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PISA FOR SCHOOLS
Tue Halgreen, Policy Analyst
Javier Suarez-Alvarez, Analyst
Directorate for Education and Skills
OECD
Santander, 4 July 2016
How is my school comparing
internationally?
PISA for Schools and PISA
PISA
Shows how well a
country is performing
PfS
Shows how well a
school is performing
PISA and PISA for Schools measure the skills needed for
future life of 15 year-olds around the world
COMPARABLE
PISA for Schools - Objectives
Provide
information about
how schools are
performing
How are students performing in maths, science
and reading - in an international context?
How conducive is the school environment and
student motivation to learning?
How do these contextual factors shape
learning?
Provide a backdrop
for setting goals
and planning
improvements
What levels do we want our students to reach?
The benchmark is no longer national
standards alone.
What can be learnt from higher-performing
school and school systems?
PISA for Schools
Overview
PISA for Schools instruments and data
Cognitive test: reading.
mathematics and science
Student questionnaire: Socio-
demographic factors and
students attitudes
School questionnaire: school
characteristics
PISA for Schools in Spain
Pilot 2013-2014
Available to all
interested schools
since 2015-2016
PISA for Schools in other countries
United States
of America
England and Wales
Russia
Brunei
Results from PISA for Schools
My school
results
Identifying
areas to work
on in the
future
Planning
Improvements
Understand the data provided in the
school report
Reading performance
Socio-economic background
Proficiency levels
Disciplinary climate
• Impact study
• In-depth interviews and other feedback
from 45 schools in Spain, United States
and Wales
“How did your school use the results
from PISA for Schools?”
What schools use the assessment for
What schools use the assessment for
Schools say they use the test to…
Benchmark
their school
internationally
Comparar sus
escuelas
internacional
mente
National and
international
peer-learning
opportunities
Oportunidades
de aprendizaje
colaborativo a
nivel nacional e
internacional
Drive practice
shifts through
self-reflection
and action
plans
Dirgir la
práctica hacia
la auto-
reflexión y el
plan de acción
Obtain
assessment
results on
“real-life
skills”
Obtener
resultados
sobre
‘competencias
de la vida real’
WHAT CAN WE LEARN FROM
PISA FOR SCHOOLS?
Javier Suarez-Álvarez, Analyst
Directorate for Education and Skills
OECD
Santander, 4 July 2016
PISA for Schools
Why some schools perform better than expected?
 Spanish pilot study was performed in 2013
 Random sampling
 220 schools
 12568 students
 Public = 51.1%; Subsidized = 42.7%; Private = 6.2%
250
300
350
400
450
500
550
600
650
700
750
-1.5 -1 -0.5 0 0.5 1 1.5
Public
Subsidized
Private
Prediction of maths scores in function of ESCSPrediction of maths scores in function of ESCS
PISAmathematicsscale
ESCS
R² = 0.595
PISA for Schools
Why some schools perform better than expected?
• Developing an explanatory model
– Scores: Observed – Expected
– Disciplinary climate
• Disciplinary climate in language
• Disciplinary climate in maths
• Teacher relations
– Self-regulated learning
• Maths self-efficacy
• Maths instrumental motivation
• Science self-efficacy
• Science instrumental motivation
Disciplinary climate in language (DISCLIMA)
Disciplinary climate in maths (DISCLIM)Teacher-student relations (STUDREL)
Mathematics self-efficacy (MATHEFF)
Mathematics instrumental motivation (INSMOT)
Science self-efficacy (SCIEFF)Science instrumental motivation (INSTSCI)
PISA for Schools
Why some schools perform better than expected?
R2= .144 R2= .276
Residual variances
Standardized coefficients
Explanatory model using Structural Equating Modelling
PISA for Schools
Why some schools perform better than expected?
R2= .144 R2= .276
-100
-80
-60
-40
-20
0
20
40
60
80
100
-4 -3 -2 -1 0 1 2 3 4
Public
Subsidized
Private
Prediction of scores (observed-expected) by self-regulated learning
Scores(Observed-Expected
Self-regulated learning
PISA for Schools
Why some schools perform better than expected?
R2= .144 R2= .276
In average,
• The score of a school in self-regulated learning would increase .40
SD if the school disciplinary climate increases 1 SD.
• The score of a school in observed-expected performance would
increase .53 SD if the school self-regulated learning increases 1 SD.
• In other words, the score of a school would increase 9.50 points
(PISA scale) if the school self-regulated learning increases 1 SD and
, most important, this improvement is after accounting the socioeco
nomic background.
PISA for Schools
Why some schools perform better than expected?
More information in:
www.oecd.org
www.pisaparacentroseducativos.es
Email: Javier.SUAREZ-ALVAREZ@oecd.org
Muchas gracias por su atención

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INEE Curso UIMP 2016 - Evaluación educativa: Tue Halgreen y Javier Suárez-Álvarez

  • 1. PISA FOR SCHOOLS Tue Halgreen, Policy Analyst Javier Suarez-Alvarez, Analyst Directorate for Education and Skills OECD Santander, 4 July 2016 How is my school comparing internationally?
  • 2. PISA for Schools and PISA PISA Shows how well a country is performing PfS Shows how well a school is performing PISA and PISA for Schools measure the skills needed for future life of 15 year-olds around the world COMPARABLE
  • 3. PISA for Schools - Objectives Provide information about how schools are performing How are students performing in maths, science and reading - in an international context? How conducive is the school environment and student motivation to learning? How do these contextual factors shape learning? Provide a backdrop for setting goals and planning improvements What levels do we want our students to reach? The benchmark is no longer national standards alone. What can be learnt from higher-performing school and school systems?
  • 5. PISA for Schools instruments and data Cognitive test: reading. mathematics and science Student questionnaire: Socio- demographic factors and students attitudes School questionnaire: school characteristics
  • 6.
  • 7. PISA for Schools in Spain Pilot 2013-2014 Available to all interested schools since 2015-2016
  • 8. PISA for Schools in other countries United States of America England and Wales Russia Brunei
  • 9. Results from PISA for Schools My school results Identifying areas to work on in the future Planning Improvements Understand the data provided in the school report
  • 14. • Impact study • In-depth interviews and other feedback from 45 schools in Spain, United States and Wales “How did your school use the results from PISA for Schools?” What schools use the assessment for
  • 15. What schools use the assessment for Schools say they use the test to… Benchmark their school internationally Comparar sus escuelas internacional mente National and international peer-learning opportunities Oportunidades de aprendizaje colaborativo a nivel nacional e internacional Drive practice shifts through self-reflection and action plans Dirgir la práctica hacia la auto- reflexión y el plan de acción Obtain assessment results on “real-life skills” Obtener resultados sobre ‘competencias de la vida real’
  • 16. WHAT CAN WE LEARN FROM PISA FOR SCHOOLS? Javier Suarez-Álvarez, Analyst Directorate for Education and Skills OECD Santander, 4 July 2016
  • 17. PISA for Schools Why some schools perform better than expected?  Spanish pilot study was performed in 2013  Random sampling  220 schools  12568 students  Public = 51.1%; Subsidized = 42.7%; Private = 6.2%
  • 18. 250 300 350 400 450 500 550 600 650 700 750 -1.5 -1 -0.5 0 0.5 1 1.5 Public Subsidized Private Prediction of maths scores in function of ESCSPrediction of maths scores in function of ESCS PISAmathematicsscale ESCS R² = 0.595 PISA for Schools Why some schools perform better than expected?
  • 19. • Developing an explanatory model – Scores: Observed – Expected – Disciplinary climate • Disciplinary climate in language • Disciplinary climate in maths • Teacher relations – Self-regulated learning • Maths self-efficacy • Maths instrumental motivation • Science self-efficacy • Science instrumental motivation Disciplinary climate in language (DISCLIMA) Disciplinary climate in maths (DISCLIM)Teacher-student relations (STUDREL) Mathematics self-efficacy (MATHEFF) Mathematics instrumental motivation (INSMOT) Science self-efficacy (SCIEFF)Science instrumental motivation (INSTSCI) PISA for Schools Why some schools perform better than expected?
  • 20. R2= .144 R2= .276 Residual variances Standardized coefficients Explanatory model using Structural Equating Modelling PISA for Schools Why some schools perform better than expected?
  • 21. R2= .144 R2= .276 -100 -80 -60 -40 -20 0 20 40 60 80 100 -4 -3 -2 -1 0 1 2 3 4 Public Subsidized Private Prediction of scores (observed-expected) by self-regulated learning Scores(Observed-Expected Self-regulated learning PISA for Schools Why some schools perform better than expected?
  • 22. R2= .144 R2= .276 In average, • The score of a school in self-regulated learning would increase .40 SD if the school disciplinary climate increases 1 SD. • The score of a school in observed-expected performance would increase .53 SD if the school self-regulated learning increases 1 SD. • In other words, the score of a school would increase 9.50 points (PISA scale) if the school self-regulated learning increases 1 SD and , most important, this improvement is after accounting the socioeco nomic background. PISA for Schools Why some schools perform better than expected?
  • 23. More information in: www.oecd.org www.pisaparacentroseducativos.es Email: Javier.SUAREZ-ALVAREZ@oecd.org Muchas gracias por su atención

Editor's Notes

  1. In Spain a pilot with 225 schools was conducted during 2013-2014. Instruments were adapted to the four languages (Castellano, Catalán, Gallego y Euskera) and a sucessful validation study was carried out. Now, results form this pilot are materialized in reports that we are sharing with you today, with the 19 schools involved in the Madrid Comunity. Madrid has provided an excellent contribution to this pilot. The participation of the schools in Madrid was very important for the successful results of the pilot. The assessment is now readyd to be offered on demand to schools, starting January 2016.
  2. In Spain a pilot with 225 schools was conducted during 2013-2014. Instruments were adapted to the four languages (Castellano, Catalán, Gallego y Euskera) and a sucessful validation study was carried out. Now, results form this pilot are materialized in reports that we are sharing with you today, with the 19 schools involved in the Madrid Comunity. Madrid has provided an excellent contribution to this pilot. The participation of the schools in Madrid was very important for the successful results of the pilot. The assessment is now readyd to be offered on demand to schools, starting January 2016.
  3. First type of results we will find is a graph like this showing how your schools is located in comparison to Spain, OECD countries and other close countries. In this example, as the red line indicates, the school is a bit above the average in Spain, so that school has a performance in reading similar to the 25% of schools above the average. In comparison to other countries, the school is performing around the OECD mean but still with a gap up to a high-performance system such as Finland.
  4. This graph relates the schools performance with the socioeconomic background. Your school is represented by the red dot and the vertical band shows schools with similar socioeconomic backgrounds. The regression line shows the estimation about the expected average of performance according to socioeconomic backgrounds. Therefore, the school in this example is a bit below the regression line which indicates that the performance is a bit worse than expected according to the socioeconomic background. What is important here is that a schools’ performance is not just a reflection of the students’ socio-economic background. As we see on the chart, some schools perform much higher than expected given their socio-economic context, while others do not perform as well as similar schools. There is a lot that can be learned from the schools that beat the expectations.
  5. Finally, here we have the distribution of students according to the proficiency levels in your school and in Spain. In the school in the example, the distribution is quite similar to the distribution in Spain, except for level three where more students are found in the specific school.
  6. This graph informs about the students perceptions of disciplinary climate in classrooms. This is just part of the learning environment that is covered in the school report. It is important because we know from international evidence that these aspects of the learning environment are closely related to students’ learning outcomes. This is also illustrated on the figure in your school reports. On the chart, you will see how students in your school respond to a number of statements about the learning environment, compared with the responses among the 10% highest and 10% lowest performing students in Spain in general. In this school, for example, students experience noise and disorder to an extent comparable with the 10% lowest performing students in the country as a whole. In another aspect of the classroom climate – whether it takes a long time for students to quieten down in the beginning of the lessons – this school has much more positive results.
  7. To summarise, school leaders in Spain will be able to use PISA for Schools to: Benchmark themselves internationally Measure students’ real-life skills – the skills needed for full participation in society Participate in local discussions and global peer learning. Drive practice shifts with the information obtained about the learning environment and how it shapes learning outcomes
  8. To summarise, school leaders in Spain will be able to use PISA for Schools to: Benchmark themselves internationally Measure students’ real-life skills – the skills needed for full participation in society Participate in local discussions and global peer learning. Drive practice shifts with the information obtained about the learning environment and how it shapes learning outcomes