pisa oecd programme for international student assessment learning trends maciej jakubowski 10...
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Learning TrendsChanges in student performance
since 2000
Maciej JakubowskiAnalyst, Indicators and Analysis Division, Directorate for Education, OECD
Programme for International Student Assessment
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1Trends: monitoring performance over
time Monitoring reading performance since 2000
Similar reading assessment frameworks– Reading framework was only slightly updated since 2000 to
include digital reading A pool of test questions common to all PISA assessments
– 39 identical items were used in both 2000 and 2009– 26 identical items were used across all reading assessments
Identical sampling procedures Additional checks to assure comparability of the results
– Results adjusted for demographic changes and sampling modifications give nearly identical results
– Results are consistent with non-scaled student responses (percentage of correct answers)
Trends in mathematics performance since 2003 Trends in science performance since 2006
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Performance trends in PISA
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How reading performance changed since 2000?
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1Change in reading performance between 2000 and
2009
Reading performance
improved
Reading performance
declined
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How countries perform in reading and how reading performance has changed since
2000
High performanceDeclining
Low performanceDeclining
High performanceIncreasing
Low performanceIncreasing
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Percentage of students below reading proficiency Level 2
2000
2009
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1Percentage of top performers in reading
2000
2009
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Closer look at improving countries
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Share of students below proficiency Level 2
increased
Change in the share of boys and girls who are low performers in reading between 2000 and 2009
Share of students below proficiency Level 2
decreased
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1Different patterns of performance change
among boys and girls
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Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Socially equitable distribution of
learning opportunities
High reading performance
Strong socio-economic impact on
student performance
Low reading performance
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Low reading performance
High reading performance
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Socially equitable distribution of
learning opportunities
Strong socio-economic impact on
student performance
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Low reading performance
High reading performance
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Socially equitable distribution of
learning opportunities
Strong socio-economic impact on
student performance
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Low reading performance
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Socially equitable distribution of
learning opportunities
High reading performance
Strong socio-economic impact on
student performance
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Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High reading performance
High average performance
High social equity
Socially equitable distribution of
learning opportunities
Strong socio-economic impact on
student performance
Low reading performance
Shanghai- China
KoreaFinland
Hong Kong- ChinaSingapore CanadaNew Zealand J apan
Australia
NetherlandsBelgiumNorway EstoniaSwitzerland
PolandI celandUnited States LiechtensteinSwedenGermany I relandFrance Chinese TaipeiDenmark
United KingdomHungary
PortugalMacao- China
I taly LatviaSlovenia GreeceCzech Republic Slovak Republic CroatiaI srael LuxembourgAustria Lithuania
TurkeyDubai (UAE) Russian Federation
ChileSerbia
BulgariaUruguay MexicoRomania
ThailandTrinidad and TobagoColombia
BrazilMontenegro
J ordan TunisiaI ndonesiaArgentina
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How mathematics performance changed since 2003?
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1Change in mathematics performance
between 2003 and 2009
Mathematics performance
improved
Mathematics performance
declined
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How countries perform in mathematics and how mathematics performance has changed
since 2003
High performanceDeclining
Low performanceDeclining
High performanceIncreasing
Low performanceIncreasing
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Percentage of students below proficiency Level 2 in mathematics
2003
2009
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1Percentage of top performers in mathematics
2003
2009
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How science performance changed since 2006?
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Science performance
improved
Science performance
declined
Change in science performance between 2006 and 2009
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1How countries perform in science and how
science performance has changed since 2006
High performanceDeclining
Low performanceDeclining
High performanceIncreasing
Low performanceIncreasing
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Percentage of students below proficiency Level 2 in science
2006
2009
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1Percentage of top performers in science
2006
2009
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Quality differences between schools
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1Variability in student performance
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Variability in student performance between and within schools
Variation between schools
Variation within schools
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Student engagement with school
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1Students' views of teacher-student relations
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1Students’ view of climate for learning
The following things happen never, rarely or only in some lessons…
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Thank you !Thank you !
More on trends in PISA: Volume V, Learning Trends: Changes in
student Performance since 2000
Find out more about PISA at… OECD www.pisa.oecd.org
Email: Maciej.Jakubowski@OECD.org
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