PISA

ISSN :
1996-3777 (online)
ISSN :
1990-8539 (print)
DOI :
10.1787/19963777
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A series of reports on the OECD’s Programme for International Student Assessment’s (PISA) periodic testing program on student performance. The reports generally compare student (15 year olds) academic performance across countries, or discuss the methodology used to gather the data.

Also available in: French, German
 
Literacy Skills for the World of Tomorrow

Literacy Skills for the World of Tomorrow

Further Results from PISA 2000 You do not have access to this content

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Author(s):
OECD, UNESCO Institute for Statistics
Publication Date :
01 July 2003
Pages :
392
ISBN :
9789264102873 (PDF) ; 9789264102866 (print)
DOI :
10.1787/9789264102873-en

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In this report, the OECD and UNESCO Institute for Statistics have broadened PISA’s coverage to include eleven countries that recently joined the program: Albania; Argentina; Bulgaria; Chile; Hong Kong, China; Indonesia; Israel; FYR Macedonia; Peru; Romania and Thailand.  Besides a wider geographic scope, the report also provides new insights into individual and contextual factors that influence lifelong learning effectiveness. It notably shows how some countries have overcome unfavourable social and economic conditions to achieve high overall levels of performance.

Table of Contents

Foreword
Chapter 1. Programme for International Student Assessment and Non-OECD Countries
-An Overview of PISA
-Organization of this Report
-What PISA Measures
--Reading Literacy in PISA
--Mathematical Literacy in PISA
--Scientific Literacy in PISA
-How PISA Assesses Students and Collects Information
-How PISA Can Inform Policy
-Social, Economic, and Education Contexts of the 14 Non-OECD Countries
Readers' Guide
Chapter 2. The Reading Performance of 15-Year-Olds
-Introduction
-How Reading Literacy is Assessed in PISA
-PISA Proficiency Level
-Samples of the Reading Tasks used in PISA
-Reading Proficiency of 15-Year-Olds
-Percentage of Students Proficient at Each Level of Reading Literacy
-Peformacne on the Subscales of Reading Literacy
-Conclusions
Chapter 3: A Profile of Student Performance in Mathematical and Student Literacy
-Introduction
-Student Performance in Mathematical Literacy
-Student Performance in Scientific Literacy
-Investment in Education and Student Performance
-The Income Distribution and Performance
-Conclusions
Chapter 4. General Outcomes of Learning
-Introduction
-Student Engagement in Schooling and Learning
-Student Learning Strategies and Preferences
-Conclusions
Chapter 5. Gender Differences and Similarities in Achievement
-Introduction
-The Future Labour Force
-Gender Differences in Reading, Mathematical, and Scientific Literacy
-Gender Differences in Subject Interest
-Gender Differences in Engagement in Reading
-Gender Differences in Learning Strategies and Self-Concept
-Gender Differences in Approaches for Learning - Competitive vs. Cooperative Learning
-Conclusions
Chapter 6. Family Background and Literacy Performance
-Introduction
-Social, Economic, and Cultural Factors that Influence Schooling
-Communication with Parents on Social Issues and Aspects of Culture
-Family Structure
-Place of Birth and Home Language
-Summarising the Relationship between Family Economic, Social, and Cultural Status and Literacy Performance
-Is There a Trade-Off between Quality and Equity?
-Importance of Engagement in Reading and Improving Literacy Performance
-Conclusions
Chapter 7. School Characteristics and Student Performance
-Introduction
-Variation of Scores and Differences between Schools
-Physical and Human Resources at School
-School Organisation and Management
-School Climate
-Schools' Socio-Economic Intake
-Conclusions
Annex A1. Construction of Indices and Other Derived Measures from the Student and School Context Questionnaires
Annex A2. Explained Variation in Student Performance
Annex A3. The PISA Target Population and the PISA Samples
Annex A4. Standard Errors, Significance Tests, and Multiple Comparisons
Annex A5. Quality Assurance
Annex A6. Development of the PISA Assessment Instruments
Annex A7. Reliability of the Marking of Open-Ending Items
Annex B. Data Tables
Annex C. The Development and Implementation of PISA - A Collaborative Project