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Learning for Tomorrow's World

First Results from PISA 2003

image of Learning for Tomorrow's World
This report presents the first internationally comparable results to OECD's 2003 Programme for International Student Assessment (PISA) Survey of the educational performance of 15-year-olds in reading, mathematics, and science in 25 OECD countries.  This year, the concentration was on mathematics. Beyond the examination of the relative standing of countries in mathematics, science and reading, the report also looks at a wider range of educational outcomes that include students’ motivation to learn, their beliefs about themselves, and their learning strategies. Furthermore, it examines how performance varies between the genders and between socio-economic groups; and it provides insights into some of the factors that influence the development of knowledge and skills at home and at school, how these factors interact and what the implications are for policy development.  Most importantly, the report sheds light on countries that succeed in achieving high performance standards while, at the same time, providing an equitable distribution of learning opportunities.

The report presents a wealth of indicators showing how countries compare in various measures of educational performance and factors that affect that performance.

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How Student Performance Varies between Schools and the Role that Socio-Economic Background Plays in This

Centre for Educational Research and Innovation

Chapter 2 considered how well students in different countries perform in mathematics at age 15. The analyses reveal considerable variation in the relative standing of countries in terms of their students’ capacity to put mathematical knowledge and skills to functional use. However, the analyses also suggest that differences between countries represent only about one-tenth of the overall variation in student performance in the OECD area. Variation in student performance within countries can have a variety of causes, including the socio-economic backgrounds of students and schools; the ways in which teaching is organised and delivered in classes; the human and financial resources available to schools; and system-level factors such as curricular differences and organisational policies and practices. This chapter starts by examining more closely the performance gaps shown in Chapter 2. It considers, in particular, the extent to which overall variation in ...

English

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