pisa 2012 problem solving framework

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PISA 2012 assessment and analytical framework [electronic resource] : mathematics, reading, science, problem solving and financial literacy

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PISA 2012 Assessment and Analytical Framework MAtheMAtIcS, ReAdIng, ScIence, PRobleM SolvIng And FInAncIAl lIteRAcy Programme for International Student A ssessment

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Anabela Serrão

Eemer Eivers

Svein Sjøberg

The PISA project has to be understood as a social phenomenon and a political project, in essence a well-funded instrument of power. The PISA project has steadily increased its influence on the educational discourse and educational policies in the now 70 participating countries. The educational debate has become global, and the race to improve PISA-rankings has become high priority in many countries. For governments the PISA-test is a high-stakes test. Governments are blamed for low scores, and governments are quick to take the honour when results are improving. National curricula, cultural values and priorities are pushed aside. The PISA project has positive virtues in potentially raising debates about the purpose and contents of science education and science for literacy and citizenship. Science educators may appreciate the thinking behind the framework for testing, but we also need to consider the wider social, ideological context of PISA. In particular how PISA rankings are used to legitimize educational reforms that may contradict principles and ideals that educators value. Many of the reforms that are legitimized by PISA can be characterized as New Public Management and neoliberal policies. Key words in these reforms are globalization, standardization, belief in competition, free choice and market thinking. The presentation will give examples of the uses and misuses of PISA, and will raise some of the problems caused by PISA as a global measure of quality. The battle to improve PISA rankings may conflict with our work to make science relevant, contextualized, interesting and motivating for young learners.

Studies in Science Education

Svein Sjøberg , Edgar Jenkins

PISA (Programme for International Student Assessment) is one of two large scale international comparative projects of student assessment that now exert considerable influence upon school science education policy, the other being TIMSS (Trends in International Mathematics and Science Study). This paper focuses on PISA, now the most influential study. This article outlines the origins of PISA, identifies some of the challenges in its construction and the claims made for it. It argues that while the statistical and methodological aspects of PISA have received much research attention , other elements of PISA have been largely ignored. In particular , there are several outcomes of PISA testing that point towards a significant research agenda. In addition, the political, ideological and economic assumptions underpinning the PISA project have implications for school science curriculum policy that deserve closer scrutiny and debate. Key words: Science education; PISA; comparative education; globalisation; education policy

Trisha Mae Lorica

Europhysics News

The OECD's PISA project is not an educational project. It is a political project and has to be understood as an instrument of power. PISA is normative, it tells what young people should learn, regardless of the nations' culture, nature, traditions and values. The battle to improve PISA rankings may conflict with our work to make science relevant, contextualized, interesting and motivating for young learners.

The PISA project has steadily increased its influence on the educational discourse and educational policies in the now 70 participating countries. The educational debate has become global, and the race to improve PISA-rankings has become high priority in many countries. For governments the PISA-test is a high-stake test. Governments are blamed for low scores, and governments are quick to take the honour when results are improving. National curricula, values and priorities are pushed aside. The influence of PISA is of high importance also for science educators; the battle to improve test results may conflict with our work to make science relevant, interesting and motivating for the learners. This article tries to unpack some of the challenges and to raise some of the problems caused by PISA as a global measure of quality.

Aaron Benavot

pablo zoido

This article provides a brief overview of progress in developing a new initiative called PISA for Development. It shows how the OECD and its partners are implementing this initiative in support of the Education 2030 agenda that is set within the framework of the Sustainable Development Goals (SDGs) and emphasizes the quality, equity, and measurement of learning outcomes for young children through to working adults. The world now faces a challenge to define global learning indicators that can be measured and tracked on a global scale over time. The paper argues that PISA is already helping to measure and improve learning outcomes in over 70 countries and, with the PISA for Development initiative, OECD and its partners are aiming to make it possible for a wider range of countries to participate in the assessment. (DIPF/Orig.)

We experience the emergence of a global educational reform movement, where the OECD (Organization for Economic Cooperation and Development) through its project PISA (Programme for International Student Assessment) has become the key driver. PISA and its focus on league tables and rankings influence educational debates and educational policy worldwide. The OECD is, with PISA as the main instrument, emerging as a kind of global ministry of education, promoting theirown standardized curriculum and system of quality assessment. PISA is designed to be used by the 30+ modern, highly developed countries in the OECD, but is also used by some 40 less developed non-OECD countries as a benchmark for their education system. This influence of OECD will be further widened by a version of PISA that will target developing countries, " PISA for development ". This instrument has the same underlying assumptions and ideals as PISA: the main concern is the national economy, not the personal development of the learner. There is also the underlying assumption that competition is always good, and that a free-market economy always promotes quality. The increasing role taken by the OECD is pushing aside the influence of international organization with different agendas and ideals, like UNESCO and UNICEF. Since studies like PISA by design cannot identify causal relationships behind neither success nor failure, the educational consequences of the studies are not clear. In many countries, PISA results are used to legitimize market-driven reforms, control of the teachers, payment by test results for teachers and principals, erosion of the public school system, privatization and the introduction of more testing regimes.In this development, the OECD now operates in close contact with the world's largest commercial company in the education sector, Pearson Inc. The success of PISA as an instrument of governance is currently expanded also to target schools and their teaching in a more direct way: a PISA-like instrument, " PISA for Schools " is developed for local use, for schools and school districts, enabling them to compare their own schools to " PISA winners ". This development may also create anxiety and concern not only at the national or federal level, but also at the local level. (This article is partly based on Sjøberg (2015 and 2016) and used here with the consent of the publishers.)

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• Corpus ID: 146284407

PISA 2012 FIELD TRIAL PROBLEM SOLVING FRAMEWORK SUBJECT TO POSSIBLE REVISION AFTER THE FIELD

• Unité d'analyse
• Published 2012

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Pisa 2012 Assessment And Analytical Framework: Mathematics, Reading, Science, Problem Solving And Financial Literacy

Are students well prepared to meet the challenges of the future? Can they analyse, reason and communicate their ideas effectively? Have they found the kinds of interests they can pursue throughout their lives as productive members of the economy and society?

The OECD Programme for International Student Assessment (PISA) seeks to answer these questions through the most comprehensive and rigorous international assessment of student knowledge and skills. PISA 2012 Assessment and Analytical Framework presents the conceptual framework underlying the fifth cycle of PISA. Similar to the previous cycles, the 2012 assessment covers reading, mathematics and science, with the major focus on mathematical literacy. Two other domains are evaluated: problem solving and financial literacy. Students respond to a background questionnaire and, as an option, to an educational career questionnaire as well as another questionnaire about Information and Communication Technologies (ICTs). Additional supporting information is gathered from the school authorities through the school questionnaire and from the parents through a third optional questionnaire. Sixty-six countries and economies, including all 34 OECD member countries, are taking part in the PISA 2012 assessment.

• ISBN-10 926419052X
• ISBN-13 978-9264190528
• Publisher Organization For Economic Co-Operation & Developme
• Publication date March 7, 2013
• Language English
• Dimensions 8 x 0.5 x 10.75 inches
• Print length 265 pages
• See all details

Product details

• Publisher ‏ : ‎ Organization For Economic Co-Operation & Developme (March 7, 2013)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 265 pages
• ISBN-10 ‏ : ‎ 926419052X
• ISBN-13 ‏ : ‎ 978-9264190528
• Item Weight ‏ : ‎ 1.33 pounds
• Dimensions ‏ : ‎ 8 x 0.5 x 10.75 inches

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