Un material excelent, care tocmai a fost publicat de OECD, se intitulează „100 things we’ve learned from PISA”. Îl las aici, să fie la îndemână:
On high-performing or rapidly improving education systems :
1. Among the countries that showed improvements in average reading
performance between 2000 and 2009, most can attribute those gains to
large improvements among their lowest-performing students. (
from PiF no. 2)
2. In countries where schools have greater autonomy over what is
taught and how students are assessed, students tend to perform better. (
from PiF no. 9)
3. Greater national wealth or higher expenditure on education does
not guarantee better student performance./School systems that perform
well in PISA believe that all students can achieve, and give them the
opportunity to do so. (
from PiF no. 13)
4. Some countries and economies have shown that improvements in
equity can be achieved at the same time as improvements in overall
performance, and in a relatively short time. (
from PiF no. 25)
5. Among high-performing countries, differences in performance
between schools are generally smaller than those in the average OECD
country. (
from PiF no. 27)
6. Strong performers and successful reformers in education share
some characteristics: a belief in the potential of all of their
students, strong political will, and the capacity of all stakeholders to
make sustained and concerted efforts towards improvement. (
from PiF no. 34)
7. How educational resources are allocated across schools is just as important as the amount of resources available. (
from PiF no. 44)
8. Countries where 15-year-old students perform at high levels
internationally tend to be those where 26-28 year-olds also perform
well. (
from PiF no. 45)
9. Improvement in PISA performance is not related to geography, national wealth or culture. (
from PiF no. 47)
10. The quantity and quality of resources available to schools
improved significantly between 2003 and 2012, on average across OECD
countries. (
from PiF no. 52)
11. There is a strong association between countries’ digital reading
performance and the quality of students’ navigation across digital
texts. (
from PiF no. 55)
12. In school systems where students spend more time in regular
science lessons, average science scores are higher; but when students
spend more time studying science after school, average science scores
are lower. (
from PiF no. 73)
13. Increases in access to schooling have not, in general, come at
the expense of the average quality of education for 15-year-olds. (
from PiF no. 75)
14. In most education systems, schools in which students have the
best chance of being academically resilient share some common traits,
including a good disciplinary climate where students can focus in class
and teachers can provide well-paced instruction. (
from PiF no. 80)
About equity in education:
15. Fifteen-year-old students who had attended pre-primary education
perform better on PISA than those who did not, even after accounting
for their socio-economic backgrounds. (
from PiF no. 1)
16. After-school classes with a school teacher can enhance equity
while after-school classes with a teacher who is not from the school can
exacerbate inequities among students. (
from PiF no. 3)
17. In countries where more students repeat grades, overall
performance tends to be lower and social background has a stronger
impact on learning outcomes than in countries where fewer students
repeat grades. (
from PiF no. 6)
18. Countries with a larger share of private schools do not perform
better in PISA./Students who attend private schools tend to perform
significantly better on PISA than students who attend public schools;
but students in public schools in a similar socio-economic context as
private schools tend to do equally well. (
from PiF no. 7)
19. The performance advantage among students whose parents read to
them in their early school years is evident regardless of the family’s
socio-economic status. (
from PiF no. 10)
20. The difference in socio-economic profiles between publicly and
privately managed schools is narrowed when privately managed schools
receive higher levels of public funding. (
from PiF no. 20)
21. In school systems where parents can choose their child’s school,
and where schools compete for enrolment, schools are often more
socially segregated. (
from PiF no. 42)
22. One in eight students across OECD countries has repeated a grade at least once before the age of 15. (
from PiF no. 43)
23. Between 2006 and 2015, equity in education improved in 11
PISA-participating countries and economies, and on average across all
OECD countries. (
from PiF no. 68)
24. In PISA 2015, only 30% of students in rural schools expected to
complete at least a university degree, compared to about 50% of students
in urban schools, on average across OECD countries. (
from PiF no. 94)
25. In countries where residence-based admissions policies are less
widespread, disadvantaged students tend to be clustered in a limited
number of schools. (
from PiF no. 96)
26. School systems with higher levels of social segregation tend to offer less equitable opportunities for learning. (
from PiF no. 97)
On differences between boys and girls
27. Among boys and girls with similar proficiency in print reading,
boys tend to have stronger digital navigation skills and therefore score
higher in digital reading. (
from PiF no. 12)
28. Only 5% of girls in OECD countries, on average, expect a career
in engineering and computing, while 18% of boys expect a career in these
fields. (
from PiF no. 14)
29. Teachers tend to give girls and socio-economically advantaged
students better marks, even if they don’t perform better and don’t have
better attitudes than boys and disadvantaged students. (
from PiF no. 26)
30. Parents are more likely to expect their sons, rather than their
daughters, to work in a science, technology, engineering or mathematics
field – even when their 15-year-old boys and girls perform at the same
level in mathematics. (
from PiF no. 49)
31. Girls are almost three times more likely than boys to expect to
work as doctors, veterinarians, nurses or other health professionals. (
from PiF no. 69)
32. More than 60% of girls, but less than 50% of boys reported that
they feel very anxious even if they are well prepared for a test. (
from PiF no. 71)
33. Girls performed significantly better than boys in collaborative
problem solving in every country and economy that participated in the
assessment. (
from PiF no. 78)
34. In the majority of PISA-participating countries and economies,
boys show greater confidence when learning science and greater interest
in broad science topics than girls do. (
from PiF no. 93)
On differences between advantaged and disadvantaged students
35. A key difference between disadvantaged students who are
resilient (they do better in school than expected, given their
socio-economic status) and those who are not is that resilient students
attend more regular lessons at school. (
from PiF no. 5)
36. If disadvantaged students used effective learning strategies to
the same extent as advantaged students do, the performance gap between
the two groups would be almost 20% narrower. (
from PiF no. 30)
37. Students whose parents work in professional occupations generally
outperform other students in mathematics, while students whose parents
work in elementary occupations tend to underachieve compared with their
peers. (
from PiF no. 36)
38. The gap in pre-primary attendance rates between advantaged and disadvantaged pupils is growing. (
from PiF no. 40)
39. Socio-economically advantaged students, and students who attend
advantaged schools, tend to spend more time doing homework. (
from PiF no. 46)
40. Some 65% of socio-economically advantaged students reported that
they know well or have often heard of the concept of quadratic
function, on average across OECD countries; but only 43% of
disadvantaged students so reported. (
from PiF no. 63)
41. Even when all students, including the most disadvantaged, have
easy access to the Internet, a digital divide, based on socio-economic
status, persists in how students use technology. (
from PiF no. 64)
42. Supportive learning environments and quality resources are more
frequently found in advantaged schools, suggesting that schools often
amplify, rather than compensate for, students’ home resources. (
from PiF no. 76)
43. In more than one-third of the countries and economies that
participated in PISA 2015, teachers in the most disadvantaged schools
were less qualified or less experienced than those in the most
advantaged schools. (
from PiF no. 85)
44. The average difference in science performance between advantaged
and disadvantaged students is equivalent to about three years of
schooling. (
from PiF no. 89)
45. Socio-economically disadvantaged 15-year-old students who scored
in the top quarter in reading in PISA 2000 were between 18 and 34
percentage points more likely to complete university by the age of 25
than advantaged students who scored in the bottom quarter in reading,
based on longitudinal data for five OECD countries. (
from PiF no. 99)
On differences between immigrant and non-immigrant students
46. In most countries, immigrant students lag behind native students
in performance; in many countries, the difference is considerable. (
from PiF no. 11)
47. Across most OECD countries, poor performance among immigrant
students relative to other students is strongly related to
socio-economic disadvantage at school. (
from PiF no. 22)
48. In most OECD countries, newly arrived 15-year-old immigrant
students show poorer reading performance than immigrant students who had
arrived in their new country when they were younger than five. (
from PiF no. 29)
49. Immigrant students who share a common country of origin, and
thus many cultural similarities, perform very differently across school
systems. (
from PiF no. 33)
50. The difference in mathematics performance between immigrant and
non-immigrant students shrank, on average, between 2003 and 2012. (
from PiF no. 53)
51. There is a strong connection between the performance of
immigrants at school and their education and labour market outcomes as
young adults. (
from PiF no. 57)
52. In 2015, 23% of 15-year-old students in OECD countries were
foreign-born or had at least one foreign-born parent, on average. This
share had grown by six percentage points, on average, since 2003. (
from PiF no. 82)
About schools, teachers and the climate in class
53. When choosing a school for their child, parents in all
participating countries value academic achievement highly; but they are
often even more concerned about the safety and environment of the
school, and the school’s reputation. (
from PiF no. 51)
54. Large cities are generally educational assets for schools. (
from PiF no. 17)
55. In most countries and economies students who attend schools in
urban areas tend to perform at higher levels than other students. (
from PiF no. 28)
56. Countries that have made teaching an attractive profession have
often done so not just through pay, but by raising the status of
teaching, offering real career prospects, and treating teachers as
professionals. (
from PiF no. 16)
57. On average, a higher percentage of students expects to work as teachers in countries where teachers’ salaries are higher. (
from PiF no. 58)
58. Teaching strategies that support struggling students in mixed
classes, such as giving students extra help when they need it, are
related to students having more confidence in their mathematics ability.
(
from PiF no. 65)
59. Across OECD countries, the proportion of fully certified
teachers has a positive, albeit modest association with student
performance in PISA. (
from PiF no. 70)
60. Science teachers who collaborate with their colleagues and
participate in professional development activities are more satisfied
with their jobs than those who don’t do either. (
from PiF no. 81)
61. Schools with more experienced teachers tend to perform better in
PISA and also have a classroom climate that is more conducive to
learning. (
from PiF no. 88)
62. Teacher-student relations are strongly associated with both
performance in mathematics and students’ happiness and sense of
belonging at school. (
from PiF no. 50)
63. Students who reported that there are few disciplinary problems
in their classes perform better in PISA than those who reported that a
lack of discipline in class disrupts learning. (
from PiF no. 4)
64. Orderly classrooms are related to better performance – regardless of the socio-economic profile of the school. (
from PiF no. 32)
65. The more time spent in mathematics classes, the better students
perform, on average; but giving students more work in class is often not
enough to improve learning outcomes. (
from PiF no. 54)
66. Exposure to enquiry-based science activities is associated with
more positive attitudes and dispositions towards science among students.
(
from PiF no. 90)
67. In most countries, science-related extracurricula activities at
school are related to better student performance, a stronger belief
among students in their ability to handle science-related tasks, and
greater enjoyment of learning science. (
from PiF no. 18)
68. For students in OECD countries, skipping classes or days of
school is associated with considerably lower scores in mathematics. (
from PiF no. 35)
69. Across OECD countries, school principals cited student truancy
and staff resisting change as the problems that hinder student learning
the most. (
from PiF no. 67)
70. On average across OECD countries, 4% of students reported that
they are hit or pushed and 8% reported that they are victims of nasty
rumours at school at least a few times per month. (
from PiF no. 74)
71. Students whose parents knew more of their friends and their
friends’ parents scored higher in collaborative problem solving and
reported fewer bullying experiences, even after accounting for
socio-economic status. (
from PiF no. 98)
72. In 2015, the majority of students in all countries that
participated in PISA reported that they feel they belong to the school
community. However, in the vast majority of countries, students’ sense
of belonging at school had weakened since 2003. (
from PiF no. 100)
About what students know and can do
73. Students acquire most information about environmental issues
from school although only a minority of students learns about these
issues in stand-alone environmental science courses. (
from PiF no. 15)
74. Participation in some forms of formal post-secondary education
is consistently and substantially related to improvements in reading
skills between the ages of 15 and 24. (
from PiF no. 19)
75. Students without sufficient knowledge of science consistently
underestimate the time needed to find solutions to environmental
problems. (
from PiF no. 21)
76. On average across OECD countries, around 4% of students are top performers in reading, science and mathematics. (
from PiF no. 31)
77. Just because a student performs well in core school subjects
doesn’t mean that he or she is proficient in problem solving. (
from PiF no. 38)
78. On average across participating countries, 15% of students can,
at best, make simple decisions about spending, and recognise the purpose
of everyday financial documents, such as invoices. (
from PiF no. 41)
79. The most common online activities among 15-year-olds are
browsing the Internet for fun and participating in social networks, with
over 70% of students doing one of these every day or almost every day. (
from PiF no. 59)
80. More than one in four students, on average across OECD
countries, score below the baseline level of proficiency in at least one
of the core subjects assessed by PISA – reading, mathematics and
science. (
from PiF no. 60)
81. Memorisation, as a learning strategy, may work with easy
problems, but it is unlikely to be effective if it is the only strategy
used when confronted with complex mathematics problems. (
from PiF no. 61)
82. In 2015, and for the first time, most participating students took the PISA test on computer. (
from PiF no. 66)
83. To solve a problem collaboratively, students need to be able to
establish and maintain a shared understanding with others, take
appropriate action to solve the problem, and establish and maintain team
organisation. (
from PiF no. 77)
84. Between 2012 and 2015, the time that 15-year-old students
reported spending on the Internet increased from 21 to 29 hours per
week, on average across OECD countries. (
from PiF no. 83)
85. Students who access the Internet, chat or social networks
outside of school collaborate better than students who do not engage in
these activities, while students who play video games outside of school
collaborate worse than students who do not play video games. (
from PiF no. 84)
86. About 23% of students across PISA for Development countries
(Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal and Zambia)
attain the minimal level of proficiency in reading, compared with the
OECD average of 80%. (
from PiF no. 91)
87. Environmentally aware students are more pessimistic about the future of Earth. (
from PiF no. 87)
88. In 2015, boys and low-achieving students held more optimistic
views about solving environmental problems – like air pollution, and the
extinction of plants and animals – than girls and students performing
at or above the baseline level of proficiency in science. (
from PiF no. 95)
About students’ attitudes towards learning
89. Reading for enjoyment every day is associated with better performance in PISA. (
from PiF no. 8)
90. Around one in four students expects to end his or her formal
schooling at the upper secondary level and thus needs the skills to make
a smooth transition into work and adulthood. (
from PiF no. 23)
91. Most students think that what they have learned in school is useful for them or their future. (
from PiF no. 24)
92. When students believe that investing effort in learning will
make a difference, they score significantly higher in mathematics. (
from PiF no. 37)
93. On average across OECD countries, students who are highly
motivated to learn mathematics because they believe it will help them
later on score better in mathematics than students who are not highly
motivated. (
from PiF no. 39)
94. The better a student’s schoolmates perform in mathematics, the greater the student’s anxiety towards mathematics. (
from PiF no. 48)
95. There is a strong connection between how confident students feel
about being able to solve pure and applied mathematics problems, and
whether or not they were exposed to similar problems in class. (
from PiF no. 56)
96. In 2012, around 32% of low performers said they give up on
solving problems easily compared to only 13% of better-performing
students who so reported. (
from PiF no. 62)
97. In 10 out of 13 countries and economies with available data,
discussing money matters with parents at least sometimes is associated
with higher financial literacy than never discussing the subject, after
taking into account students’ socio-economic status. (
from PiF no. 72)
98. Test-related anxiety is widespread: nearly 60% of students worry
about taking a test, and more than 60% worry about getting poor grades.
(
from PiF no. 79)
99. Vigorous physical activity is positively related to students’ well-being. (
from PiF no. 86)
100. Motivation, particularly when it is a response to external incentives, is associated with anxiety. (
from PiF no. 92)
LE: întretimp, au fost traduse ș în lb.română:
aici
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