................................184
Finland..........................................................................................................................................185
France ...........................................................................................................................................185
Germany .......................................................................................................................................185
Greece ...........................................................................................................................................185
Hungary........................................................................................................................................185
Iceland ..........................................................................................................................................185
Ireland...........................................................................................................................................185
Italy...............................................................................................................................................185
Japan.............................................................................................................................................185
Korea ............................................................................................................................................186
Latvia............................................................................................................................................186
Liechtenstein .................................................................................................................................186
Luxembourg..................................................................................................................................186
Mexico..........................................................................................................................................186
Netherlands...................................................................................................................................186
New Zealand ................................................................................................................................187
Norway.........................................................................................................................................189
Poland...........................................................................................................................................189
Portugal ........................................................................................................................................189
Russian Federation........................................................................................................................189
Spain .............................................................................................................................................190
Sweden..........................................................................................................................................190
Switzerland ...................................................................................................................................190
United Kingdom............................................................................................................................191
United States .................................................................................................................................191
SECTION FIVE: SCALE CONSTRUCTION AND DATA PRODUCTS
CHAPTER 16. PROFICIENCY SCALES CONSTRUCTION ...............................................................195
Introduction ......................................................................................................................................195
Development of the described scales .................................................................................................195
Stage 1: Identifying possible sub-scales .........................................................................................195
Stage 2: Assigning items to scales..................................................................................................196
Stage 3: Skills audit .......................................................................................................................196
Stage 4: Analysing field trial data..................................................................................................196
Stage 5: Defining the dimensions ..................................................................................................196
Stage 6: Revising and refining main study data.............................................................................196
Stage 7: Validating ........................................................................................................................197
Defining proficiency levels ................................................................................................................197
Reading literacy ................................................................................................................................199
Scope.............................................................................................................................................199
Three reading proficiency scales....................................................................................................199
Task variables ...............................................................................................................................200
Task variables for the combined reading literacy scale..................................................................200
Task variables for the retrieving information sub-scale .................................................................201
Task variables for the interpreting texts sub-scale .........................................................................201
Task variables for the reflection and evaluation sub-scale.............................................................202
Retrieving information sub-scale...................................................................................................204
Interpreting texts sub-scale............................................................................................................205
Reflection and evaluation sub-scale...............................................................................................206
Combined reading literacy scale....................................................................................................207
Cut-off points for reading .............................................................................................................207
Mathematical literacy........................................................................................................................208
What is being assessed?.................................................................................................................208
Illustrating the PISA mathematical literacy scale ...........................................................................210
Scientific literacy ...............................................................................................................................211
What is being assessed?.................................................................................................................211
Illustrating the PISA scientific literacy scale ..................................................................................213
CHAPTER 17. CONSTRUCTING AND VALIDATING THE QUESTIONNAIRE INDICES .............217
Validation procedures of indices .......................................................................................................218
Indices ...............................................................................................................................................219
Student characteristics and family background .............................................................................219
Parental interest and family relations ............................................................................................221
Family possessions ........................................................................................................................224
Instruction and learning ................................................................................................................226
School and classroom climate .......................................................................................................228
Reading habits ..............................................................................................................................230
Motivation and interest.................................................................................................................232
Learning strategies ........................................................................................................................234
Learning style................................................................................................................................237
Self-concept...................................................................................................................................238
Learning confidence ......................................................................................................................240
Computer familiarity or information technology ..........................................................................242
Basic school characteristics ...........................................................................................................244
School policies and practices .........................................................................................................245
School climate ...............................................................................................................................246
School resources............................................................................................................................249
CHAPTER 18. INTERNATIONAL DATABASE...................................................................................253
Files in the database ..........................................................................................................................253
The student files............................................................................................................................253
The school file...............................................................................................................................254
The assessment items data file.......................................................................................................254
Records in the database ....................................................................................................................254
Records included in the database ..................................................................................................254
Records excluded in the database .................................................................................................254
Representing missing data.................................................................................................................254
How are students and schools identified? .........................................................................................255
The student files ................................................................................................................................255
The cognitive files .............................................................................................................................256
The school file...................................................................................................................................256
Further information ..........................................................................................................................257
REFERENCES ......................................................................................................................................259
APPENDIX 1. Summary of PISA reading literacy items........................................................................262
APPENDIX 2. Summary of PISA mathematical literacy items ..............................................................266
APPENDIX 3. Summary of PISA scientific literacy items......................................................................267
APPENDIX 4. The validity studies of occupation and socio-economic status (Summary) ....................268
Canada..............................................................................................................................................268
Czech Republic .................................................................................................................................268
France ...............................................................................................................................................268
United Kingdom................................................................................................................................269
APPENDIX 5. The main findings from quality monitoring of the PISA 2000 main study....................270
School Quality Monitor Reports.......................................................................................................270
Preparation for the assessment ..........................................................................................................272
Beginning the testing sessions............................................................................................................273
Conducting the testing sessions .........................................................................................................273
The student questionnaire session .....................................................................................................274
General questions concerning the assessment ....................................................................................274
Summary...........................................................................................................................................275
Interview with the PISA school co-ordinator.....................................................................................275
National Centre Quality Monitor Reports........................................................................................277
Staffing..............................................................................................................................................277
School Quality Monitors...................................................................................................................278
Markers ............................................................................................................................................278
Administrative Issues.........................................................................................................................278
Translation and Verification..............................................................................................................279
Adequacy of the manuals ..................................................................................................................280
Conclusion ........................................................................................................................................281
APPENDIX 6. Order effects figures ......................................................................................................282
APPENDIX 7. PISA 2000 Expert Group membership and Consortium staff........................................286
PISA Consortium ..............................................................................................................................286
Australian Council for Educational Research................................................................................286
Westat ...........................................................................................................................................286
Citogroep ......................................................................................................................................286
Educational Testing Service ...........................................................................................................286
Other experts ................................................................................................................................286
Reading Functional Expert Group ....................................................................................................287
Mathematics Functional Expert Group .............................................................................................287
Science Functional Expert Group ......................................................................................................287
Cultural Review Panel.......................................................................................................................287
Technical Advisory Group.................................................................................................................287
APPENDIX 8. Contrast coding for PISA 2000 conditioning variables..................................................288
APPENDIX 9. Sampling forms .............................................................................................................305
APPENDIX 10. Student listing form .....................................................................................................316
APPENDIX 11. Student tracking form..................................................................................................318
APPENDIX 12. Adjustment to BRR for strata with odd numbers of primary sampling units ..............320
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School Coordinator's Manual
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Language English
Table of contents 1. INTRODUCTION ................................................... 5
1.1 OECD PROGRAMME FOR INTERNATIONAL STUDENT
ASSESSMENT: MONITORING KNOWLEDGE AND SKILLS IN THE NEW MILLENNIUM .......... 5
1.2 THE ROLE OF THE SCHOOL CO-ORDINATOR (SC) .......................... 5
1.3 CHECKLIST OF ACTIVITIES ..................................................... 6
2. SCHOOL CO-ORDINATOR RESPONSIBILITIES ................................. 7
2.1 SELECTING A DATE FOR THE ASSESSMENT ................................... 7
2.2 SENDING THE NPM A LIST OF ELIGIBLE STUDENTS .......................... 7
2.3 RECEIVING AND UPDATING THE LIST OF SAMPLED
STUDENTS (I.E., STUDENT TRACKING FORM) FROM THE NPM................... 8
2.4 IDENTIFYING STUDENTS WHO WILL BE EXCLUDED FROM THE ASSESSMENT .... 8
2.5 WORKING WITH THE SCHOOL STAFF TO PLAN FOR THE TEST DAY................ 9
2.6 NOTIFYING STUDENTS AND PARENTS (IF NECESSARY) ABOUT THE ASSESSMENT......... 9
2.7 DISTRIBUTING AND COLLECTING THE SCHOOL QUESTIONNAIRE.......................... 9
2.8 REVIEWING THE PLANS FOR THE ASSESSMENT WITH THE TA .............................. 10
2.9 INFORMING THE NPM OF ANY CHANGES IN THE DATE OR TIME OF THE ASSESSMENT........... 10
2.10 CO-ORDINATING ACTIVITIES WITH THE TA ON THE DAY OF THE ASSESSMENT................. 10
2.11 ARRANGING FOR A FOLLOW-UP SESSION, IF NEEDED ............................................. 10
2.12 STORING THE COPIES OF THE ASSESSMENT FORMS ................................................ 11
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Cognitive Data
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School Questionnaire Codebook
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Student Questionnaire Codebook
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National Project: Manager's Manual
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Language English
Table of contents 1. INTRODUCTION.................................................... 7
1.1 OVERVIEW OF THE ORGANISATION FOR ECONOMIC
CO-OPERATION AND DEVELOPMENT (OECD) PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) .......7
1.1.1 What is OECD/PISA?............................................ 7
1.1.2 What Makes PISA Unique? ..................................... 8
1.1.3 What is Being Assessed? ....................................... 9
1.1.4 What will Come Out of PISA? ................................. 10
1.1.5 How will the Assessments be Carried Out? ................. 11
1.1.6 The Context of PISA in the OECD .......................... 12
1.1.7 PISA Project Consortium ....................................... 13
1.1.8 Further Information ............................................ 13
1.2 SCHEDULE OF PISA ACTIVITIES AND PROJECT MILESTONES ..........15
1.3 THE NATIONAL PROJECT MANAGER'S MANUAL ..........................16
1.3.1 Purpose of the Manual .................................................... 16
1.3.2 Organisation of the Manual............................................... 16
1.4 ACKNOWLEDGEMENTS .......................................................17
2. FIELD OPERATIONS, ROLES, AND RESPONSIBILITIES.................... 19
2.1 OVERVIEW .....................................................................19
2.2 ROLE OF THE NPM AND THE NATIONAL CENTRE..........................23
2.2.1 Select School Sample ..................................................... 23
2.2.2 Translate and Adapt Test Instruments, Manuals, and Materials ............ 23
2.2.3 Obtain School Co-operation ............................................... 24
2.2.4 Send Schools Instructions for Preparing a List of Eligible Students ....... 25
2.2.5 Select Student Samples and Notify Schools ................................... 26
2.2.6 Oversee Assembly and Printing of Test Booklets and Questionnaires............ 26
2.2.7 Hire and Train Test Administrators ..................................................... 27
2.2.8 Co-ordinate Activities of Test Administrators and School Quality Monitors ....... 28
2.2.9 Oversee Packing and Shipping of All Materials......................................... 28
2.2.10 Oversee Receipt of Materials from Schools, Coding and Data Entry ............ 29
2.2.11 Send Completed Materials to the PISA International Project Centre ............. 30
2.2.12 Prepare and Submit Report............................................................. 30
2.3 CHECKLIST OF NPM ACTIVITIES .........................................................30
3. SELECTION OF SCHOOL SAMPLE ......................................................... 33
3.1 SAMPLING IN PISA ..........................................................................33
3.2 THE RESPONSIBILITIES OF NPMS AND THE CONSORTIUM IN SAMPLING SCHOOLS.......34
4. TRANSLATION OF TEST INSTRUMENTS AND SURVEY MATERIAL .............................. 37
4.1 NEW TARGET LANGUAGES ..........................................................................37
4.2 EXISTING NATIONAL VERSIONS..................................................................38
4.3 TIMELINE FOR DEVELOPING THE SOURCE VERSIONS AND NATIONAL VERSIONS
OF THE PISA INSTRUMENTS FOR THE MAIN TEST .................................................39
4.4 DESCRIPTION OF THE SOURCE MATERIAL TO BE DISTRIBUTED TO NATIONAL CENTRES ......39
4.5 ADVICE FOR THE IDENTIFICATION AND CORRECTION OF FLAWS IN THE NATIONAL VERSIONS ........41
4.6 OTHER RECOMMENDED EDITS .........................................................................44
4.7 SPECIFIC REMARKS ......................................................................................44
4.7.1 Science and Mathematics Test Material.............................................................. 44
4.7.2 Questionnaires......................................................................................... 45
4.7.3 Manuals .................................................................................................. 46
4.7.4 CCC and IT Questionnaires ........................................................................... 48
4.8 DOCUMENTING THE EDITS IMPLEMENTED IN THE MATERIAL......................................48
4.9 VERIFICATION PROCESS ................................................................................49
4.9.1 Where .................................................................................................... 49
4.9.2 When ..................................................................................................... 50
4.9.3 Which Material .......................................................................................... 51
4.9.4 How to Send It......................................................................................... 51
4.9.5 How to have the material sent back ................................................................. 52
4.9.6 Providing copies of your final national version(s) to the International Centre ................ 52
5. SELECTION OF STUDENT SAMPLE ..................................................................... 57
5.1 SEND SCHOOLS INSTRUCTIONS FOR PREPARING A LIST OF ELIGIBLE STUDENTS .........57
5.2 SELECT STUDENT SAMPLE .............................................................................61
5.2.1 Sampling 15-Year-Old Students ................................................................... 61
5.2.2 Sampling Age/Grade Eligible Students ............................................................ 67
5.3 PREPARE THE STUDENT TRACKING FORM ..........................................................70
5.4 PREPARE INSTRUCTIONS FOR EXCLUDING STUDENTS............................................74
5.5 Send Student Tracking Form to the School Co-ordinator and Test Administrator............... 75
6 ASSEMBLE, PACKAGE AND SHIP ASSESSMENT MATERIALS ......................................... 77
6.1 ALLOCATE TEST AND QUESTIONNAIRE ITEMS TO INSTRUMENTS ...............................77
6.1.1 Test Assembly ......................................................................................... 77
6.1.2 Questionnaire Assembly.............................................................................. 87
6.1.2.1 International Options................................................................................87
6.1.2.2 National Options .....................................................................................88
6.1.3 Obtaining Approval ....................................................................................88
6.2 PRINT, PACKAGE AND SHIP PISA MATERIALS .......................................................89
6.2.1 Overview ............................................................................................... 89
6.2.2 Printing PISA Materials ............................................................................... 90
6.2.3 Packaging and Shipping PISA Materials ............................................................ 90
6.3 RECEIPT OF MATERIALS BACK AT THE NATIONAL CENTRE ........................................93
7. DATA MARKING AND ENTRY ............................................................................. 95
7.1 OVERVIEW OF MARKING REQUIREMENTS.............................................................95
7.2 RECRUIT MARKERS.......................................................................................97
7.3 ORGANISE MARKING......................................................................................98
7.4 PROCESS BOOKLETS ...................................................................................99
7.4.1 Selecting the Booklets for Multiple Marking ........................................................100
7.4.2 Booklets for Single Marking ...........................................................................101
7.5 SOME GENERAL PRINCIPLES ...........................................................................101
7.5.1 How to Show the Marks Assigned....................................................................101
7.5.3 Facilitate Tracking of Booklets .......................................................................102
7.6 TRAINING AND MARKING SEQUENCE: SINGLE MARKING ..........................................102
7.6.1 Assign ID Numbers to Markers .......................................................................103
7.6.2 Allocate Booklets to Markers..........................................................................103
7.6.3 Reading...................................................................................................104
7.6.4 Mathematics and Science ..............................................................................106
7.7 MULTIPLE MARKING ......................................................................................106
7.7.1 Multiple marking in countries with more than one language ......................................107
7.7.2 Reading...................................................................................................107
7.7.3 Mathematics and Science ..............................................................................109
7.8 CROSS-NATIONAL EXCHANGE OF BOOKLETS ........................................................110
7.9 CODE QUESTIONNAIRES................................................................................110
7.10 INSTALL DATA ENTRY SOFTWARE ..................................................................112
7.11 MATERIAL TO BE SUBMITTED .........................................................................112
7.11.1 Hard Copy Material ................................................................................112
7.11.2 Enter, Check and Submit Data .....................................................................113
7.11.3 Check Data..............................................................................................113
7.11.4 Submit Files .............................................................................................115
8. DOCUMENTATION ...........................................................................................117
8.1 DOCUMENTATION TO BE SUBMITTED BY NPMS .......................................................117
8.2 PRODUCE MAIN SURVEY OPERATIONS REPORT.....................................................117
APPENDIX 1 NATIONAL REVISIONS FORM ...................................................................120
APPENDIX 2 VERIFICATION FORM ............................................................................121
APPENDIX 3 MULTIPLE MARKER CODING SHEETS......................................................123
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Manual for the PISA 2000 Database
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Author(s) Organisation for Economic Co-operation and Development (OECD)
Language English
Description This document describes the international database of the OECD Programme for International Student Assessement (PISA) 2000.
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Take the Test: Sample Questions from OECD’s PISA Assessments
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Author(s) Organisation for Economic Co-operation and Development (OECD)
Language English
Description This report brings together all the publicly available questions in reading, mathematics and science and, together with the PISA assessment frameworks, gives a solid overview of the PISA test. Some of these questions were used in the PISA 2000, 2003 and 2006 surveys and others were used in developing and trying out the assessment. For the questions used in the PISA 2000, 2003 and 2006 surveys, country results are provided in Annex B to allow an overview of how well students did in each country on different types of questions.
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PISA Sampling Manual
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subtitle Main Study Version 1
Author(s) Organisation for Economic Co-operation and Development (OECD)
Date 1999-08-01
Description This manual describes procedures for achieving points 1, 2, 3, and, to some extent, 6. Points 4 and 5 are discussed in detail in the PISA National Project Managers Manual, and in the documentation for the student sampling and student tracking software.
Table of contents 1. INTRODUCTION..................................................................3
1.1 SAMPLING IN PISA ............................................................ 3
1.2 RELATIONSHIP OF FIELD TRIAL SAMPLING
PROCEDURES TO MAIN STUDY SAMPLING PROCEDURES .................... 3
1.3 THE RESPONSIBILITIES OF NATIONAL PROJECT
MANAGERS AND THE CONSORTIUM IN SAMPLING SCHOOLS ................ 4
1.4 A NOTE ABOUT VERSIONS .................................................... 6
1.5 SPECIAL ACKNOWLEDGEMENT................................................ 6
2. OVERVIEW OF SAMPLE DESIGN.................................................7
2.1 SURVEY GOALS ............................................................... 7
2.2 SAMPLING GOALS AND EXPECTATIONS ..................................... 7
2.3 SAMPLE DESIGN OVERVIEW .................................................. 7
3. STEP 1-TARGET POPULATION DEFINITION ...................................9
3.1 INTERNATIONAL DESIRED TARGET POPULATION .......................... 9
3.2 NATIONAL DESIRED TARGET POPULATION .................................. 11
3.3 NATIONAL DEFINED TARGET POPULATION ............................... 13
3.3.1 Exclusions ....................................................................... 13
3.3.2 School-Level Exclusions......................................................... 13
3.3.3 Within-School Exclusions ........................................................ 14
4. STEP 2 - NATIONAL SAMPLING PLAN ............................................ 17
4.1 INTRODUCTION................................................................. 17
4.2 SAMPLE DESIGN FRAMEWORK ................................................. 17
COUNTRY-SPECIFIC ISSUES IN SAMPLE DESIGN ................................. 18
4.3.1 Coefficient of Intra-class Correlation.......................................... 18
4.3.2 Samples of Students in a Particular Grade..................................... 19
4.4 PARTICIPATION RATES ........................................................... 19
4.4.1 Schools .......................................................................... 19
4.4.2 Students ......................................................................... 19
4.4.3 Reporting Participation Rates................................................... 20
5. STEP 3 - THE SCHOOL SAMPLING FRAME ..................................... 21
5.1 INTRODUCTION................................................................... 21
5.2 SCHOOL-LEVEL SAMPLING FRAME............................................... 21
5.3 AREA-LEVEL SAMPLING FRAME ................................................. 22
5.3.1 Area-Level....................................................................... 22
5.3.2 School Level .................................................................... 23
5.4 OTHER TYPES OF SAMPLING FRAMES.......................................... 23
5.5 EXCLUDING SCHOOLS FROM THE SAMPLING FRAME........................... 24
5.6 STRATIFICATION .................................................................. 25
5.6.1 Overview ........................................................................... 25
5.6.2 Explicit Stratification .............................................................. 26
5.6.3 Implicit Stratification ............................................................... 26
5.6.4 Stratification Guidelines ........................................................... 26
5.7 TREATMENT OF SMALL SCHOOLS .................................................. 27
5.7.1 Stratification of Small Schools ..................................................... 27
5.7.2 Sample Sizes for the Small School Strata ......................................... 29
5.8 ASSIGNING A MEASURE OF SIZE (MOS) TO EACH SCHOOL ....................... 31
5.9 SAMPLING FRAME STATISTICS......................................................... 31
5.10 SORTING THE SAMPLING FRAME ...................................................... 32
6. STEP 4 - THE SAMPLE OF SCHOOLS ................................................... 35
6.1 OVERVIEW .............................................................................. 35
6.2 SCHOOL SAMPLE ALLOCATION OVER EXPLICIT STRATA......................... 36
6.3 DETERMINING WHICH SCHOOLS TO SAMPLE ....................................... 37
6.3.1 Calculating the Sampling Interval................................................... 37
6.3.2 Generating a Random Start ........................................................ 37
6.3.3 Calculating the Selection Numbers .............................................. 38
6.4 IDENTIFYING THE SAMPLED SCHOOLS.......................................... 39
6.5 IDENTIFYING REPLACEMENT SCHOOLS ............................................. 40
6.6 ASSIGNING SCHOOL ID'S............................................................... 41
6.7 CREATING A SCHOOL TRACKING FORM ............................................. 42
6.8 CONFIRMING SCHOOL PARTICIPATION .............................................. 42
6.8.1 Sampled Schools ................................................................ 42
6.8.2 Replacement Schools .............................................................. 43
APPENDIX A ................................................................................ 45
APPENDIX B.............................................................................. 74
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School Compendium: Mathematics
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School Compendium: Reading
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School Compendium: Science
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School Quality Monitor Manual
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Language English
Description This manual was used by School Quality Monitors for the main data collection for the Programme for International Student Assessment (PISA) project in the year 2000.
Table of contents ACRONYMS..................................................... 4
CONTACTS AT ACER: ....................................... 5
ABOUT SCHOOL QUALITY MONITOR...................... 7
Overview....................................................... 7
About PISA ......................................................7
About School Quality Monitors ................................8
Actions to be taken by School Quality Monitors............. 10
Payment of School Quality Monitors ........................ 18
Other aspects of the School Quality Monitor role ........... 20
HYPOTHETICAL SITUATIONS FOR CONSIDERING
WHEN A SCHOOL QUALITY MONITOR MIGHT INTERVENE IN A TESTING SESSION .............. 23
HONORARIA AND CONFIDENTIALITY AGREEMENT ................................................... 28
SCHOOL QUALITY MONITOR DATA COLLECTION SHEET ............................................. 31
1 Preparation for the Assessment ........................................................................ 35
2 Test session activities .................................................................................... 37
Introducing the study ......................................................................................38
Distributing the materials ...................................................................................39
Beginning the Cognitive Block session.....................................................................41
Conducting the Cognitive Block session...................................................................42
Preparing for the Student Questionnaire session .......................................................48
Administering the student questionnaire .................................................................49
General questions concerning the assessment ...........................................................51
3 Interview with the school co-ordinator.................................................................. 58
SCHOOL QUALITY MONITOR GENERAL OBSERVATIONS SHEET....................................... 64
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Student Compendium: Mathematics
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Student Compendium: Reading
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Student Compendium: Science
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Test Administrator's Manual
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Language English
Table of contents 1. INTRODUCTION ......................................................... 5
1.1 OECD PROGRAMME FOR INTERNATIONAL STUDENT
ASSESSMENT (PISA): MONITORING KNOWLEDGE AND SKILLS IN THE NEW MILLENNIUM ............... 5
1.2 THE ROLE OF THE TEST ADMINISTRATOR (TA)........................ 5
1.3 PISA MATERIALS ......................................................... 6
1.4 TIMING THE ASSESSMENT SESSIONS .................................... 6
1.5 ORGANISATION OF THIS MANUAL ...................................... 7
1.6 CHECKLIST OF ACTIVITIES ............................................ 7
2. PREPARING FOR THE ASSESSMENT..................................... 9
2.1 ATTENDING THE PISA TA TRAINING ................................... 9
2.2 WORKING WITH THE SCHOOL CO-ORDINATOR TO VERIFY
THE DATE, TIME, LOCATION AND OTHER LOGISTICS OF THE TEST........ 9
2.3 RECEIVING AND SECURING ASSESSMENT MATERIALS .............. 10
2.4 RECEIVING THE STUDENT TRACKING FORM............................ 10
2.5 UPDATING THE STUDENT TRACKING FORM ............................ 10
2.6 IDENTIFYING STUDENTS WHO WILL BE EXCLUDED FROM THE ASSESSMENT ........ 11
2.7 ARRANGING FOR ASSISTANCE (OPTIONAL) ........................... 11
2.8 CONFIRMING THE DATE, TIME AND LOGISTICS WITH THE SC...... 11
3. CONDUCTING THE ASSESSMENT SESSION............................... 13
3.1 GETTING READY ON ASSESSMENT DAY ................................. 13
3.2 PREPARING THE ASSESSMENT BOOKLETS TO BE GIVEN TO THE STUDENTS ........ 13
3.3 CONDUCTING THE SESSION .............................................................. 14
3.4 READING THE SCRIPTED DIRECTIONS .................................................. 14
3.5 DISTRIBUTING MATERIALS TO THE STUDENTS ........................................ 15
3.6 TIMING THE ASSESSMENT ................................................................. 15
3.7 SUPERVISING THE SESSION............................................................... 15
3.8 ENDING THE SESSION..................................................................... 16
3.9 SECURING TEST MATERIAL AND MAINTAINING STUDENT CONFIDENTIALITY .... 16
4. CONCLUDING ASSESSMENT ACTIVITIES ................................................. 19
4.1 RECORDING PARTICIPATION STATUS ON THE STUDENT TRACKING FORM ....... 19
4.2 DETERMINING IF A FOLLOW-UP SESSION IS NEEDED ............................... 19
4.3 COMPLETING THE SESSION REPORT FORM ............................................. 20
4.4 COLLECTING THE SCHOOL QUESTIONNAIRE............................................. 20
4.5 PACKING AND SHIPPING THE ASSESSMENT MATERIALS .............................. 20
4.6 CONDUCTING A FOLLOW-UP SESSION .................................................. 21
APPENDIX 1 TEST ADMINISTRATOR'S SCRIPT............................................... 23
APPENDIX 2. ANNOTATED GENERAL DIRECTIONS FROM TEST BOOKLETS............ 32
APPENDIX 3 EXPLANATORY NOTES ON QUESTIONNAIRE ITEMS ....................... 37
APPENDIX 4 OECD/PISA SESSION REPORT FORM .......................................... 43
APPENDIX 5. RETURN SHIPMENT FORM .................................................... 47
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Test Item Compendium Version 4
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Test Item Compendium Version 3
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