PISA 2018 Results (Volume I)

✍ Scribed by OECD

• Publisher: OECD
• Year: 2020
• Tongue: English
• Leaves: 354
• Category: Library

✦ Synopsis

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume I, What Students Know and Can Do, provides a detailed examination of student performance in reading, mathematics and science, and describes how performance has changed since previous PISA assessments.

✦ Table of Contents

Preface
Foreword
Acknowledgements
Table of contents
Executive Summary
Reader’s Guide
What is PISA?
WHAT IS UNIQUE ABOUT PISA?
WHICH COUNTRIES AND ECONOMIES PARTICIPATE IN PISA?
WHAT DOES THE TEST MEASURE?
HOW IS THE ASSESSMENT CONDUCTED?
WHO ARE THE PISA STUDENTS?
WHERE CAN YOU FIND THE RESULTS?
Notes
References
Chapter 1 - How does PISA assess reading?
HOW DOES PISA DEFINE READING LITERACY?
THE PISA 2018 FRAMEWORK FOR ASSESSING READING LITERACY
Texts
Processes
Tasks
HOW DOES THE PISA ADAPTIVE TEST OF READING WORK?
Notes
References
Chapter 2 - How PISA results are reported: What is a PISA score?
HOW DOES PISA DEFINE A REPORTING SCALE?
How test questions were developed and selected
How the electronic test forms were designed
From test questions to PISA scores
INTERPRETING DIFFERENCES IN PISA SCORES
Determining proficiency levels for reporting and interpreting large differences in scores
Interpreting small differences in scores
WHEN IS A DIFFERENCE STATISTICALLY SIGNIFICANT? THREE SOURCES OF UNCERTAINTY IN COMPARISONS OF PISA SCORES
Notes
References
Chapter 3 - Who sits the PISA assessment?
WHO IS THE PISA TARGET POPULATION?
HOW MANY 15-YEAR-OLDS DOES THE PISA SAMPLE REPRESENT?
THE DISTRIBUTION OF PISA STUDENTS ACROSS GRADES
Notes
References
Chapter 4 - How did countries perform in PISA 2018?
MEAN PERFORMANCE IN READING, MATHEMATICS AND SCIENCE
VARIATION IN PERFORMANCE WITHIN COUNTRIES AND ECONOMIES
RANKING COUNTRIES’ AND ECONOMIES’ PERFORMANCE IN PISA
A CONTEXT FOR COUNTRIES’ PERFORMANCE IN PISA
Resources available and invested in education
The cumulative nature of PISA results
The challenges of student and language diversity
Notes
References
Chapter 5 - What can students do in reading?
THE RANGE OF PROFICIENCY COVERED BY THE PISA READING TEST
PERCENTAGE OF STUDENTS AT THE DIFFERENT LEVELS OF READING PROFICIENCY
Proficiency at Level 2 or above
Proficiency below Level 2
STUDENTS’ PERFORMANCE IN DIFFERENT ASPECTS OF READING COMPETENCE
Reporting subscales in reading
Countries’ and economies’ strengths and weaknesses, by reading process
Relative strengths and weaknesses of countries/economies, by text source
Notes
References
Chapter 6 - What can students do in mathematics?
THE RANGE OF PROFICIENCIES COVERED BY THE PISA MATHEMATICS TEST
PERCENTAGE OF STUDENTS AT THE DIFFERENT LEVELS OF MATHEMATICS PROFICIENCY
Proficiency at Level 2 or above
Proficiency below Level 2
ACCOUNTING FOR OUT-OF-SCHOOL 15-YEAR-OLDS
Notes
References
Chapter 7 - What can students do in science?
THE RANGE OF PROFICIENCIES COVERED BY THE PISA SCIENCE TEST
PERCENTAGE OF STUDENTS AT THE DIFFERENT LEVELS OF SCIENCE PROFICIENCY
Proficiency at or above Level 2
Proficiency below Level 2
Notes
References
Chapter 8 - Where did performance change between 2015 and 2018?
CHANGES BETWEEN 2015 AND 2018 IN MEAN PERFORMANCE
CHANGES BETWEEN 2015 AND 2018 IN THE PERFORMANCE DISTRIBUTION
Notes
References
Chapter 9 - Which countries have improved and which countries have declined in performance over their participation in PISA?
TRENDS IN MEAN PERFORMANCE
Curvilinear trajectories of performance
TRENDS ALONG THE DISTRIBUTION OF PERFORMANCE
IMPROVEMENTS AT THE DIFFERENT LEVELS OF PROFICIENCY
AVERAGE THREE-YEAR TREND IN PERFORMANCE, ACCOUNTING FOR CHANGES IN ENROLMENT RATES
AVERAGE THREE-YEAR TREND IN PERFORMANCE, ADJUSTED FOR DEMOGRAPHIC CHANGES
Notes
References
Chapter 10 - Measuring global education goals: How PISA can help
MEASURING COUNTRIES’ PROGRESS TOWARDS MEETING GLOBAL EDUCATION TARGETS
SDG Target 4.1
SDG Target 4.5
Other thematic targets and means of implementation
HOW PISA AND THE OECD ARE HELPING COUNTRIES BUILD NATIONAL SYSTEMS FOR MONITORING LEARNING GOALS
Notes
References
Annex A - PISA 2018 technical background
Annex A1: The construction of proficiency scales and of indices from the student context questionnaire
Annex A2: The PISA target population, the PISA samples and the definition of schools
Annex A3: Technical notes on analyses in this volume
Annex A4: Quality assurance
Annex A5: How comparable are the PISA 2018 computer- and paper-based tests?
Annex A6: Are PISA reading scores comparable across countries and languages?
Annex A7: Comparing reading, mathematics and science performance across PISA cycles
Annex A8: How much effort did students invest in the PISA test?
Annex A9: A note about Spain in PISA 2018
Annex B - PISA 2018 Data
Annex B1: Results for countries and economies
Annex B2: Results for regions within countries
Annex B3: PISA 2018 system-level indicators
Annex C - Released items from the PISA 2018 computer‑based reading assessment
Annex D - Snapshot of trends in reading, mathematics and science performance
Annex E - The development and implementation of PISA: A collaborative effort