How Scottish Education compares in International Studies
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How Scottish Education compares in International Studies

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Practitioners in the education field will be aware of the wide variety of measures of attainment used in the Scottish Education system. At national level the Scottish Survey of Achievement measures ...

Practitioners in the education field will be aware of the wide variety of measures of attainment used in the Scottish Education system. At national level the Scottish Survey of Achievement measures attainment at a number of stages during school and compares performance year on year. At the same time, international studies such as PISA, TIMSS and PIRLS measure Scotland’s performance in comparison to other countries in the key areas of literacy, maths and science.


http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/nationalandinternationalstudies.asp

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How Scottish Education compares in International Studies How Scottish Education compares in International Studies Presentation Transcript

  • Scottish Learning Festival International Studies Their potential for the practitioner
  • Presenters
    • Pete Whitehouse – Head of schools analytical services unit
    • Audrey MacDougall – Principal Researcher: schools
    • An analysts view
  • International studies undertaken by the Scottish Government
    • PISA – Programme for International Student Assessment
    • PIRLS – Progress in International Reading Literacy Study
    • TIMSS - Trends in International Mathematics and Science Study
  • The Assessment Quadrant Source: circular no. 02 June 2005 Qualifications, Assessment and Curriculum Division
  • Why do we do these studies?
    • Complements SSA and other national activities
    • Contributes to right-hand side of assessment quadrant - external/summative
    • Feedback can also contribute to external/formative
    • Complements Scotland’s AifL agenda
  • International study activity Timetable 2006-08
    • 2006
    • 2007
    • 2008
    • PISA 2006 main study testing
    • PIRLS 2006 main study testing
    • TIMSS 2007 main study testing
    • PIRLS 2006 reporting
    • PISA 2006 reporting
    • PISA 2009 Field trial
  • PIRLS 2006
    • 40 countries and 5 Canadian provinces took part
    • 150 primary schools with one P5 class per school
    • Pupils aged 9 and 10 (P5)
    • Testing took place in Spring 2006
    • Results due Nov 2007
  • PISA 2006
    • 57 countries took part including all OECD countries
    • Main test domain was science. Reading and maths minor domains
    • 15 year old pupils, 110 schools with 35 pupils per school
    • Testing took place in spring 2006
    • Report due in Dec 2007
  • TIMSS 2007
    • More than 60 educational systems participate
    • Data in mathematics and science at fourth and eighth grades (P5 and S2)
    • 150 schools with one class per school
    • Testing took place in Spring 2007
    • Results due December 2008
  • What can each study tell us?
    • Attainment
    • Attitudes, aspirations, ambitions
    • Impact of socio-economic and background factors
    • Information about the learning environment
    • The curriculum
  • Attainment
    • A number of countries perform significantly better than Scotland
    • PISA 2003
    TIMSS 2003 (Science) Singapore, Chinese Taipei, Rep of Korea, Hong Kong, Estonia, Japan, England, Hungary, Netherlands, Australia, Sweden, Slovenia, Lithuania PIRLS 2001 (Reading) Sweden, Netherlands, England, Bulgaria, Latvia, Lithuania, Hungary, United States, Italy, Germany, Czech Republic Canada, Finland, Korea Finland, Korea, Netherlands Finland, Japan, Korea Reading Maths Science
  • Attitudes, aspirations, ambitions
    • PISA
    • Interest and enjoyment
    • Motivation
    • Sense of belonging
    • Self-belief and confidence
    • Anxieties
    • Learning strategies
    • Behaviour and effort
    • TIMSS
    • Aspirations
    • Behaviour
    • Confidence
    • Liking school
    • Learning strategies
  • Self-confidence in learning science (S2) - TIMSS 2003 529 34 551 46 595 20 Japan 489 19 509 41 548 41 New Zealand 456 10 475 30 512 60 Norway 459 14 481 28 539 59 **Scotland ** 430 13 445 38 490 48 International average Mean score % Mean score % Mean score % Country Low Medium High
  • Anxiety in PISA 2003
  • Socio-economic and background factors
    • PISA
    • Socio-economic index of occupational status
    • Index of economic, social and cultural status
    • TIMSS
    • Home study and cultural resources
    • Parental background and home environment
    • PIRLS 2001
    • Parental involvement
    • Literacy resources at home
  • Impact of socio-economic factors PISA 2003 Economic factors Maths score
  • Impact of socio-economic factors PISA 2003 Scotland N’lands Canada Finland Japan Korea OECD average
  • Having a computer at home TIMSS 2003
  • Having a desk at home TIMSS 2003
  • Early Home Literacy Activities PIRLS 2001 555 8 561 37 566 55 N’lands 474 13 493 41 518 47 Norway 548 14 561 45 572 41 Sweden 513 3 546 14 578 83 England - 2 529 16 546 82 Scotland Average scores % students Average scores % students Average scores % students Low EHLA Medium EHLA High EHLA Countries
  • Parents discuss child’s classroom reading work with him/her PIRLS 2001 572 28 560 41 555 23 N’lands 509 25 503 42 494 23 Norway 573 29 563 40 551 23 Sweden 580 20 573 43 562 32 England 558 12 552 41 529 44 Scotland Average scores % students Average scores % students Average scores % students Once or twice a month Once or twice a week Almost every day Countries
  • The learning environment
    • PISA 2003
    • School climate
    • School policies and practices
    • Resources invested in education
    • TIMSS 2003
    • Demographics
    • Home/school involvement
    • School resources
    • School climate
    • Classroom characteristics
    PIRLS 2001 Demographics Home/school involvement School resources Classroom characteristics Absenteeism, bullying and safety
  • Student views of teacher support PISA 2003 54 62 49 62 53 The teacher gives students an opportunity to express opinions 60 71 40 61 74 The teacher continues teaching until the students understand 49 86 79 86 84 The teacher helps students with their learning 66 80 56 77 78 The teacher gives extra help when students need it 49 63 58 54 65 The teacher shows an interest in every student's learning Netherlands% Canada% Korea% Finland% Scotland % Country
  • Impact of teacher support PISA 2003
  • Emphasis on homework TIMSS 2003 science
  • Student experiences of incidences in school PIRLS 2001
  • The curriculum
    • TIMSS 2003
    • Instructional time on maths and science
    • Emphasis on approaches and processes in the science curriculum
    • Assessment
    • PIRLS 2001
    • Instructional time on reading
    • Emphasis on approaches and processes in the reading curriculum
    • Assessment
  • Emphasis in the science curriculum TIMSS 2003 N YY Y Y YY Lithuania YY YY N N YY Sweden N Y Y N YY Australia N YY YY Y N Netherlands NN Y Y Y YY Japan NN Y Y N N Korea N Y Y Y N Scotland Experience of different ethnic groups Impact of human on environment Impact on society Integrating science Nature of science
  • Methods of assessment PIRLS 2001
  • School level reporting
    • Has not been previously undertaken as sample sizes too small for reliable attainment data
    • Some elements of school level reporting may be introduced for further studies for some elements of the survey
    • How your school might conform to the overall findings for Scotland?
  • Detailed results
    • PISA
    • http://www.pisa.oecd.org/pages/0,3417,en_32252351_32236130_1_1_1_1_1,00.html
    • PIRLS
    • http://pirls.bc.edu/pirls2006/index.html
    • TIMSS
    • http://www.timss.org/