PISA 2009 Results: What Students Know and Can Do. Student by Oecd Organisation for Economic Co-operation and Development

By Oecd Organisation for Economic Co-operation and Development

This primary quantity of PISA 2009 survey effects offers related info on 15-year-olds' functionality on interpreting, arithmetic and technology throughout sixty five international locations. the amount opens with an creation explaining what PISA is and the way PISA 2009 isn't like past PISA surveys.  The advent additionally explains what PISA 2009 measures and how.  A reader's advisor presents info had to interpret the information. bankruptcy 2 presents a precis of the findings on the topic of functionality in examining, the point of interest of the 2009 survey. bankruptcy three offers a precis of the findings with regards to functionality in arithmetic and technology. a last bankruptcy explores coverage implications in 5 components: low functionality, pursuing excellence, strengths and weaknesses in several different types of studying, pupil functionality in math and technology, and the capability to enhance functionality internationally. Annexes offer specified statistical info and technical information.Table of content material :ForewordExecutive SummaryChapter 1. Introduction-PISA -  An overview-What is assorted in regards to the PISA 2009 survey?-What PISA measures and how-Reporting effects from PISA 2009Readers GuideChapter 2. A Profile of scholar functionality in Reading-A context for evaluating the functionality of countries-The PISA method of assessing scholar functionality in reading-Student functionality in numerous parts of examining throughout partaking countriesChapter 3. A Profile of pupil functionality in arithmetic and Science-What scholars can do in mathematics-Student functionality in mathematics-What scholars can do in science-Student functionality in sciencePolicy Implications-Tackling low performance-Pursuing excellence-Strengths and weaknesses in numerous types of reading-Student functionality in math and science-The capability to enhance functionality around the worldReferencesAnnex A - Technical background-Annex A1. Indices from the coed, institution and dad or mum context questionnaires-Annex A2. The PISA goal inhabitants, the PISA samples and the definition of schools-Annex A3. Standard blunders, importance checks and subgroup comparisons-Annex A4. caliber assurance-Annex A5. Development of PISA assesment instruments-Annex A6. Reliability of the coding of responses to open-ended itemsAnnex B - Tables of results-Annex B1. Results for international locations and economies-Annex B2. Results for areas inside countriesAnnex C - the advance and implementation of pisa a collaborative attempt

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Additional resources for PISA 2009 Results: What Students Know and Can Do. Student Performance in Reading, Mathematics and Science (Volume I)

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47), includes tasks that represent both authored and message-based environments. Two of the questions are based on a blog, the third is based on a series of authored web pages and the fourth requires the reader to use both an e-mail message and authored web pages. Text format Performance on text format subscales were already reported in PISA 2000, where groups of countries showed differential reading performance on continuous and non-continuous texts, and boys’ and girls’ results were more similar on the non-continuous texts subscale than on continuous texts subscale.

The three broad aspects defined so far are not conceived of as entirely separate and independent, but rather as interrelated and interdependent. Indeed from a cognitive processing perspective they can be considered to be semi-hierarchical: it is not possible to interpret or integrate information without having first retrieved it, and it is not possible to reflect on or evaluate information without having accessed the information, and very likely made some sort of interpretation. In PISA, however, while it is acknowledged that all aspects (as cognitive processes) are likely to play some role in each task, each task is designed to emphasise one or another of the aspects.

Mixed and multiple format texts are also prevalent in both media, particularly in the digital medium. In continuous texts, organisation occurs graphically or visually by the separation of parts of the text into 40 © OECD 2010 PISA 2009 Results: What Students Know and Can Do – Volume I A PROFILE OF STUDENT PERFORMANCE IN READING 2 paragraphs, by paragraph indentation, by the breakdown of text into a hierarchy signalled by headings that help readers to recognise the organisation of the text, and by the use of formatting features such as different font sizes, and font types such as italic and boldface.

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