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The UK moves up the PISA League Tables in the 2018 results

31 Dec

I        The results

On 2 December 2019, the Organisation for Economic Cooperation and Development (OECD) published its triennial Programme for International Student Assessment (PISA) results.  These are tests that 15-year-old students from 79 countries[1] last sat in 2018.    PISA measures (from each of the countries that participates) a sample of 15-year-old students’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges.  According to the National Foundation for Education Research (NFER) analysis, the results of UK students in mathematics improved significantly on three years ago.

  • In reading, the UK was 14th, up from 22nd in the previous tests three years ago.
  • In science, the UK was 14th, up from 15th.
  • In maths, the UK was 18th, up from 27th.

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How do 15-year-old pupils in England compare to other top performers across the world?

31 Dec

I        Overview

In mid-November 2017, the Organisation for Economic Co-operation and Development (OECD) released data on its “three yearly Programme for International Student Assessment (PISA)”. PISA consists of standardised tests in reading, writing and mathematics taken by students from different countries at the age of 15. The data is then used to compare the young people. Data is matched with how young people fared in examinations taken in their home countries.

John Jerrim and Nikki Shure of University College London Institute of Education produced an excellent analysis of how our English pupils performed, some of the key points of which are summarised below.

Altogether, 75 countries participated in PISA 2015, including all members of the OECD and the four countries within the United Kingdom. For the first time, China (previously limited to Shanghai) included four provinces – Beijing, Guangdong, Jiangsu and Shanghai. In England, PISA 2015 was conducted in November and December 2015, with a sample of 5,194 pupils in England from across 206 schools. The majority of England’s participating pupils were born between September 1999 and August 2000, meaning they came to the end of primary school during 2010, and were the last cohort to take the GCSE examinations before they were reformed.

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Data from international tests rain down in Autumn 2016 like confetti

1 Jan

In the last week of November 2016, the International Association for the Evaluation of Educational Achievement (IEA) published its report on the Trends in Maths and Science Study (TIMMS).  A week later, the Programme for International Student Assessment (PISA) – an arm of the Organisation for Economic Cooperation and Development (OECD) – published its findings.   Both are based on a battery of tests which samples of pupils/students took in 2015.

I        TIMMS

TIMMS is a survey of the educational achievements of pupils in years 5 (aged nine-to-ten year olds) and 9 (aged 13-to-14 year olds) in 57 participating countries, as well as comparisons of the curriculum and the teaching of Mathematics and Science.

The national report for England found that while the country’s maths results are now at the highest point for 20 years in both age groups, overall improvement is still lagging behind other countries. Since the first assessment in 1995, England’s score in Maths increased by 12.8% for year 5 and by 4% for year 9. Despite this, the score is behind top-achieving countries who have seen more rapid improvement. The East Asian group of countries continued to perform extremely well across the assessments.

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UK Students’ progress in the Programme for International Student Assessments [PISA] frozen

1 Jan

(1)     What is PISA?

In December 2013, the Organisation for Economic Cooperation and Development (OECD) published the Programme for International Student Assessment’s (PISA’s) fifth survey based on a battery of tests carried out in 2012.   PISA assesses the competencies of a cross-section of 15-year-olds in reading, mathematics, science and problem-solving.  The focus this time was on mathematics.

PISA charts the extent to which 15-year-old students have acquired key knowledge and skills that are essential for full participation in modern societies. The assessment in the four areas does not just ascertain whether students can reproduce what they have learned but also examines how well they can extrapolate from what they have learned and apply that knowledge in unfamiliar settings, both, in and outside school. This approach reflects the fact that modern societies reward individuals not for what they know, but for what they can do with what they know.

Paper-based tests were used each lasting two hours. In a range of countries and economies, an additional 40 minutes were devoted to the computer-based assessment of mathematics, reading and problem solving.

Test items were a mixture of questions requiring students to construct their own responses and multiple-choice items. The items were organised in groups based on a passage setting out a real-life situation. Altogether, 390 minutes of test items were covered, with different students tackling variously combined problems.

Students answered a background questionnaire, which took 30 minutes to complete, that sought information about themselves, their homes and their schools and learning experiences. Continue reading →